Adaptation and Survival - Discovery Education

10/13/21, 5:45 PM Adaptation and Survival | Discovery Education
Intro
Can You Explain?
How do different types of animals and plants adapt to survive

extreme climates?
In this concept, you will learn how different organisms are

adapted to their environment.
Begin by selecting the Wonder tab.
Start
Student Learning Objectives

By the end of this concept:
I can model the relationships among an organism’s survival,

habitat, adaptations, and body systems.
I can argue from evidence that plants and animals have

structures and behaviors that help them survive, grow, and
reproduce.
I can explain how structural adaptations help organisms

survive in specific environments.
https://app.discoveryeducation.co.uk/learn/techbook/units/a71fe083-6fe9-46a8-b0e1-94dc817f104f/concepts/2584de46-2700-469a-aaa9-0aabcfd5c5c… 1/7
I can argue from evidence that multiple adaptations or

organs work together in systems to help organisms survive in
specific habitats.
Start
Teacher Learning Objectives

By the end of this concept, students should be able to:
Develop a model of the relationships among an organism’s

survival, habitat, adaptations, and body systems.
Argue from evidence that plants and animals have internal

and external structures and behaviors that function to
support survival, growth, behavior, and reproduction.
Obtain, evaluate, and communicate information about how

structural adaptations help organisms meet specific
functions to meet the conditions imposed by different
environmental conditions.
Argue from evidence that multiple adaptations or organs

within systems work together to ensure survival in specific
habitats.
Teacher Planning Resources
RELATED MATERIAL
Concept Pacing Options
RELATED MATERIAL
Content Background
Vocabulary Strategies
After students have built conceptual understanding of each
term, have students use the following vocabulary strategies in
their explanation of the phenomenon.
Create a Book
Have students create small booklets that contain the

vocabulary words from the concept. As you introduce each
word, have students write the word in their books. Then, have
them draw a quick picture to illustrate the word and use the
word in a sentence. For example, for the word camouflage,
students could draw a picture of an animal blending in with its
environment. The sentence should use the word camouflage to
describe the illustration.
Have students compare the entries in their books throughout

the concept. Ask students to think about how their drawings
and sentences are similar to their partners’. How are they
different?
Academic Vocabulary Strategies

Identify Connections
Introduce the word feature to students. As you introduce the

other vocabulary words, have students identify connections
between feature and each term. For example, some features
of an animal are adaptations that help the animal survive.
Have students write their connections in their notebooks. Then,

give students the opportunity to present their connections to
the class. Encourage students to think about and share other
connections that they think about as they listen to their peers’
ideas.
Key Vocabulary
adaptation
Arctic
camouflage
digestive system
ecosystem
energy
extinct
ocean
organism
pollute
predator
prey
reproduce
respiratory system
survive
Standards
4.A.1.a Identify scientific and non-scientific questions.
4.A.1.b Plan and carry out simple investigations to collaboratively produce

data that answers a question.
4.A.1.d Construct an argument with evidence and data.
4.A.1.f Use multiple texts to answer questions or explain phenomena.
4.A.1.g Communicate scientific information orally and in written formats.
4.C.1.a Classify plants, animals, and other living organisms using physical
and other observable characteristics of the organisms.
4.C.1.a.i Explain the objectives and purpose of classifications.
4.C.1.a.ii Provide examples of living organisms with similar physical

characteristics.
4.C.1.b Propose ways to maintain the health and safety of the digestive
system.
4.C.1.b.i Relate the organs involved in digestion to their function in the

digestive system.
4.C.1.b.ii Explain how the organs in the digestive system work together to
break down and absorb food for energy.
4.C.1.b.iii Identify potential sources of damage related to the digestive

system.
4.C.1.c Advocate for how to maintain the health and safety of the air living
organisms rely on for life (for example, design a public message or
advertising campaign).
4.C.1.c.i Relate the organs involved in breathing to their function in the

respiratory system for multiple species (such as humans and fish).
4.C.1.c.ii Identify threats to healthy respiration (such as smoking or causes

of air and water pollution).
4.C.1.d Analyze examples of how animals receive different types of

information through their senses, process the information in their brains,
and respond to the information in different ways.
4.C.1.d.i Explain how structural adaptation relating to senses helps

organisms survive in specific environments.
4.C.1.d.ii Use evidence to explain that multiple adaptations or organs work

together in systems to help organisms gather information needed to survive
in specific habitats.
4.C.1.d.iii Develop a model that shows how organisms respond to changes

in their habitat over time.
4.F.1.f Assess the impact of products and systems with support.
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10/13/21, 5:45 PM Adaptation and Survival | Discovery Education

Can You Explain?

How do different types of animals and plants adapt to survive

In this concept, you will learn how different organisms are

Begin by selecting the Wonder tab.

Student Learning Objectives

I can model the relationships among an organism’s survival,

I can argue from evidence that plants and animals have

I can explain how structural adaptations help organisms

I can argue from evidence that multiple adaptations or

Teacher Learning Objectives

Develop a model of the relationships among an organism’s

Argue from evidence that plants and animals have internal

Obtain, evaluate, and communicate information about how

Argue from evidence that multiple adaptations or organs

Teacher Planning Resources

Concept Pacing Options

Have students create small booklets that contain the

Have students compare the entries in their books throughout

Academic Vocabulary Strategies

Introduce the word feature to students. As you introduce the

Have students write their connections in their notebooks. Then,

4.A.1.a Identify scientific and non-scientific questions.

4.A.1.b Plan and carry out simple investigations to collaboratively produce

4.A.1.d Construct an argument with evidence and data.

4.A.1.f Use multiple texts to answer questions or explain phenomena.

4.A.1.g Communicate scientific information orally and in written formats.

4.C.1.a.i Explain the objectives and purpose of classifications.

4.C.1.a.ii Provide examples of living organisms with similar physical

4.C.1.b.i Relate the organs involved in digestion to their function in the

4.C.1.b.iii Identify potential sources of damage related to the digestive

4.C.1.c.i Relate the organs involved in breathing to their function in the

4.C.1.c.ii Identify threats to healthy respiration (such as smoking or causes

4.C.1.d Analyze examples of how animals receive different types of

4.C.1.d.i Explain how structural adaptation relating to senses helps

4.C.1.d.ii Use evidence to explain that multiple adaptations or organs work

4.C.1.d.iii Develop a model that shows how organisms respond to changes

4.F.1.f Assess the impact of products and systems with support.

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