Animal Adaptations

Created by: Cheryl Phillips

Grades 3-4

Introduction: Why do giraffe's have a long neck? Why to porcupines have quills? These are common questions students ask. In this activity, students will learn about structural and behavioral adaptations. They will realize that everything animals and plants have from fur to feet have a purpose.

Process: In the classroom discuss with the students structural and behavioral adaptations. As a class, access Earth Floor's awesome site that explains adaptations. This site What is an Adaptation is in a printable form and does a simple job explaining physical adaptations.

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Task: After discussing adaptations with the class, they will open  Kidspiration and go to the 'Picture' theme. Once there, they will access the picture library and select a wild animal. Using the symbol maker (on the upper right corner of the task bar) and using the stamp, make some arrows.

To get a text box, click on the box with the 'A' in it. Drag the box over to a part of the animal you are going to talk about, (see example).

Begin to work your way around the animal pointing out the different features and what their function is. Students will have to use the Internet to find facts about their animal.

Example:

Evaluation:

Take a Quiz This is a pretty fun site that tests your knowledge on animal adaptations.

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Objectives:

Life Processes

3.4        The student will investigate and understand that behavioral and physical adaptations allow animals to respond to life needs. Key concepts include

a)      methods of gathering and storing food, finding shelter, defending themselves, and rearing young; and hibernation, migration, camouflage, mimicry, instinct, and learned behavior.

Writing:

3.8        The student will write legibly in cursive.

3.9        The student will write descriptive paragraphs.

a)      Develop a plan for writing.

b)      Focus on a central idea.

c)      Group related ideas.

d)      Include descriptive details that elaborate the central idea.

e)      Revise writing for clarity.

3.10      The student will write stories, letters, simple explanations, and short reports across all content areas.

a)      Use a variety of planning strategies.

b)      Organize information according to the type of writing.

c)      Identify the intended audience.

d)      Revise writing for specific vocabulary and information. Use available technology.