Author:
Emily
Subject:
Science, Biology
Material Type:
Assessment
Level:
Lower Elementary
Tags:
License:
Creative Commons Attribution
Language:
English
Media Formats:
Video

Animal Adaptations

Animal Adaptations

Overview

 

Second Grade Science

Strand 2.2: LIVING THINGS AND THEIR HABITATS
Living things (plants and animals, including humans) need water, air, and resources from the land to survive and live in habitats that provide these necessities. The physical characteristics of plants and animals reflect the habitat in which they live. Animals also have modified behaviors that help them survive, grow, and meet their needs. Humans sometimes mimic plant and animal adaptations to survive in their environment.

Standard 2.2.1
Obtain, evaluate, and communicate information about patterns of living things (plants and animals, including humans) in different habitats. Emphasize the diversity of living things in land and water habitats. Examples of patterns in habitats could include descriptions of temperature or precipitation and the types of plants and animals found in land habitats. (LS2.C, LS4.C, LS4.D)

Students will be able to observe and discuss animal adaptations. They will demostrate their understanding by coming up with adaptations the animal would need to survive in a different type of habitat. 

<a href='https://www.freepik.com/photos/snow-leopard'>Snow leopard photo created by vladimircech - www.freepik.com</a>

Summary

Strand 2.2: LIVING THINGS AND THEIR HABITATS
Living things (plants and animals, including humans) need water, air, and resources from the land to survive and live in habitats that provide these necessities. The physical characteristics of plants and animals reflect the habitat in which they live. Animals also have modified behaviors that help them survive, grow, and meet their needs. Humans sometimes mimic plant and animal adaptations to survive in their environment.

Standard 2.2.1
Obtain, evaluate, and communicate information about patterns of living things (plants and animals, including humans) in different habitats. Emphasize the diversity of living things in land and water habitats. Examples of patterns in habitats could include descriptions of temperature or precipitation and the types of plants and animals found in land habitats. (LS2.C, LS4.C, LS4.D)

Students will be able to identify animal adaptations that help them live in their habitat. They will demonstrate this knowledge by coming up with an adaptation an animal would need to develop if it were moved to a different habitat. 

Duration: 40 minutes

Background for Teachers

Materials needed for this lesson:

Video clip from Emedia: https://emedia.uen.org/kaltura/embed/1_e5sjfb5h

List of animal habitats

Graphic organizer (! for every 2-4 students)

Pencils

Student Prior Knowledge

Prior to this lesson:

Student should have a basic understanding of animal habitats and animal adaptations. 

Student Learning Goals

Students will identify adaptations that animals have that help them survive in their habitat. Observations will be made and then students will come up with adaptations an animal would need to live in a different habitat. 

Instructional Procedures

  1. Have a brief discussion about what a habitat is. Review the different types of habitats. 
  2. Review what an adaptation is and why animals need them to survive. 
  3. Tell the students they are going to be looking for adaptations the leopards have that help they survive in their habitat. 
  4. Show the short video clip. Then have the students silentlly think about adaptations they saw. Do not have them tell the class yet.
  5. Have them whisper visit with a neighbor about adaptations they think they saw. 
  6. Play the video again and have the students see if they can find any other adaptations that they missed the first time.
  7. Discuss as a class and make a list of the adaptations they found. Talk about how each adaptation helps the leopard survive in it's habitat. 
  8. Put the students into groups of 2-4 students. 
  9. Pass out the graphic organizer. Have the students draw a leopard in the center circle. Then as a group they will discuss and come with an adaptation the leopard would need to develop for each habitat. They  should write or draw the adaptation for each one. 
  10. If time allows the groups can share with the class.

 

Strategies for Diverse Learners

Students that struggle with reading and writing should be placed in a group with a student that can assist them. 

Students that need extension could be given a different type of animal and complete the graphic organizer for that animal. 

 

Assessment

Student learning will be assessed through observation as they work together in their group. They will also be assessed on their final group graphic organizer. See attached rubric for grading.