Animal Adaptations Unit

Unit 1:
Lauren Mroz and Danielle Johnson

GLCES: L.OL.03.32 Identify and compare structures in animals used for controlling body temperature, support, movement, food-getting, and protection (for example: fur, wings, teeth, scales). L.EV.03.12 Relate characteristics and functions of observable body parts to the ability of animals to live in their environment (sharp teeth, claws, color, body coverings). S.IP.03.12 Generate questions based on observations. S.IP.03.13 Plan and conduct simple and fair investigations. S.IA.03.12 Share ideas about science through purposeful conversation in collaborative groups. S.IA.03.13 Communicate and present findings of observations and investigations. Students will understand that...

Structures aid animals in controlling their body temperature Structures allow animals to support their body Structures allow for movement Structures provide animals a method for food (obtaining) Structures help animals protect themselves from predators Structures in animals relate to the function they serve in surviving in their environment (sharp teeth, claws, body coverings, color) The function of sharp teeth is to catch prey and hold onto it and serve as a mechanism for protection against a predator The function of claws are to catch prey and hold onto it, dig holes, climb, and defend against predators The function of body coverings are to protect or help maintain body temperature The function of color are to camouflage animals to their surroundings Units on a map can determine distances between two locations
Essential Questions to be answered during the lesson:

What is an environment? What are the different environments? What are different body structures animals have? What are different functions these structures serve?
How does an animal adapt to changing or different environments? What are the structures that allow for movement in animals? What structures provide animals a method for obtaining food? What are different structures that help animals protect itself against predators? What functions help animals survive in its environment? How does an animal catch prey/ obtain food for survival? How does an animal protect itself against predators? What type of body covering can animals have? How do different animals control their body temperature? Does your animal use camouflage or mimicking as a method of protection? What type(s) of transportation could you use to travel to the location? How do you describe where a location is, using cardinal directions?
Lesson Objectives (measurable):

TLW use a compass to answer navigation questions. (knowledge) TLW locate the 7 continents on a world map. (knowledge) TLW describe the five different environments. (knowledge) TLW classify an animal as a land mammal, bird, reptile, or fish/ocean animal. (analysis) TLW identify structures that aid animals in survival. (analysis) TLW describe animal adaptations to its environment.(comprehension) TLW interpret how different body structures aid animals in survival. (comprehension)
Scientific Background for Unit

North America: The same definitions from the introduction lesson and the content will be used for this lesson as well North American environment: North America has a diverse environment with four seasons. The lengths and variation within these seasons changes depending upon the location within North America. o Average summer temperature 70 degrees. Average winter temperature 20 degrees. Michigan experiences all four seasons (summer, fall, winter, spring) fairly evenly over the course of a year. Michigan has both warm and cold blooded animals The winter months are most difficult for animals in Michigan because of cold weather and food shortages, so they must have special adaptations to survive. To survive Michigan winters animals there are 3 basic adaptations: Migration, Hibernation, and surviving. o Migration: Geese, ducks, and Monarch butterflies migrate down south where it is warmer in the winter. Deer move away from Lake Superior where it snow is too deep in the winter. Reptiles/amphibians move underground or under waters to stay warm. o Hibernation in warm blooded animals: Chipmunks, squirrels, groundhogs. These animals hibernate, meaning their body temperature and metabolism drops so it is only a few degrees higher than the environment. Bears and other mammals that hibernate have a lot fat that helps keep them from starving over the winter o Hibernation in cold blooded animals: Must hibernate because they cannot control their internal body temperature, most find a sheltered area (underground) for cover in the winter - Frogs o Surviving cold blooded animals: find shelter to protect themselves from predators, fish remain active but move much slower o Surviving warm blooded animals: Food preferences change in the winter season, smaller animals build dens/burry in ground for warmth, others produce specialized fat cells for warmth.
South America: The same definitions from the introduction lesson and the content will be used for this lesson as well South American environment: Rainforest focus on the Amazon Rainforest as a location o Average winter and summer temperatures 80 degrees o Tropical rainforests have tall trees, warm climates, and lots of rain. In some rainforests it rains more than
one inch nearly every day of the year! Rainforests are found between the tropic of Cancer and tropic of Capricorn. The largest rainforest in the world is the Amazon Rainforest in South America.
o Tropical forests have a pretty consistent climate since they are located near the equator and receive
about 12 hours of sunlight each day of the year. Due to this, there only two main seasons exist, a rainy and a dry season. To support the heavily vegetated environment extreme amounts of rain are necessary. Daily it can rain up to 3 cm with annual rain ranging from 250 cm to greater than 400 cm. In combination with the consistently warm temperatures, averaging 20C, it is usually warm, wet, and humid each day
o Heavy amounts of rain and 12 hours of direct sunlight support the dense vegetation. There are 3 main
layers of vegetation; the canopy, the middle layer, and the floor. The canopy is tall trees that reduce sunlight from reaching lower levels. The middle layer is smaller trees, shrubs, and plants. Low amounts of sunlight on the floor cannot support much plant life so is mostly composed of leaves. A few common plants found in Tropical Forests are Coconut Trees, Kapok Trees, Tualang, Bengal Bamboo, and Orchids.
Amazon Rainforest animals: There is a great diversity of animals in the rainforest. Why?
o o Animals in Tropical Forests need to be able to survive in wet, warm, and wooded environments. The most common animals found are several species of Monkeys, Sloths, Toucans, Bengal Tiger, King Cobra, and Parrots To reduce competition many became specialized in the foods they consume. Others use camouflage or mimicking to hide from predators. Many other species are strong climbers and flyers to travel through the dense vegetation.
o Anaconda, Blue & Yellow Macaw, Giant Anteater, Jaguar, Spider Monkey, Poison Dart Frog. Amazon Rainforest adaptations: o Prehensile tail Movement through trees, balance o Camouflage protection from predators o Beak size Obtain food and reduce competition against other animals o Flying wings or a method of flying (like flying squirrel) to travel through the thick canopy o South American Jaguar has camouflage & can swim well in wet rainforests
Adaptations of Animals in the Tropical Rainforest | eHow.com http://www.ehow.com/list_6862950_adaptationsanimals-tropical-rainforest.html#ixzz1wQ7Uc419
http://kids.mongabay.com/elementary/camouflage.html Asia: The same definitions from the introduction lesson and the content will be used for this lesson as well Asian environment: Rainforest focus on the Indian Rainforest as a location o Average winter and summer temperatures 80 degrees o Tropical rainforests have tall trees, warm climates, and lots of rain. In some rainforests it rains more than
one inch nearly every day of the year! Rainforests are found between the tropic of Cancer and tropic of Capricorn. The largest rainforest in the world is the Amazon Rainforest in South America.
o Tropical forests have a pretty consistent climate since they are located near the equator and receive
about 12 hours of sunlight each day of the year. Due to this, there only two main seasons exist, a rainy and a dry season. To support the heavily vegetated environment extreme amounts of rain are necessary. Daily it can rain up to 3 cm with annual rain ranging from 250 cm to greater than 400 cm. In combination with the consistently warm temperatures, averaging 20C, it is usually warm, wet, and humid each day o Heavy amounts of rain and 12 hours of direct sunlight support the dense vegetation. There are 3 main layers of vegetation; the canopy, the middle layer, and the floor. The canopy is tall trees that reduce sunlight from reaching lower levels. The middle layer is smaller trees, shrubs, and plants. Low amounts of sunlight on the floor cannot support much plant life so is mostly composed of leaves. A few common plants found in Tropical Forests are Coconut Trees, Kapok Trees, Tualang, Bengal Bamboo, and Orchids.
South East Asian Rainforest animals: There is a great diversity of animals in the rainforest. Why?
o o Animals in Tropical Forests need to be able to survive in wet, warm, and wooded environments. The most common animals found are several species of Monkeys, Sloths, Toucans, Bengal Tiger, King Cobra, and Parrots To reduce competition many became specialized in the foods they consume. Others use camouflage or mimicking to hide from predators. Many other species are strong climbers and flyers to travel through the dense vegetation.
o Bengal Tiger, King Cobra, .
South East Asian Rainforest adaptations: o Prehensile tail Movement through trees, balance o Camouflage protection from predators o Beak size Obtain food and reduce competition against other animals o Flying wings or a method of flying (like flying squirrel) to travel through the thick canopy
Antarctica: The same definitions from the introduction lesson and the content will be used for this lesson as well Arctic environment: they have very cold winters and cool summers so animals must have adaptations Introduce permafrost as frozen ground (hard for plants to grow) Almost all animals living in the arctic are warm-blooded
Africa: -the same definitions from the over unit content will be used for this lesson as well -dry season (winter) and wet season (summer) -Monsoons occur in the summer with an average of 25 inches of rain -In the winter, it is usually about 68 to 78 F (20 - 25 C). In the summer the temperature ranges from 78 to 86 F (25 - 30 C).
Australia: -the same definitions from the unit content will be used for this lesson as well -desert environment: warm days, cool nights -little vegetation (plants) -frequent droughts (lack of rainfall) -The average annual rainfall in the Australian desert is low, ranging from 200 to 250 mm (8 to 10 in) per year. Thunderstorms are relatively common in the region, with an average of 15 - 20 thunderstorms per annum.[5] Summer daytime temperatures range from 32 to 40 C (90 to 104 F). In winter, this falls to 18 to 23 C (64 to 73 F). -many animals bury themselves underground to keep cooler during the day -a common natural disaster is fires from dry land Examples of adaptations: *some animals are only found on this continent-adaptations are unique to this environment *camouflage *poisonous snakes *small animals can fit underground during the day to hide from the hot sun *protection in forms of long claws, or spines (thorny devil, echidna, etc.)
Europe: -the same definitions from the unit content will be used for this lesson as well -has distinct warm and cool seasons -wet and dry seasons -20 to 60 inches of rainfall each year -trees dominate (a.k.a. FOREST biome) -Temperatures slightly colder then MI, below zero in winter, average of high 50-60 degrees in the warmer months
Introduction Where in the World is this Animal?

Procedure:
Read the mission to the students: Attention, Attention!! Agency Top-One: As you all have heard, recently there has been a lot of talk that a new species of animal has been discovered. Rumor of this new species is traveling quickly around the world intriguing a large majority of the science community. Everyone has been asking the same questions: What is it? Where was it last seen? What does it look like? How many are there? Most of the information we have gathered so far has turned out false, leaving us with no progress on what this new animal is or where we can go to find it. Typically such important news like this would remain top secret until studies have been conducted, evidence has been collected and suspected conclusions have been drawn. However, given the circumstances, those of us who care for animals believe it is our responsibility to bring in some extra professional assistance. Several scientific laboratories, including our own, have sent small groups of researchers on an adventure around the world to gather any evidence they can with the hope of discovering this new animal species. Unfortunately, yesterday a fellow scientist ran into one of the most evil scientists there is, Dr. Ology. Dr. Ology only wants to make as much money as he can and does not care about the animals. He was most recently seen in the United States of America, in a state called Michigan. It is crucial that we discover this new animal species before Dr. Ology does, if we do not the consequences are too horrible to mention. We can barely stand to think about what Dr. Ology will do with this new animal species and the money he will receive for officially discovering it. Your reputation speaks for itself, you are the best there is at completing missions. If you choose to accept this mission, your job will be to travel around the world to each of the 7 continents and discover this new animal species before Dr. Ology. In your travels keep track of any clues you gather such as; the animals environment, what type of body structures the animal has, how the animal uses those body structures. Report these clues to us immediately so we can help you discover this animal as quickly as possible. If you are successful, you will receive credit in the discovery of this new animal species and have the honor of giving it a professional name. If you choose to accept this mission, you will be expected to report to the state of Michigan to begin collecting evidence. Sincerely, Bio-Ecgrain Brainstorm as a class what kinds of things they think they might need to know and gather as they discover the new animal. (diagnostic assessment) o Write these on the board as students suggest them *be sure to lead the students to the idea that they will need to travel to different continents
Tell the students that we will be studying a different continent each week, we will discuss: o How they will travel from continent to continent o How far they have traveled total o The environment of the continent o Animals that live in that continent o How the animals use their structures to survive o Adaptations animals need to survive in that environment (continent) Over the next 7 weeks you will need to collect evidence that will help you discover the animal. If you think something is evidence that will help us discover the animal we will add it to the evidence wall. At the end of the 7 weeks we will analyze all our evidence and determine what the animal is, where it lives, and finally give it a name.
*Over the course of 3 days* Divide the students into small groups (about 4-5 students per group) Students will go to different stations around the room Day One: o Students will divide into groups and go to one of the three stations below. *number of stations set up will vary depending on the number of students in the class/amount of available time*
o Station 1: Location Students will create a cardinal direction foldable and use the foldable to find the answer to questions about a campground. http://www.superteacherworksheets.com/maps/campground-map_WMZNM.pdf o Station 2: Continents Students will listen to the continent song then put together a puzzle of the world. Afterwards they will label and color each continent on their own personal world map. http://www.youtube.com/watch?feature=player_detailpage&v=Lf--PQNDn7g continent song http://www.enchantedlearning.com/geography/continents/outlinemap/ - World map o Station 3: Environment Using a biome map, students will identify the predominant ecosystem within the continent. They will then look at pictures of ecosystem and draw conclusions about the habitat of the ecosystem. *Students will also have access to the Who lives here? books. http://www.backyardnature.net/pix/biom_map.gif - world biome map Pictures and worksheet attached. o After stations we will regroup and engage in classroom discussion about the stations.
Using the large classroom map, have the students label the 7 continents Carmen will travel to Ask questions about the map relating to the cardinal directions. i.e. Is Africa N,S,E,or W of Europe? Is North America N,S,E, or W of South America? Have the students give a short description of the environment of each of the 7 continents as they label them. Discuss the names the students gave each of the environments, as a class come to a consensus on a way to describe the environment (rainforest, desert, polar, wetland, grassland). As students describe the environment of the continent connect the description to the name of the ecosystem/environment [Rainforest, Desert, Polar, Wetland, Grassland
http://www.globio.org/glossopedia/article.aspx?art_id=29] and keep a running list in the classroom for students to reference to over the next 7 weeks), animals that live there, specific structures animals need for survival and their functions
Have the students think of their own direction or environment questions to ask their classmates.
Day Two: o Station 1: Animals
Given pictures of different animals, sort them into the correct category (Mammal, Reptile, Bird, fish/ocean animals). Students will then answer some questions about these animals and make comparisons. Attached Station 2: Structures Students will draw a few different animals (fish, reptile, land mammal, bird, amphibian, etc.) then label structures on each of their animals based on a list of different structures. Attached Station 3: Functions Based on the description of the structure act out its function for your other group members then have the group members guess the function Attached Station 3: Where is my home? Using a large felt board students will work together to create each ecosystem and place the right animals in that ecosystem. By using the books by Deborah Hodge (Who Lives Here? Wetlands, Who Lives Here? Deserts, Who Lives Here? Rain Forest Animals, Who Lives Here? Polar Animals, Who Lives Here? Savannah Animals) on each environment, students will read about the environments to correctly recreate the ecosystem. After stations the class will gather as a group to discuss what they learned and any questions they may have. Create a classroom list of the different types of structures animals have post this list in the
class so students can add to it as they learn.
Day Three: o Spork and Beans Activity http://mybb.gvsu.edu/bbcswebdav/pid-1253709-dt-content-rid11419207_1/courses/GVSCI336.10.201230/Course%20Documents%205E%20Lesson%20Plan%2 0-%20Natural%20Selection/spork%20%26%20beans.pdf Discuss how the structures & functions of animals help them adapt (survive) in different ecosystems o As a class, review the important information they learned over the last 2 days to prepare them for the next 7 weeks. Body structures Make a list of different structures animals have o Legs, wings, claws, tails, scales, body color, teeth Give an example of an animal with that structure What do structures do?
Help control body temperature Help support body Provide for movement Provide a method for obtaining food Protect them from predators Body functions Each structure serves a function Identify the function of each body structure Body coverings control body temperature Teeth Capturing food, protection Claws Capturing food, protection, digging, climbing Color Protection End the introduction with a short assessment in their mission journal Students should draw an animal of their choice Students should classify the animal as land mammal, reptile, fish/ocean animal Students should label at least 1 structure Students should write that structures function Student should draw the type of environment that animal lives in Write down 1 place they want to travel to and why to find the new animal species. Write down 2 pieces of evidence they think they should collect to help them find the new animal species.
Evaluations
TLW use cardinal directions on a compass to learn how to navigate. (knowledge) o Station 1 activity o Day 1 class discussion TLW locate the 7 continents on a world map. (knowledge) o Station 2 activity o Day 1 class discussion TLW describe the five different environments. (knowledge) o Day one station 3 activity o Day two station 3 activity o Day one class discussion o Day three Introduction assessment TLW classify an animal as a land mammal, bird, reptile, bird, or fish/ocean animal. (analysis) o Day two station 1 activity o Day three introduction assessment TLW identify structures that aid animals in survival. (analysis) o Day two station 2 activity o Day three introduction assessment TLW describe animal adaptations to its environment.(comprehension) o Day three Spork and Beans activity o Day three final discussion TLW interpret how different body structures aid animals in survival. (comprehension)
o o o
Day two station 2 activity Day three final discussion Day three introduction assessment
Grading: All station work will be graded as a diagnostic assessment based on students participation and effort. The teacher will use the results from these stations to plan future lessons and determine if extra time needs to be spent on a specific basic understanding.
Station 1: Location
Directions: Provide each student with a square piece of construction paper. Have students fold each corner into the middle and crease. Students should then complete the inside & outside as shown below.
Station 3: The Worlds Environments

Directions: Observe the pictures on the following pages. By looking at the 5 groups of pictures, think of 1 word that describes the environment and write it on the lines below. Group One:___________________________________________________ Group Two:___________________________________________________ Group Three: _________________________________________________ Group Four: __________________________________________________ Group Five: __________________________________________________
Directions: Now that you have named each of the five environments write down 3 observations about each of the environments. Environment 1: _______________________________________________________________________ _______________________________________________________________________ Environment 2: _______________________________________________________________________ _______________________________________________________________________ Environment 3: _______________________________________________________________________ _______________________________________________________________________ Environment 4: _______________________________________________________________________ _______________________________________________________________________ Environment 5: _______________________________________________________________________ _______________________________________________________________________
Classifying Animals
Directions: When scientists organize animals into different categories it is called classifying. A good way to classify animals is based on similar body parts and the function of those parts. Practice classifying animals by cutting out the pictures below and organizing them into the different categories: land mammal, bird, reptile, and fish/ocean mammals.
Station 1: Classifying Animals

1. What are three characteristics all the Land Mammals have in common? 1. 2. 3. Where might these animals live? ____________________________________ 2. What are three characteristics all Reptiles have in common? 1. 2. 3. Where might these animals live? ____________________________________ 2. What are two characteristics all birds have in common? 1. 2. Where might these animals live? ____________________________________ 3. What are three characteristics all fish/ocean mammals have in common? 4. 5. 6. Where might these animals live? ____________________________________
Station 2: Animal Bodies

Directions: Think of your favorite land mammal and draw it in the space below. Then draw your favorite bird or reptile. After you finish drawing, use the list of body structures to correctly label your animal. On the back of this paper use the structures to write how the animal will adapt to its environment. Body Structures Claws Feathers
Legs Tails
Wings Scales
Teeth Fin
Draw your favorite land animal here
Draw your favorite bird/reptile here
Station 3: Acting Out!

Directions: Read the following descriptions on the function of different animal structures in red. Use the description to act out the structure in green for your group members so they can try to guess the structure. Remember not to tell them the bolded word they should be able to guess the bolded word based on your actions.
Act these out: 1. Tough, hard, outer covering found on fish and many reptiles that protect the animal and help control body temperature. Scales 2. An outer covering found on mammals that help them control their body temperature. Hair 3. Can be small or large, sharp or dull, found in the mouth of animals used for capturing food and protection. Teeth 4. Sharp, curved, structure found at the end of toes/fingers used for capturing food, protection, digging, and climbing. Claws 5. Many animals have are colored so they blend in with the background for protection. Color
North America
Day One: Environment of North America 1. Provide each student with a K, W, L Chart and have them write or draw things they already know about the temperate forest aka the environment we live in and things they would like to know. This is where the teacher will determine any misconceptions students have about the environment they live in Provide each student with the Student Overview Sheet and introduce the investigation question. Remind students that these questions are only a guide for formulating their own questions as they work in groups & do research Divide students into groups of 4-5 Each group will gather facts on this environment & compile it on their temperate-forest facts worksheet Each group will also have a specialty about the environment either: location, role of seasons & climate, defining characteristics, or forest structure Give each student or group of students the Temperate-Forest Facts at a Glance, Forest biome map, and temperate-forest facts worksheets After doing research, class discussion will take place with the teacher highlighting the most important aspects about the temperate forest environment Finally, the class will graph the average temperature in the summer & winter for Michigan. (Look at next page for what the climate graph will look like at the end of the unit) End the day with having the students fill out the Learned section of their K,W,L and put it in their mission folder.
2.
3.
4. 5. 6.
7.
**Worksheets can be found and printed from the following website: http://nationalzoo.si.edu/education/conservationcentral/pdfs/Module%202.pdf Essential questions for this day: What is the temperate-forest biome? What are its identifying characteristics? Where is it located? What roles do season and climate play? How do precipitation & temperature determine the living things that grow & live in this biome? How do living things adapt to the conditions of this biome?
Day Two: Animals in Michigan Procedure: 1. Guess the animal from the sound: Students will listen to several short sound clips of different animals common to Michigans environment. Students should write their guess for each animal on the following Who Am I worksheet. Sound Clips: Sound Clip One: Squirrel http://www.youtube.com/watch?v=_OvLwFxqyL8 Sound Clip Two: Whitetail Deer http://www.youtube.com/watch?v=P0QHZALkeiU Sound clip Three: Northern Leopard Frog http://www.youtube.com/watch?v=kUdeEw2BPsQ Sound Clip Four: Canada Geese http://www.youtube.com/watch?v=YkQOzyjjRwU Sound Clip Five: Cardinal http://www.youtube.com/watch?v=C9LNexIoCW0 Sound Clip Six: Moose http://www.youtube.com/watch?v=ejlCv9pAiHY&feature=related&noredir ect=1 Pictures:
2. After the students guess the animal class discussion should take place and all possible guesses put on the board. Next, the teacher should show a picture of the correct animal and have the students figure out the correct animal. 3. Next have the students write down possible adaptations for survival based on the picture. 4. As a class discuss all the possible adaptations and determine as a class the actual adaptations these animals have.
Name: _____________________
Who Am I?
Directions: Listen to the sound clips and write the animal you think makes that sound on the lines below.
Sound Clip
One
My Guess
Correct Animal
My Guess: Explain how might this animal adapt for survival
Actual adaptations this animal has for survival
Two
Three
Four
Five
Six
Day Three: Animals in Michigan Procedure: 1. Take students outside and have them observe the environment on their own for 5 minutes 2. Gather students in a circle outside. Have the students use only their eyes and share their observations. Then have them use only sound and share their observations. 3. Discuss the animals they see around the school yard or animals they see around their house. Why might you see these animals and not other animals in Michigan? 4. Tell students that you have some animals in your bag. Pull out a stuffed animals one at a time for the students to look at and pass them around the circle. As students receive the animal they should state 1 body structure and explain how it functions to help them adapt to Michigans forest environment.

Canadian Geese Wings, beak, webbed feet. *Migration Frog strong legs, webbed feet. *Camouflage *Burry in ground for warmth Bear large, lots of fat, thick fur, large claws, big teeth. *Dormancy Claws, teeth, beaks, fur, webbed feet, coloring, layer of fat
5. Discuss the main body structures important for these animals
6. Discuss how these body structures help animals survive in the Michigan environment 7. Exit Card: Students should write 1 common adaptation for survival in Michigans forest environment
Answers: Migration, camouflage, burry in ground for warmth, toughing it out (survival), dormancy/hibernation
Day Four: Animals in Michigan Procedure: 1. In groups of 3-4, students should choose 1 common Michigan animal to do research on using the books in the classroom 2. Students should answer the following questions during their research and make a poster:

What is the name of your animal? Draw your animal and label the structures What is the environment it lives in? Give a short description of this environment What body structure does it use for obtaining food? What is the function of the structure? What structure does it use for movement? What is the function of that structure? What structure(s) does it use for protection? What is the function of that structure? How does the animal control its body temperature? Overall, how does this animal adapt for survival in Michigan? Provide each student with the requirements for the presentation so they know what to expect grading wise.
3. Students should determine a way to present their findings to the class.
Day Five: Presentations Procedure:

In pairs students will present their animal to the class. They will be required to identify the structures their animal has for controlling body temperature, supporting movement, food-getting, and protection. The group will then explain how these structures function and how they aid the animal in survival. They will also give a short description of the environment in Michigan.
North America
Animals adapt to changing seasons by migrating, dormancy, and toughing out the weather.
Rubric for poster Names of each group member: 1 pt for each person contributing 1. 2. 3. 4. Contributed: yes/no Contributed: yes/no Contributed: yes/no Contributed: yes/no
Student #1: Tell me about an adaptation that your animal has to survive in the cold weather. 2pts (1 pt for correct adaptation, 1 pt for explanation of how it helps with survival)
Response given:
Student #2: Tell me what your animal eats and how it obtains food. 2pts (1 pt for correct food, 1 pt for explanation of how it gets food)
Response given:
Student #3: Tell me about an adaptation your animal has for protection. 2pts (1 pt for correct adaptation, 1 pt for explanation of how it aids in protection)
Response given:
Student #4 Do you think your animal could survive in a different environment, such as the dessert? Explain. 2pts (1 pt for yes/no answer, 1 pt for explanation of why it would or would not survive)
Response given:
1pt for a picture of animal in its environment
1pt for a picture of animal with structures labeled
1pt for including facts about the animals adaptations to the environment
Total points ____/15
Comments:
South America
DAY ONE: Teacher will pass out cards from a deck to each student and using a second deck of cards, keep the matching cards for herself In order to randomly call on students for help, teacher will pick from her pile of cards and the student with the matching card will be chosen for help http://www.youtube.com/watch?v=wdzyuJJZMCI Math Integration: 1. Teacher will get out the map and spin a globe, getting students excited and wondering about where Carmen San Diego will go next. 2. Teacher will randomly pick a student to grab a strip of paper from the container, labeled South America 3. Teacher will randomly pick another student to try and find that continent on the map. 4. Teacher and students will decide where to place Carmen in South America in order to measure her distance traveled. 5. Random student will be asked to measure the map key. What is it measured in? How many of these units are in one inch? 6. Another student will be asked to do the same thing, to make sure there is an agreement of measurement. 7. The teacher will pick the next random student to measure the distance from Carmens previous location, to the new location in South America. How many inches is it? 8. Another student will be asked to do the same thing, to make sure there is an agreement of measurement. 9. Students will write down the information from steps 5-8 and keep it in their mission journals. 10. Then the students will determine how many units Carmen San Diego traveled from her previous location, to South America. 11. Students must also solve how many total units Carmen has traveled during her adventure. 12. Teacher will ask students what they know about this continent and make a list of ideas on the overhead board (white board, projector, chalk board, smart board, etc.) Integrating Directions 1. Teacher will have students discuss with their neighbors any similarities or differences they notice about the new location vs. the old location. 2. Teacher will guide students thoughts towards the idea that there is a lot of water surrounding the arctic. 3. Teacher will ask questions about the cardinal directions of the new and old location. (The arctic is farther north. The previous location is south and east, for example.) 4. Students will write down the information from steps 1-3 and keep it in their mission journals. Essential questions for day one:
o o o
How can we measure the distance between 2 locations? What is the distance between 2 locations? How many of the units (map key) are in one inch?
o o
Using cardinal directions, where is the new location in relationship to the previous location? What is the total distance traveled during the adventure?
DAY TWO Begin by looking at climate map and identifying the most common environment to South America o Rainforest 2. Begin by watching a video of the environment of a rainforest. o http://www.brainpopjr.com/science/habitats/rainforests/preview.weml o Discuss the important aspects of the environment. In specific the vegetation related to canopy layers 3. Create the rainforest mural o Create a mural of the rainforest in your classroom with your students. Discuss the main layers of the rainforest and the plants and animals that can be found in each layer. Students may need to do research to learn more about the diverse organisms that live in the rainforest. Line the walls of your classroom with butcher paper and have students draw plants and trees common to a rainforest. o http://www.brainpopjr.com/science/habitats/rainforests/grownups.weml 4. Now that we know the location and the climate of the South America, how do you think one would travel to this place?
1.
DAY THREE: 1. Students will watch the Magic School Bus: In The Rain Forest
o o o
While watching students should fill out the Rainforest Animal Adaptations worksheet on animals and their adaptations for surviving in the rainforest (worksheet on next page) Teacher should pass out additional rubric for exactly what should be included in part 2 Discussion about: Does the rainforest have a diversity of animals? What kinds of animals live in rainforest? What challenges to rainforest animals face? What special adaptations do these animals have to help them survive in the rainforest?
2. Students should add drawings of rainforest animals to the rainforest mural in the classroom. Remind students to draw each living thing in the appropriate rainforest layer. Students should label their drawings with appropriate body structures. 3. Exit Card: List 3 adaptations rainforest animals need in order for survival. Explain the body part and function related to 2 of these adaptations.
Rainforest Animal Adaptations
Part 1: While watching the video and select 5 animals and complete the table below. Name of the Animal Adaptation How does this adaptation help the animal survive in the rainforest?
Part 2: Below, brainstorm ideas to create your own animal that has special adaptations to survive in the rainforest. Your animal must include:
What layer will your animal live in? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
List the body structures your animal will need to survive in this layer, that is what will they use to obtain food, control body temperature, move, and for protection? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
What is the function of each of the body parts you listed above? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
Explain how the animals structures/functions help it to survive in the layer you selected? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
On the back of this paper, DRAW your animal and LABEL the body structures that help it survive in the rainforest.
My picture & presentation should include: Drawing of a unique (non-existing) animal Labeled structure for obtaining food Labeled structure for controlling body temperature Labeled structure for movement Labeled structure for protection Additional body structures labeled if needed Function for EVERY labeled structure Identify what layer the animal lives in Explanation of the environment
Check if it is included:
DAY FOUR: Teacher should review the animals and their adaptations with the students. Then lead into discussion about one of the most important adaptations being camouflage. o Define what it means for an animal to camouflage. o Show the class pictures of animals on the document camera and see if they can spot the camouflaged animal. (Pictures attached on next page) o Allow the students to demonstrate if they know what it means for an animal to camouflage. o 1. Give each student a copy of a snake, butterfly or iguana pattern o 2. Ask the students to pretend your classroom is a wild habitat. Have them look around the room and select a specific home or habitat for his or her individual snake, butterfly or iguana. o 3. Have each student color their animal pattern so it will be camouflaged in the habitat they selected o 4. Ask the students to put their animal in their habitat (without burying them). The animals must be out in the open, hidden only by their coloring and patterns. o 5. Invite another class to see how many of the animals they can find. 5. Discuss how well they think camouflage works for protection. o What are the advantages and disadvantages o When would it be useful? When might it not be useful? 6. Exit Card: Explain the importance of camouflage in the rainforest and state 1 animal that uses camouflage.
o
DAY FIVE 1. Have the students share the animal they created on day three with a partner. 2. After sharing their animal, the students will present their partners animal to the class. 3. The presentation will be graded according to the rubric below. 1 point 1 point 1 point 1 point 1 point 1 point 1 point Presenting a classmates animal Drawing of their rainforest animal Labeled body structure for obtaining food Labeled body structure for protection Labeled body structure for controlling body temperature Labeled body structure for movement Explanation as to how the animal has adapted to survive in the rainforest
4. After the break, gather students to discuss what they have learned during this session. 5. Ask students what they think the importance of the camouflage activity was? Lead them to the idea that one of the most common adaptations among animals in the rainforest is camouflage as a method of protection 6. Teacher will randomly call on one student to add the piece of evidence below to the evidence board. 7. Ask students which continents are left to study/what are possible location Carmen San Diego may end up next?!
South America
Camouflage allows animals to blend into their environment and is an important adaptation to protect against predators.
Asia
Procedure:
DAY ONE: Teacher will pass out cards from a deck to each student and using a second deck of cards, keep the matching cards for herself In order to randomly call on students for help, teacher will pick from her pile of cards and the student with the matching card will be chosen for help http://www.youtube.com/watch?v=wdzyuJJZMCI Math Integration: 13. Teacher will get out the map and spin a globe, getting students excited and wondering about where Carmen San Diego will go next. 14. Teacher will randomly pick a student to grab a strip of paper from the container, labeled Asia 15. Teacher will randomly pick another student to try and find that continent on the map. 16. Teacher and students will decide where to place Carmen in Asia order to measure her distance traveled. Students will go to Indonesia where the rainforests in Asia are located. 17. Random student will be asked to measure the map key. What is it measured in? How many of these units are in one inch? 18. Another student will be asked to do the same thing, to make sure there is an agreement of measurement. 19. The teacher will pick the next random student to measure the distance from Carmens previous location, to the new location in Asia. How many inches is it? 20. Another student will be asked to do the same thing, to make sure there is an agreement of measurement. 21. Students will write down the information from steps 5-8 and keep it in their mission journals. 22. Then the students will determine how many units Carmen San Diego traveled from her previous location, to Asia. 23. Students must also solve how many total units Carmen has traveled during her adventure. 24. Teacher will ask students what they know about this continent and make a list of ideas on the overhead board (white board, projector, chalk board, smart board, etc.) Integrating Directions 5. Teacher will have students discuss with their neighbors any similarities or differences they notice about the new location vs. the old location. 6. Teacher will ask questions about the cardinal directions of the new and old location. 7. Students will write down the information from steps 1-3 and keep it in their mission journals. Essential questions for day one:
o o o o o
How can we measure the distance between 2 locations? What is the distance between 2 locations? How many of the units (map key) are in one inch? Using cardinal directions, where is the new location in relationship to the previous location? What is the total distance traveled during the adventure?
DAY TWO 1. Begin by looking at different pictures of the rainforests in Indonesia. Students should write down 3 different conclusions about the environment of Asian rainforests based on the images. 2. Teacher will generate a class discussion based on student conclusions. A list of rainforest environment characteristics should be written on the board. 3. The teacher will then read a book about the rainforest to the students only read the section associated with the environment stop when at animal species o Natures Green Umbrella by Gail Gibbons o What did you learn about the rainforest? o Where are rainforests located? o What about the weather in the rainforest? o What are temperatures like in the rainforest? o Do temperatures change very much throughout the year? Why/Why not? o What type of precipitation is most common? Why? o How much rain does the rainforest receive each year? o Does it ever snow in the rainforest? Why/why not? o Is there a diversity of plants? Why? 5. Make a graph of the average temperatures in the winter and in the summer. Compare this to previous graphs made for different locations. Is it generally warmer or colder in Asia? 6. Now that we know the location and the climate of the Asia, how do you think one would travel to this place?
DAY THREE 1. Teacher will finish reading the book Natures Green Umbrella by Gail Gibbons about animal species diversity and adaptations Make a list of animals common to rainforest in Asia o Bengal Tiger, Asian Elephant, Orangutan, Sumatran Rhinoceros, King Cobra, Silvery Gibbon, Red-Shanked Douc Langur Discuss why these animals are common in rainforests What type of adaptations, body structures, do these animals need to survive? Add any animals to the mural that are not already present
2. Individually students will work on page 2 and 3 from the website below. http://www.teachervision.fen.com/tv/printables/animals-rainforest.pdf 3. After students complete the worksheet they should begin looking at the books on animals in the rainforest and choose 1 animal to create a foldable book on.
DAY FOUR: 1. Students will begin by doing an activity to explore the importance of a prehensile tail as an adaptation for the rainforest. Activity can be found on the pdf below http://www.zoosociety.org/pdf/GuidedTours/Prim.pdf
2. After doing the activity discussion will take place about how well the students could balance, how the tail serves as a way to balance on tree branches 3. Students will finish doing research on their animal and create their book. Students should include the following in their book: Animal species name Picture of animal Labeled body structure for obtaining food Labeled body structure for movement Labeled body structure for controlling body temperature Labeled body structure for protection Explanation of function body structure for obtaining food Explanation of function for body structure for movement Explanation of function for body structure for controlling body temperature Explanation of function for body structure for protection Environment & continent this animal lives in
DAY FIVE: 1. Students will present their animal book to the class *Teacher will grade presentations based on rubric below. Criteria Animal species name Picture of animal Labeled body structure for obtaining food Labeled body structure for movement Labeled body structure for controlling body temperature Labeled body structure for protection Explanation of function body structure for obtaining food Explanation of function for body structure for movement Explanation of function for body structure for controlling body temperature Explanation of function for body structure for protection Environment & continent this animal lives in Point Value 1 point 1 point 1 point 1 point 1 point 1 point 1 point 1 point 1 point 1 point 2 points
2. After presentation there should be a short break 3. After the break, gather students to discuss what they have learned during this session. 4. Ask students what they think the importance of the prehensile tail activity was? Lead them to the idea that a common adaptations in animals of the rainforest is a prehensile tail to help them balance and navigate through trees. 5. Teacher will randomly call on one student to add this piece of evidence to the evidence board. 6. Ask students which continents are left to study/what are possible location Carmen San Diego may end up next?! 7. End the week with an 3-2-1: 1. 3 important characteristics about the rainforest 2. 2 adaptations rainforest animals have 3. 1 animal common to the rainforest w/labeled structures & functions
Asia
Animals in the rainforest adapt and survive with a prehensile tail allowing them to navigate the trees.
Resources: http://www.blueplanetbiomes.org/se_asian_rnfrstanimal_page.htm http://www.netplaces.com/kids-environment/habitats-of-the-world/the-rainforest.htm http://www.teachervision.fen.com/tv/printables/animals-rainforest.pdf http://www.zoosociety.org/pdf/GuidedTours/Prim.pdf
Antarctica
Procedure:
DAY ONE: Teacher will pass out cards from a deck to each student and using a second deck of cards, keep the matching cards for herself In order to randomly call on students for help, teacher will pick from her pile of cards and the student with the matching card will be chosen for help http://www.youtube.com/watch?v=wdzyuJJZMCI Math Integration: 25. Teacher will get out the map and spin a globe, getting students excited and wondering about where Carmen San Diego will go next. 26. Teacher will randomly pick a student to grab a strip of paper from the container, labeled Arctic 27. Teacher will randomly pick another student to try and find that continent on the map. 28. Teacher and students will decide where to place Carmen in the arctic in order to measure her distance traveled. 29. Random student will be asked to measure the map key. What is it measured in? How many of these units are in one inch? 30. Another student will be asked to do the same thing, to make sure there is an agreement of measurement. 31. The teacher will pick the next random student to measure the distance from Carmens previous location, to the new location in the arctic. How many inches is it? 32. Another student will be asked to do the same thing, to make sure there is an agreement of measurement. 33. Students will write down the information from steps 5-8 and keep it in their mission journals. 34. Then the students will determine how many units Carmen San Diego traveled from her previous location, to the arctic. 35. Students must also solve how many total units Carmen has traveled during her adventure. 36. Teacher will ask students what they know about this continent and make a list of ideas on the overhead board (white board, projector, chalk board, smart board, etc.) Integrating Directions 8. Teacher will have students discuss with their neighbors any similarities or differences they notice about the new location vs. the old location. 9. Teacher will guide students thoughts towards the idea that there is a lot of water surrounding the arctic. 10. Teacher will ask questions about the cardinal directions of the new and old location. (The arctic is farther north. The previous location is south and east, for example.) 11. Students will write down the information from steps 1-3 and keep it in their mission journals. Essential questions for day one:
o
How can we measure the distance between 2 locations?
o o o o
What is the distance between 2 locations? How many of the units (map key) are in one inch? Using cardinal directions, where is the new location in relationship to the previous location? What is the total distance traveled during the adventure?
DAY TWO 1. This lesson would be shorter because this is not a main GLCE, or focus, of the unit. 2. Have students do a picture walk and describe what the climate in the Arctic looks like. 3. Now use the same books, but read and research. What is the climate like? What kinds of plants grow in this environment? 4. Make a graph of the average temperatures in the winter and in the summer. Compare this to previous graphs made for different locations. Is it generally warmer or colder in the Arctic? 5. Now that we know the location and the climate of the arctic, how do you think one would travel to this place?
Name:_________________ The Arctic 1. What is the climate and environment like on this continent?
2. How much sunlight does the arctic receive?
3. How much precipitation occurs on the arctic? What type of precipitation?
4. Do you think people can survive in the arctic? How? What are our adaptations that would allow us to live there?
5. How can people travel to the arctic? List different types of transportation that may be possible if you wanted to travel to the arctic.
6. Do you think animals can survive in the arctic?-we will research this tomorrow
Include observations about the temperature graph that are worth noting:
DAY THREE Teacher will determine how many groups of 4 there will be in the class (determined by class size) 1. Teacher will number of students to be put into groups (at random) 2. Each group will go to a stack of books and look through them to determine which animal their group would like to research 3. Each group must report the animal to the teacher so that no two groups are researching the same animal. 4. Individuals in each group must fill out their own chart to keep in their mission journals. http://www.amazon.com/Amazing-Arctic-Animals-AboardScience/dp/044842844X/ref=sr_1_1?s=books&ie=UTF8&qid=1337705841&sr=1-1 http://www.amazon.com/Arctic-Foxes-Polar-AnimalsTownsend/dp/0736896112/ref=sr_1_2?s=books&ie=UTF8&qid=1337705841&sr=1-2 http://www.amazon.com/Arctic-Firefly-Books-PaperbackWayne/dp/1554075785/ref=sr_1_5?s=books&ie=UTF8&qid=1337705841&sr=15#reader_1554075785 *use worksheet to answer essential questions and gather information about animal Essential Questions to be answered during day three and four:

Do more cold-blooded or warm-blooded animals live in the arctic? What are the structures that allow for movement in your animal? What structures provide your animals a method for obtaining food? What kind of food does your animal eat? How does your animal catch prey/obtain food for survival? Permafrost does not allow for much plant life to grow-what other food to animals eat? What are different structures that help your animal protect itself against predators? What structures/functions help your animal survive in the cold environment? How does your animal protect itself against predators? What type of body covering does your animal have? How does your animal control its body temperature? Would this type of body covering be ideal for a different environment? Rainforest? Desert? Aquatic? Does your animal use camouflage or mimicking as a method of protection? What is your animal trying to blend in with when it uses camouflage? What is your animal trying to mimic and how does this protect it?
http://www.google.com/imgres?q=maps+of+the+world&hl=en&sa=X&biw=1366&bih=664&tbm=isch&prmd=imvns&tb nid=rTbzsK66t7pGhM:&imgrefurl=http://www.strangecosmos.com/content/item/174822.html&docid=vUlnM7ARdgEda M&imgurl=http://www.strangecosmos.com/images/content/174822.jpg&w=800&h=519&ei=PXeyT9aKIT49QTiy4DVCA&zoom=1&iact=hc&vpx=354&vpy=123&dur=1587&hovh=181&hovw=279&tx=220&ty=76&sig=10329 5125550487193858&page=1&tbnh=113&tbnw=174&start=0&ndsp=18&ved=1t:429,r:7,s:0,i:155 -from google images **Preferably each student would get a laminated map to keep in their desk throughout the unit. This way they can write on it, keep track of Carmen San Diego, be able to look at the longitude and latitudes at their own desks when integrating math, and then they can be used for the next years class.
Name:_______________________ Is your animal warm-blooded or cold-blooded?
Are there more warm or cold blooded animals living in the arctic? Why do you think this is so?
What is your animal?-list multiple things that it eats
What does your animal eat?
How does your animal obtain food?
Is this an adaptation of your animal? What are other adaptations that your animal has? MovementBody coveringProtection-
How does your animal control its body temperature?
Does your animal use camouflage or mimickry? If so, what is it trying to blend in with or mimick?
Would the adaptions you listed above allow your animal to another environment? List other environments we have discussed and why or why not your animal would survive.
*include a sketch of your animal on the back of this paper
DAY FIVE 8. Have each group present their animal to the class. 9. Make sure each student in the group presents something! 10. Teacher will ask the group questions throughout their presentation as a way to grade them on their research of the animal (such as, would this adaptation be helpful to an animal who lives in the desert? the rainforest? Michigan?) 11. Once all of the poster presentations are over, take a short break. 12. After the break, gather students to discuss what they have learned during this session. 13. Ask students what they think the importance of the blubber activity was? Lead them to the idea that one of the most common adaptations between animals of the arctic is a layer of insulating fat, or blubber. 14. Teacher will randomly call on one student to add this piece of evidence to the evidence board. 15. Ask students which continents are left to study/what are possible location Carmen San Diego may end up next?!
Antarctica
Animals living in very cold environments have a layer of fat, blubber, to keep them warm and protect themselves.
Student #1: Tell me about an adaptation that your animal has to survive in the cold weather. 2pts (1 pt for correct adaptation, 1 pt for explanation of how it helps with survival)
Response given:
Response given:
Response given:
Student #4 Do you think your animal could survive in a different environment, such as the dessert? Explain. 2pts (1 pt for yes/no answer, 1 pt for explanation of why it would or would not survive)
Response given:
Comments:
Africa
Procedure:
DAY ONE: *teacher will pass out cards from a deck to each student and using a second deck of cards, keep the matching cards for herself *in order to randomly call on students for help, teacher will pick from her pile of cards and the student with the matching card will be chosen for help http://www.youtube.com/watch?v=wdzyuJJZMCI
Math Integration 37. Teacher will get out the map and spin a globe, getting students excited and wondering about where Carmen San Diego will go next. 38. Teacher will randomly pick a student to grab a strip of paper from the container, labeled Africa 39. Teacher will randomly pick another student to try and find that continent on the map. 40. Teacher will decide to place Carmen in the savanna, in Africa, in order to measure her distance traveled. 41. Random student will be asked to measure the map key. What is it measured in? How many of these units are in one inch? 42. Another student will be asked to do the same thing, to make sure there is an agreement of measurement. 43. The teacher will pick the next random student to measure the distance from Carmens previous location, to the new location in Africa. How many inches is it? 44. Another student will be asked to do the same thing, to make sure there is an agreement of measurement. 45. Students will write down the information from steps 5-8 and keep it in their mission journals. 46. Then the students will determine how many units Carmen San Diego traveled from her previous location, to Africa. 47. Students must also solve how many total units Carmen has traveled during her adventure. 48. Teacher will ask students what they know about this continent and make a list of ideas on the overhead board (white board, projector, chalk board, smart board, etc.)
Integrating Directions 12. Teacher will have students discuss with their neighbors any similarities or differences they notice about the new location vs. the old location. 13. Teacher will guide students thoughts towards traveling and different types of transportation. Is Africa an island? Is it surrounded by water? Does it connect to land anywhere?
14. Teacher will ask questions about the cardinal directions of the new and old location. (Africa is farther north. The previous location is south and east, for example.) 15. Students will write down the information from steps 1-3 and keep it in their mission journals.
Essential questions for day one:

How can we measure the distance between the 2 locations? What is the distance between the 2 locations? How many of the units (map key) are in one inch? Using cardinal directions, where is the new location in relationship to the previous location? What is the total distance traveled during the adventure so far?
DAY TWO *this lesson would be shorter because this is not a main GLCE, or focus, of the unit. http://www.statenislandzoo.org/pdfs/AfricanSavannah.pdf
Have students do a picture walk and describe what the climate in the African savanna looks like. Now use the same books, but read and research. What is the climate like? What kinds of plants grow in this environment? Make a graph of the average temperatures in the winter and in the summer. Compare this to previous graphs made for different locations. Is it generally warmer or colder in the African savanna? Wetter or dryer? Now that we know the location and the climate of Africa, how do you think one would travel to this place?
Name:_________________ The Arctic 7. What is the climate and environment like on this continent?
8. How much precipitation occurs on the arctic? What type of precipitation?
9. Do your books show pictures or have descriptions of the types of people that live in Africa? How have they adapted to the environment?
10. How can people travel to the African savanna? List different types of transportation that may be possible if you wanted to travel to Africa.
11. Do you think animals can survive in Africa?-we will research this tomorrow
DAY THREE *this lesson will take 2 days because it focuses on the GLCEs and overall goals of the unit The engagement activity will be to play Circle of Life from The Lion King http://www.youtube.com/watch?v=HwSKkKrUzUk 5. 6. 7. 8. Teacher will determine how many groups of 5 there will be in the class (determined by class size) Teacher will number off students to be put into groups (at random) Students will be creating taboo cards to play with other groups. Students will use the provided books to research common animals of Australia. (common, meaning students must have heard of them before and know what the anima is so that when playing the taboo game, the other team has a chance to know what the animal is) 9. As a group, come up with 5 different animals that you would like to research more about. http://www.amazon.com/s/ref=nb_sb_noss_2/176-8711108-9019346?url=searchalias%3Dstripbooks&field-keywords=african+savanna 10. After researching, each person in the group must create a taboo card. For the rules of taboo: http://www.hasbro.com/common/instruct/Taboo%282000%29.PDF 11. When each member has made a taboo card, they must use their cards to play with another group. 12. Groups will take turns so that each member gets to be a clue giver. One group will be labeled A and the other group B. One person from A will use his or her card and give clues so that group B can guess the animal. Then one person from B will use her or her card and give clues so that group A can guess the animal. This will continue so that each member of both groups has a chance to be a clue giver. There should be 10 cards read, even if there are duplicates. Examples of common animals: -elephant -lion -zebra -crocodile -giraffes -wild dog -cheetah -rhinoceros -baboon -gazelle -warthog -hyena -hippo
*use worksheet to answer essential questions and gather information about animal
Name:_______________________ What is your animal? What does your animal eat?-list multiple foods
Is your animal warm-blooded or cold-blooded?
Would the adaptions you listed above allow your animal to another environment? List other environments we have discussed and why or why not your animal would survive.
Taboo Cards: Use a blank 4 x 5 card to create your taboo card Every group member must have a different animal-no two should be the same
Rubric-5 points *must include the name of your animal at the top our card *must include at least 3 words that cannot be said *these 3 words must be obvious and relate to your animal *in your journal, you must write down what clues you gave when you were the clue giver-what clues/words did you use to get the other team to guess your animal?
DAY FIVE 16. After the break, gather students to discuss what they have learned during this session. 17. Ask students what they think some of the most important animal adaptations were? Lead them to the idea that most of the animals in the African savanna are herders or hunters. They must have long legs in order to run from predators, or chase their prey. 18. Teacher will randomly call on one student to add this piece of evidence to the evidence board. 19. Ask students which continents are left to study/what are possible location Carmen San Diego may end up next?! 20. For a fun, wrap up activity, students will create a map of the African animal they chose to study. They can use any of the materials in class to make their animal. The mask should be as accurate as possible. Is the animal grey? Have spots? A long nose? Whiskers? 21. Students must provide a short description with their mask to describe what materials they use and why, to make the animal look accurate. Rubric: -colorful -creative -paragraph includes a description of the animal and materials used to make an accurate mask of the animal chosen
Points will be given as to whether or not the mask and description are completed.-this is a fun, end of the week activity for the students.
Africa
Many animals adapt by having long legs to run away from predators or for catching prey.
Australia
Procedure:
Math Integration 49. Teacher will get out the map and spin a globe, getting students excited and wondering about where Carmen San Diego will go next. 50. Teacher will randomly pick a student to grab a strip of paper from the container, labeled Australia. 51. Teacher will randomly pick another student to try and find that continent on the map. 52. Teacher and students will decide where to place Carmen in Australia in order to measure her distance traveled. 53. Random student will be asked to measure the map key. What unit is it measured in? How many of these units are in one inch? 54. Another student will be asked to do the same thing, to make sure there is an agreement of measurement. 55. The teacher will pick the next random student to measure the distance from Carmens previous location, to the new location in Australia. How many inches is it? 56. Another student will be asked to do the same thing, to make sure there is an agreement of measurement. 57. Students will write down the information from steps 5-8 and keep it in their mission journals. 58. Then the students will determine how many units Carmen San Diego traveled from her previous location, to Australia. 59. Students must also solve how many total units Carmen has traveled during her adventure. 60. Teacher will ask students what they know about this continent and make a list of ideas on the overhead board (white board, projector, chalk board, smart board, etc.)
Integrating Directions 16. Teacher will have students discuss with their neighbors any similarities or differences they notice about the new location vs. the old location.
17. Teacher will guide students thoughts towards the idea that there is a lot of water surrounding Australia and how this may limit types of transportation to the continent. 18. Teacher will ask questions about the cardinal directions of the new and old location. (The arctic is farther north. The previous location is south and east, for example.) 19. Students will write down the information from steps 1-3 and keep it in their mission journals.
Essential questions for day:

DAY TWO *this lesson would be shorter because this is not a main GLCE, or focus, of the unit. Have students do a picture walk and describe what the climate in Australia looks like. Now use the same books, but read and research. What is the climate like? What kinds of plants grow in this environment? Make a graph of the average temperatures in the winter and in the summer. Compare this to previous graphs made for different locations. Is it generally warmer or colder in Australia? Now that we know the location and the climate of Australia, how do you think one would travel to this place?
Name:_________________ Australia 12. What is the climate and environment like on this continent?
13. How much precipitation occurs in Australia? What type of precipitation?
14. How can people travel to Australia? List different types of transportation that may be possible if you wanted to travel to Australia.
15. Do you think animals can survive in Australia?-we will research this tomorrow
16. Are there warm-blooded, cold-blooded or both types of animals living in Australia? List one type of animal for both warm and cold blooded and how they adapt to the hot, dry, environment of Australia.
DAY THREE *this lesson will take 2 days because it focuses on the GLCEs and overall goals of the unit 13. Teacher will determine how many groups of 4 there will be in the class (determined by class size) 14. Teacher will number of students to be put into groups (at random) 15. Each group will go to a stack of books and look through them to determine which animal their group would like to research 16. Each group must report the animal to the teacher so that no two groups are researching the same animal. 17. Individuals in each group must fill out their own chart to keep in their mission journals. 18. After students have been researching for about 25 minutes, the teacher will take the students outside on the playground, near a grassy area, to do this activity: Camouflage Clips Take your class to a grassy area and divide them into small groups. Give each group 20 paper clips in different colors. Which color will be easiest to see in the grass? Which will be hardest? Have students make their predictions. Have one group member sprinkle the paper clips on the grass and count to 40 while the other members pick up as many paper clips as they can. Have students record their findings. Discuss the results and have students talk about how camouflage can help animals to survive. *use 5 green clips 5 brown clips 5 yellow clips 5 red clips Create 4 different groups and have one group toss their paper clips around a grassy area, one group near a sandy area, one group near an area with brightly colored flowers, and one area on cement or pavement. Each group should notice something about how easily they found certain colored paper clips. For the first group, it should be harder to find green clips in the grass and easiest to find the bright colors; yellow and red. Brown should be hardest to find in a sandy area, and yellow and red hardest to find near a colorful flowerbed. All the clips should be easy to find on pavement. After recording the findings, students meet in a central location outside, or back in the classroom, to discuss the results. The teacher should guide the students towards the idea that paperclips of the same color as their environment will blend in and be harder to find. This is an example of camouflage. Have students talk about anything they had researched thus far. Any example of animals yet? The teacher could bring in a camouflage shirt and hat and explain how it would be used in the forest in Michigan during hunting season. Once back inside, the teacher would show a small slideshow of pictures of animals using camouflage to blend in with their environment. http://www.brainpopjr.com/science/animals/camouflage/grownups.weml
BOOKS
Name:_______________________ What is the name of your animal?
Is your animal warm-blooded or cold-blooded? How do you know?
What does your animal eat?-list examples
Would the adaptions you listed above allow your animal to survive in another environment?
List other environments we have discussed and why or why not your animal would survive.
DAY FIVE 22. Have each group present their animal to the class. 23. Make sure each student in the group presents something! 24. Teacher will ask the group questions throughout their presentation as a way to grade them on their research of the animal (such as, would this adaptation be helpful to an animal who lives in the desert? the rainforest? Michigan?) 25. Once all of the poster presentations are over, take a short break. 26. After the break, gather students to discuss what they have learned during this session. 27. Ask students what they think the importance of the blubber activity was? Lead them to the idea that one of the most common adaptations between animals of the arctic is a layer of insulating fat, or blubber. 28. Teacher will randomly call on one student to add this piece of evidence to the evidence board. 29. Ask students which continents are left to study/what are possible location Carmen San Diego may end up next?!
Australia
Some animals protect themselves from predators and the heat (hot sun) by burring underground.
Student #1: Tell me about an adaptation that your animal has to survive in the hot dry, desert climate of Australia. 2pts (1 pt for correct adaptation, 1 pt for explanation of how it helps with survival)
Response given:
Response given:
Response given:
Student #4 Do you think your animal could survive in a different environment, such as the rainforest? Explain. 2pts (1 pt for yes/no answer, 1 pt for explanation of why it would or would not survive)
Response given:
Comments:
Europe
Math Integration 61. Teacher will get out the map and spin a globe, getting students excited and wondering about where Carmen San Diego will go next. 62. Teacher will randomly pick a student to grab a strip of paper from the container, labeled Europe. 63. Teacher will randomly pick another student to try and find that continent on the map. 64. Teacher and students will decide where to place Carmen in Europe (around Germany is where the temperate deciduous forest is present) in order to measure her distance traveled. 65. Random student will be asked to measure the map key. What unit is it measured in? How many of these units are in one inch? 66. Another student will be asked to do the same thing, to make sure there is an agreement of measurement. 67. The teacher will pick the next random student to measure the distance from Carmens previous location, to the new location in Europe. How many inches is it? 68. Another student will be asked to do the same thing, to make sure there is an agreement of measurement. 69. Students will write down the information from steps 5-8 and keep it in their mission journals. 70. Then the students will determine how many units Carmen San Diego traveled from her previous location, to Europe. 71. Students must also solve how many total units Carmen has traveled during her adventure. 72. Teacher will ask students what they know about this continent and make a list of ideas on the overhead board (white board, projector, chalk board, smart board, etc.)
Integrating Directions 20. Teacher will have students discuss with their neighbors any similarities or differences they notice about the new location vs. the old location. 21. Teacher will guide students thoughts towards the idea that Europe is close to other continents and it may be easy to travel and to and from these locations. But what about locations separated by water?
22. Teacher will ask questions about the cardinal directions of the new and old location. (Europe is farther north. The previous location is south and east, for example.) 23. Students will write down the information from steps 1-3 and keep it in their mission journals.
Essential questions for day:

DAY TWO *this lesson would be shorter because this is not a main GLCE, or focus, of the unit.
Have students do a picture walk and describe what the climate in Europe looks like. Now use the same books, but read and research. What is the climate like? What kinds of plants grow in this environment? Make a graph of the average temperatures in the winter and in the summer. Compare this to previous graphs made for different locations. Is it generally warmer or colder in Australia? Now that we know the location and the climate of Germany, how do you think one would travel to this place?
Name:_________________ Europe 17. What is the climate and environment like on this continent?
18. How much precipitation occurs in Germany, Europe? What type of precipitation?
19. How can people travel to Europe? List different types of transportation that may be possible if you wanted to travel to Europe.
20. Do you think animals can survive in Germany, Europe?-we will research this tomorrow
21. Are there warm-blooded, cold-blooded or both types of animals living in Australia? List animals that are both warm and cold blooded.
DAY THREE *this lesson will take 2 days because it focuses on the GLCEs and overall goals of the unit http://www.amazon.com/Over-Forest-Come-TakePeek/dp/1584691638/ref=sr_1_fkmr0_3?s=books&ie=UTF8&qid=1338305188&sr=1-3-fkmr0 http://www.amazon.com/Who-Lives-Here-ForestAnimals/dp/1554530717/ref=sr_1_fkmr0_1?s=books&ie=UTF8&qid=1338305188&sr=1-1-fkmr0 http://www.amazon.com/Temperate-Forest-Mammals-TrueBooks/dp/0516261150/ref=sr_1_fkmr2_1?s=books&ie=UTF8&qid=1338305188&sr=1-1-fkmr2 1. Teacher will read the first book listed (above). 2. After reading, students will use the books available in class to choose an animal to research. 3. Much like the other weeks in the unit, students will be researching an animal and its adaptations to its environment. 4. When students have completed the provided worksheet with information about their animal, they must create a poem with a picture of their animal. 5. They can use the book that the teacher read to the class, as a template for their poems. Poetry rubric ___/20 -at least 10 lines (10 points) -include 3 facts about the adaptations (3 points) -include 3 facts about the environment (3 points) -proper punctuation (3 points-no errors, 2 points-minimal errors, 0 points-lots of errors) -decorate paper-do not have a black and white sketch.add color! (1 point)
Name:_______________________ What is the name of your animal?
Is your animal warm-blooded or cold-blooded? How do you know?
What does your animal eat?-list examples
Would the adaptions you listed above allow your animal to survive in another environment?
List other environments we have discussed and why or why not your animal would survive.
DAY FIVE 30. Take students on walk outside. Based on research, students should realize that the climate in Michigan is similar to that of the forest in Europe. 31. When outside, have students observe the climate around them and write their observations in their mission journal. They must write down at least 10 observations. 32. Have them sit in one place for a while, keeping quiet. What do they see? Do they observe any animals? If so, what are they? What do they notice about the weather today? 33. Hopefully students will see squirrels and birds. These are two examples of animals with specific adaptations. Squirrels hide nuts underground as a food storage mechanism and birds migrate for the winter. 34. When they discuss the weather, have them notice how warm it is it outside. Ask them if they think theyd see more animals if it were warmer? 35. After debriefing about the climate and animal adaptations of the forests and of Europe, have students work on poems. 36. Have individuals finish their poems and turn them in to teacher to be graded, and hung up in hallway. 37. Ask students what they think is the most important adaptation for animals in this forest environment? The students should discuss hibernation, migration, or food migration as the most important adaptation. 38. Teacher will randomly call on one student to add this piece of evidence to the evidence board. 39. Ask students which continents are left to study/what are possible locations Carmen San Diego may end up next?! **it is at the end of this day that students should turn in their mission folders to be graded
Europe
Many animals migrate or hibernate and food migration to adapt to changing seasons in a forest habitat.
Unit Final Assessment

On the last day of the unit the teacher will give each student a final unit assessment, alternating between the three different assessments. This assessment will be graded according to the rubric below and is worth a total of ten points. When the assessment is passed out the teacher should read over and explain each of the three parts so students know exactly what is expected from them. It is also important to remind them to raise their hand and ask questions if they need any clarifications during the assessment. Also, remind the students that this is an individual assessment.
Student name: 1 point Part 2 #1 1 point Part 2 #2 1 point Part 2 #3&4 1 point Part 2 #5 1 point Part 2 #6 1 point Part 2 #7 1 point Part 1 #1 1 point Part 2 #8 1 point Part 3 #1 1 point Part 3 #2 Total Points: Correctly identifying structures of animal Correctly describing structure function Describing way of obtaining food Describe way of protection Identify possible environment Rationale for environment Sketch of animal 1 structure not useful Continent animal is located in Cardinal direction in relation to Michigan
Where in the World? Final Unit Assessment Name: ___________________
Directions: Wow! After traveling the 7 continents in search for the unknown animal, you have discovered 4 important clues to help you and Bio-Ecgrain identify the animal. Read the 4 clues you collected below very carefully. Clue A: 1. I must hide in tall grass to be hidden. 2. I do not like cold weather. 3. I am warm blooded. 4. I obtain food by attacking predators.
Part One:
Directions: Using the clues above, draw how you think this animal looks like. There is no right or wrong way to draw this animal if it matches the clues.
Part Two:
Directions: Answer the following questions below about the animal. 1. On your drawing above label each body structure that helps your animal survive. 2. For each body structure you label, explain the function of that structure. Write this next to the label.
3. State which body structure(s) your animal will use to obtain food? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 4. Explain the function of the body structure used for obtaining food. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 5. Based on the clues and your drawing, explain how your animal protects itself from predators (Think body structures and their functions). _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 6. What environment might your animal live in? Desert, Arctic, Forest, Rainforest, Grassland. _______________________________________________________________________ 7. Explain why might your animal live in the environment you chose above? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
8. State 1 body structure & its function that would not be useful to your animal and explain why. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
Part Three:
Directions: On the map below color the continent you think your animal lives in. (Remember: the continent should match the environment you stated above)
Is this continent NORTH, SOUTH, EAST, or WEST of Michigan? ________________________________________
When you are finished with everything above give your animal species a name. Species name: ____________________________________________________________
Name: ___________________
Directions: Wow! After traveling the 7 continents in search for the unknown animal, you have discovered 4 important clues to help you and Bio-Ecgrain identify the animal. Read the 4 clues you collected below very carefully. Clue A: 1. Other animals fear me, because I am big. 2. My home is cold, BRRR! 3. I dont have many cold-blooded friends. 4. My skin has a thick and warm covering.
Name: ___________________
Directions: Wow! After traveling the 7 continents in search for the unknown animal, you have discovered 4 important clues to help you and Bio-Ecgrain identify the animal. Read the 4 clues you collected below very carefully. Clue C: 1. I eat large seeds. 2. My home is way up high. 3. My home changes throughout the seasons. 4. I blend into my surroundings.I bet you cant find me!
Rubric-Checklist for each continent

Mission Journals should be collected and graded at the end of each continent lesson (ideally on a Friday)
Mission Journals-15 points Include name of continent and location What are the units? How many units are in one inch? Distance, in units, between old and new location How many units Carmen has traveled in total What do you know about this continent? Similarities and differences of new and old location Transportation ideas Cardinal directions, describe direction of location Climate worksheet is filled out, included in folder Completed Temperature graph Animal worksheet is filled out, included in folder Write down the new piece of evidence found! Legible handwriting Organized (papers are not ripped, only mission information is in the folder, nothing misc.)
Climate Graph for all Seasons *created on Day 1 of each unit*

Animal Adaptations Unit

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Animal Adaptations Unit

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Unit 1:

Lauren Mroz and Danielle Johnson

Essential Questions to be answered during the lesson:

Lesson Objectives (measurable):

Scientific Background for Unit

Adaptations of Animals in the Tropical Rainforest | eHow.com http://www.ehow.com/list_6862950_adaptationsanimals-tropical-rainforest.html#ixzz1wQ7Uc419

o Bengal Tiger, King Cobra, .

Introduction Where in the World is this Animal?

Day Two: o Station 1: Animals

Station 3: The Worlds Environments

Station 1: Classifying Animals

Station 2: Animal Bodies

Draw your favorite land animal here

Draw your favorite bird/reptile here

Station 3: Acting Out!

My Guess: Explain how might this animal adapt for survival

Actual adaptations this animal has for survival

5. Discuss the main body structures important for these animals

3. Students should determine a way to present their findings to the class.

Day Five: Presentations Procedure:

1pt for a picture of animal in its environment

1pt for a picture of animal with structures labeled

Total points ____/15

Rainforest Animal Adaptations

Resources: http://www.blueplanetbiomes.org/se_asian_rnfrstanimal_page.htm http://www.netplaces.com/kids-environment/habitats-of-the-world/the-rainforest.htm http://www.teachervision.fen.com/tv/printables/animals-rainforest.pdf http://www.zoosociety.org/pdf/GuidedTours/Prim.pdf

How can we measure the distance between 2 locations?

2. How much sunlight does the arctic receive?

3. How much precipitation occurs on the arctic? What type of precipitation?

Name:_______________________ Is your animal warm-blooded or cold-blooded?

What is your animal?-list multiple things that it eats

What does your animal eat?

How does your animal obtain food?

How does your animal control its body temperature?

*include a sketch of your animal on the back of this paper

1pt for a picture of animal in its environment

1pt for a picture of animal with structures labeled

Total points ____/15

Essential questions for day one:

8. How much precipitation occurs on the arctic? What type of precipitation?

How does your animal obtain food?

Is your animal warm-blooded or cold-blooded?

How does your animal control its body temperature?

*include a sketch of your animal on the back of this paper

Essential questions for day:

13. How much precipitation occurs in Australia? What type of precipitation?

Name:_______________________ What is the name of your animal?

Is your animal warm-blooded or cold-blooded? How do you know?

What does your animal eat?-list examples

How does your animal obtain food?

How does your animal control its body temperature?

*include a sketch of your animal on the back of this paper

1pt for a picture of animal in its environment

1pt for a picture of animal with structures labeled

Total points ____/15

Essential questions for day:

Name:_______________________ What is the name of your animal?

Is your animal warm-blooded or cold-blooded? How do you know?

What does your animal eat?-list examples

How does your animal obtain food?

How does your animal control its body temperature?

*include a sketch of your animal on the back of this paper

Unit Final Assessment

Where in the World? Final Unit Assessment Name: ___________________

Climate Graph for all Seasons created on Day 1 of each unit