You are on page 1of 32

It Must Be Genetic!

Animal Adaptations in their habitat to ensure survival!


Title

Unit: It Must Be Genetic


Title: Animal Adaptations in their habitat to ensure survival!

Introducti
on

This introduction is going to focus on things that animals and humans


have in common in order to survive their habitats. It will include what
the One Health Initiative is and what its focused concerns are. The
One Health program will be introduced through a video, slide, and a
summarization of a One Health Initiative project. The video will be an
introduction into talking about One Health as an organization, the
Power Point slide will talk about One Health being interdisciplinary,
having a clear focus that they are targeting, and their vision
statement as a company. After the introduction into One Health, the
students will be introduced to what adaptations are, examples of
insane adaptations, and then doing an adaptation activity online. It is
meant for the students to explore and learn how a bird or a fish adapt
to their environment. This activity online will be interactive and will be
graded based on participation in following the instructions and fully
completing the activity. The second day will focus on explaining types
of adaptations in more detail such as warm versus cold-blooded
animals and hibernation as well as using an IR Temperature Gun to do
an activity on heat exchange/transfer due to adaptations. The lesson
will finish up on the final day with the students doing a short research
project and then presenting their information as a poster in front of
the classroom.

Real
Science
Applicatio
n

All of the different ecosystems in the world (terrestrial, forest, desert,


grassland, mountain, aquatic, marine, and fresh water) have a unique
set of animals that live in that system. However, due to intense and
extreme temperature changes from time to time, animals have
evolved adaptations to help them survive in terrain that may not be
ideal. Students will realize how valuable these adaptations are and if
they were no longer present how many animals would suffer and die
from harsh climate changes or ecosystem destruction. One of the best
examples to share with the students is about the Ice Age that
happened a long time ago. There were many animals that had to
travel into different terrains because of their homes becoming
inhabitable. Interesting Facts relating to the Ice age are at this link:
http://listverse.com/2013/09/07/10-cool-facts-about-the-ice-age/

It Must Be Genetic!
Curriculum Alignment
Conten
t Area

Scienc
e

Grad
e
Leve
l

NC Essential
Standards

7.L.2 - Understand
the relationship of
the mechanisms of
cellular
reproduction,
patterns of
inheritance and
external factors to
potential variation
among offspring.

NGSS / Common Core Math


Learning Outcomes
Students will be able to:
MS-LS4-4:
Construct an explanation
based on evidence that
describes how genetic
variations of traits in a
population increase some
individuals probability of
surviving and reproducing
in a specific environment.

1. Identify the similarities


that animals and humans
have in common for
survival.
2. List one important fact
about One Health.
3. Explain how
adaptations help animals
survive in extreme
environments.
4. Contrast warm versus

cold-blood animals.
5. Identify the different types of animals that live in cold and hot ecosystems.
6. Operate the IR Thermal Gun Sensor.
7. Research an animal from a particular habitat that they choose.
8. Explain the physical and behavioral adaptations of the animal they choose.
9. Create a poster about their animal.
10. Give a presentation in front of the classroom on their animal with the poster.
Time Required and Location
This lesson will take approximately five 50-minute classroom periods to do. Please
feel free to modify it based on the time allotted per class period at your school. The
location will be in the classroom for all five days.

Day 1: Focusing on an introduction to One Health, Adaptations, and then concluding


with an Adaptation Activity Online.

It Must Be Genetic!
Day 2: Focusing on quick review, warm vs. cold-blooded animals, and then
introducing the IR Temperature Sensor in an activity that will be done in the
classroom.

Days 3-4: Focusing on Research Project. The students will do their research online
with the website provided, compile their information into an interactive notebook,
and then create a poster in order to present to the classroom with their group
members.

Day 5: Focusing on presenting information on the posters in front of the classroom.

Materials Needed
Teacher List:

YouTube Videos:
1. One Health: https://www.youtube.com/watch?v=TG0pduAYESA
2. Insane Survival Adaptations: https://www.youtube.com/watch?
v=wNqiclBUxdY
Two Websites for the Adaptation Activity:
1. Bird adaptations:
http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS16/LS16.html

2. Fish adaptations:

http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS15/LS15.html

Four IR Temperature Sensors (1 per station)


a. Two gallon size zip-lock bags per station
b. Lard
c. Ice

It Must Be Genetic!

d. Wool
e. Feathers
Research Lab Website: http://pbskids.org/wildkratts/

Student List:

Interactive Notebook or a 3-ring binder with paper inside.


Pen
IR Temperature Activity Sheet (1 per student)
IR Temperature Activity Reflection Sheet (1 per student)
Research Lab Instruction Sheet (1 per student)
Animal Adaptation Poster Grading Rubric (1 per student)
Animal Adaptation Presentation Grading Rubric (1 per student)
Laptops for group activity (1 per group) or tablets or I-pad cart

Safety

1. Make sure to properly operate the IR Thermal Sensor by following instructions


given by the teacher.
2. Do not hit anyone with the sensor or smack it across a table.
3. Properly use the zip-lock bags for the purpose of the activity and not to create
holes in them for foul play.
Student Prior Knowledge
In 6th grade, the students should have learned about the flow of energy through
ecosystems and the responses of populations to the biotic and abiotic factors in
their environment. This lesson is meant to build upon those concepts and discuss
how animals not only live in the ecosystems but how they adapt in order to ensure
their survival.
Teacher Preparations
The teacher should be familiar with:
1. One Health Initiative: http://www.onehealthinitiative.com
2. The reasons for animals having adaptations.
3. The types of adaptations.
4. The adaptation activity with the bird and the fish. Walk through the activity with
yourself in order to make sure you know it well enough to answer questions that
students may ask.

It Must Be Genetic!
5. Warm-blooded versus Cold-blood Animals.
6. How the IR Thermal Temperature Sensor Works.
7. The Wildkratts website: http://pbskids.org/wildkratts/ for the Research
Project. Go onto it and play around with different parts in order to help your
students know how to navigate it.
8. Be familiar with the poster and presentation rubrics.
Note: The teacher should physically prepare the items for the IR Temperature
Sensor Activity. Instructions will be given in the Activities section of this lesson
plan.
Activities

5 minutes

8 minutes

It Must Be Genetic!

37 minutes

It Must Be Genetic!

It Must Be Genetic!

5 minutes

10 minutes

It Must Be Genetic!

It Must Be Genetic!

35-40 minutes

It Must Be Genetic!

It Must Be Genetic!

It Must Be Genetic!

10 minutes

It Must Be Genetic!

40 minutes

It Must Be Genetic!

It Must Be Genetic!

50 minutes

50 minutes
Teacher Notes: This lesson plan will take approximately five 50-minute class
periods to complete it. Feel free to modify it according to classroom time periods
being different. This lesson is using the 5-E Model. The teacher will need to pull up
the power point at this time. This lesson is closely tied to the power point attached
to this lesson. At this time the teacher will need to refer to the power point for lead
on what he/she should say or do. The students should have access to a tablet or
computer for the end of the lesson activity.

It Must Be Genetic!
Essential Question: How do animals adapt in order to ensure survival in their
habitats?

Day One:
Engage: What do animals and humans have in common that they need for
survival?
o
o
o

Ask students to write their answer down in their notebook.


Then, students should talk in groups on their response.
The teacher should be walking around getting a response from each group.

Teacher Notes: Some possible ideas are food, water, shelter (protection from the
environment), and other animals of the same type.

Explore: What is One Health? (video: 2:34 minutes)


https://www.youtube.com/watch?v=TG0pduAYESA
One Health Background (http://www.onehealthinitiative.com)
o Interdisciplinary: health care for humans, animals, and the environment.
o Focus: individual, population, and ecosystem health.
o Vision Statement: One Health (formerly called One Medicine) is
dedicated to improving the lives of all specieshuman and animal
through the integration of human medicine, veterinary medicine and
environmental science.
o Example of One Health Project at NC State. For teachers talking about
this part, there is a scaled down version of this project that is included in the
Power Point and also here:
o Focus: Creating a Wearable Device for a medium-sized dog that would help
to better monitor their health and stress levels.
o Why are stress levels a concern for a dog? It is widely known that dogs
will continue working or running far past the point where their health is in
danger.
o Criteria:
o Must be wearable (comfortable) and durable
o Must fit tightly enough to accurately measure pulse and breathing.
o Pulse Sensor measures heart rate
o Flex Sensor measures chest expansion for breathing rate
o Battery included as the source of energy.
o Arduino Lily Pad circuit where the wires are plugged into and all of the
information is stored as an output.
o
o

It Must Be Genetic!
Explain: What are Adaptations?
Teacher Note: The information provided below is from this website:
http://www.science-class.net/archive/science-class/PowerPoints/adaptations_files/frame.htm

A change or the process of change by which an organism or species becomes


better suited to its environment.
o Reasons:
To better suit their habitat
Protection for them.
Attack
Feeding
Movement
o Types
Structural external characteristics
Behavioral different ways of reacting to the environment
Physiological physiological
o Insane Survival Adaptations (video: 5:32 minutes)
https://www.youtube.com/watch?v=wNqiclBUxdY
o Adaptation Activity (25 minutes)
* Teacher Notes: This activity should take about 25 minutes and it is meant
to be an individual activity. If for some reason there is not enough technology
to accommodate it being individual, then split the students up into groups to
complete the activity. Recommendation would be no more than three per
group if possible.
* Instructions for activity:
1. Pick one of the activities bird or fish.
2. Go to the website.
3. Read the background information on the left hand side.
4. The right hand side is the activity.
* Teacher Notes: Below are the two activities with the links for reference. The
links are also displayed in the Power Point on slide 11 for this activity.
o Bird Adaptations:
o

http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS16/LS16.html

Fish Adaptations:
http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS15/LS15.html

Day Two:
Teacher Notes: begin the second day with opening up the Power Point to slides 1213 that are a quick overview on what was previously touched on from the first day
before beginning new material. Review these concepts with students and then
mention the type of sensor listed as the last part of the quick review. It will lead into
the activity that will be done towards the end of class today. Below are the notes
that are on slides 12-13 in the Power Point.

It Must Be Genetic!
o
o
o
o
o

The One Health Initiative focuses on the interconnectedness of the health of


humans, animals, and the ecosystem.
This lesson is going to focus on just animals and how they can adapt in order to
survive.
Type of Adaptation: Structural and Behavioral
Reason for Adaptation: to ensure survival in their habitat.
Type of Sensor: Infrared Thermometer Heat Sensor

Engage: Warm versus Cold Blooded Animals Discussion


Teacher Notes: In this section the teacher will lead a discussion on the differences
between warm and cold-blooded animals. The teacher should draw two columns on
the white board with one saying Warm-blooded Animals and the other column
being Cold-blood Animals. As the students respond to the questions asked by the
teacher, make sure as the teacher to write their responses on the white board.
The teacher will begin by asking these questions:
1. What do you already know about warm-blooded and cold-blood animals?
2. What are some characteristics of each one?
3. How do they survive in their climates?
4. What are some examples of warm-blooded and cold-blooded animals?
5. Where are these animals located on the globe? For example, which type would
you see more if you went further north?
*Note: Feel free to add extra questions if the ones above do not provide a good
enough discussion. The information below on warm versus cold-blooded animals is
only for the teachers information to help give background knowledge for a teacher
that may not be as familiar with the topic. Here is the link where the information
was obtained:
http://www.acs.org/content/acs/en/education/resources/highschool/chemmatters/pas
t-issues/archive-2013-2014/animal-survival-in-extreme-temperatures.html
o

Warm-Blooded Animals Info:


o Examples: Mammals and birds
o Require a lot of energy to maintain a constant body temperature.
o Heat lost is proportional to surface area of their body.
o Heat gained is proportional to their mass.
o Larger warm-blooded animals generate more heat then they lose and can
keep their body temperature more stable.
o Smaller warm-blooded animals lose heat more quickly.
o Energy produced -> comes from food (stored chemical energy).
o They are present in a wide variety of environments and for longer
throughout the year than cold-blooded animals.

It Must Be Genetic!
Hibernate during the winter if they dont migrate. They have fat reserves
that keep them alive during hibernation.
o Interesting fact: a black bear loses 15%-30% of its weight while hibernating.
o Rely on insulation to prevent heat loss.
o Cold-Blooded Animals Info:
Examples: Turtles, Reptiles,
Require less energy to survive because much of their energy comes from
their surroundings and not from food.
Interesting fact: Some reptiles, such as the python, can go a year without
eating, because they do not use food to produce body heat.
Disadvantage: when the temperature is lowered, all chemical reactions slow
down quicker in cold-blooded animals. If their metabolism reaches a certain
temperature then it just wont work.
The farther north you go, the more rare these animals are.
They can hibernate as well but they dont need to store as much fat
because they require less energy.
o

Explore: IR Temperature Activity


Teacher Notes: In this section the teacher will go over the background information
with students. Then they will receive an intro. The link is below. Afterwards the
students will take part in an activity. The activity sheet is listed below.
o

Background Information
Cold itself doesnt exist it is simply the absence of heat.
Animals without hair use fat tissue to help insulate their body temperature.
Air is one of the best insulators.
Cold-blooded animals do not need insulation because it would slow down
the heat transfer into their bodies.
Introduction to the IR Thermometer Heat Sensor.
http://www.thermoworks.com/blog/2012/03/infrared-thermometry/. Review
this website link and explain how to use the sensor to the students.

Teacher Preparation Notes: The teacher should prepare this activity before the
students come into class. Here are the following instructions:
1. Take eight-gallon size zip-lock bags and place two of the bags at each station.
2. Make signs that say: Station 1: Ice, Station 2: Feathers, Station 3: Lard, and
Station 4: Wool.
3. Place all four signs at the different stations and then place the materials needed
at each station.
4. Station 1: take ice and place it in one of the zip-lock bags and then take the other
zip-lock bag and turn it inside out. The bag that is inside out should be placed inside
of the bag with ice to make the appearance of a glove. Zip together the two sides of
bags in order to finalize the glove appearance.

It Must Be Genetic!
5. Station 2: Take some feathers and place them into the bottom of the first zip-lock
bag and then repeat the process of turning the second bag inside out and zipping
the sides.
6. Station 3: Take some lard and place it into the bottom of the first zip-lock bag and
then repeat same process from the other stations.
7. Station 4: Take some wool and place it into the bottom of the first zip-lock bag
and then repeat same process from the other stations.
8. Once all the bags are in place at the correct stations take the IR Temperature
Sensors and place one at each station.
9. Pull up an online timer and set it for 10 minutes. Each station will take no longer
than 10 minutes to complete and then the teacher will be in charge of letting the
students know when to move on to the next station and which direction to go in. If it
looks like the students are completing the activity quicker than 10 minutes then just
at the discretion of the teacher tell them when to switch.
o

Instructions for activity:


There are four stations set up in the classroom: Ice, Wool, Feathers, and
Lard.
There should be no more than 7-8 people at each station at a time.
Each station will take 10 minutes to complete.
Determine which task each group member will have:
o Holding the Sensor (this person can change at each station)
o Recording the Temperature values (everyone should record their own)
o Time Keeper (have one person be in charge of this task)
o Reporter (this person will tell the temperature values to each person as
he/she sees it on the sensor)
o Everyone else should make sure to stay on task.
The Sensor Holder should turn the IR Temperature Sensor on.
Point the IR Temperature Sensor at the students hand before he/she puts it
into the bag. Record that value.
Have the same student place his/her hand into the prepared glove ziplock bag for a few seconds. Take the Sensor and point it directly at the bag
inside to record the changing temperature. Record Final Temperature.
Each person should record their change in temperature data.
After your group has been to all four stations, go back to your tables and
INDIVIDUALLY answer the reflection questions.

*Note to Teacher: this is the data sheet that the students will be recording their own
data onto:
Item

Ice in a bag

Initial Temperature

Final
Temperature

Change in
Temperature (FinalInitial)

It Must Be Genetic!
Wool in a bag
Feathers in a bag
Lard in a bag

Day Three:
Engage:
Teacher Notes: Have the students begin the third day by completing the reflection
questions from the IR Sensor Activity in only ten minutes. Some students might
have already started answering the questions, but the majority of them have
probably not had a chance yet to begin answering them. The reflection questions
below are included in the second page of their activity sheet:

Reflection Questions:
1. Name an animal that would live in a cold ecosystem. Explain why they would live
there.
___________________________________________________________________________________
__________________________________________________________________________________.
2. Name an animal that would live in a hot/dry ecosystem. Explain why they would
live there.
___________________________________________________________________________________
___________________________________________________________________________________.
3. Name an animal that has a layer of fat tissue.
___________________________________________
4. Based upon the different items in the above chart, which one is the best
insulator? Why?
__________________________________________________________________________________
___________________________________________________________________________________.
5. Lets see if you can remember your knowledge from 6 th grade! Which ecosystem
contains the majority of animals that dont sweat? ________________________.

It Must Be Genetic!
6. This activity was meant to show you how your skin would have felt in different
environments without adapting to keep your internal body temperature the same.
Pick one environment from the bags above and talk about what type of adaptation
you would need in order to keep your bodys internal temperature the same.
_______________________________________________________.

Teacher Note: If there is a few minutes left then discuss with the students some of
their answers by picking a few of them to share or just have them share with the
people at their table.

Explore: Research Project


Teacher Preparation Notes: the teacher will need to have a copy for each
student of the instructions for the project, rubric for poster, and rubric for
presentation stapled together. It should be three pages total stapled together for
each student when they come into class. A recommendation is to pick two helpers
to hand out the project to each student.
Teacher Notes: pull up slide 17 on the Power Point and talk about the research
project. It may be useful to go ahead and have the wild kratts website pulled up on
the computer in case a few students have a hard time getting to it. Students should
have access to a computer, tablet, or an I-pad to share. Below is the information on
slide 17.
o

Animals change over time as inherited traits are passed from parents to
offspring.

Groups: 2 people per group

Go to: http://pbskids.org/wildkratts/

Click on Habitats and explore many different kinds.

After exploring all of the habitats, pick one with your partner and review the
animals from that habitat.

Teacher Notes: when it appears that all of the students are on the right website for
their research, then click onto slide 18 and begin to talk about the expectations for
the rest of the project. Explain to them that the goal is to get all of the questions
answered and in their scientific notebooks today. If they take longer to get the
research and complete it, then it may need to be homework for some of them.
Below is the information for slide 18.
o

Once you and your partner have found an animal that interests you both,
write down and answer the following information in your interactive
notebooks individually:

It Must Be Genetic!

Explain two different ways that the animal is physically adapting to its
environment.

Explain two different ways that the animal is behaviorally adapting to its
environment.

Note: Both of you need to write down the info into your notebooks. You
cannot copy each others answers. It must be in your own words the
different ways (physically and behaviorally) that the animal adapted to its
environment.

Note: Both of you need to write down the info into your notebooks.

Day Four: Poster Creation!


Explain/Elaborate:
Teacher Notes: if any students did not finish answering the questions in their
interactive notebooks, they will need to take a few minutes and finish that part. For
everyone else, they will be creating a poster to present to the class about their
animal. Tell the students that the rubric for the poster is attached to their project
booklet that they got the day before. If they were absent on the previous day, then
make sure that there are a few copies accessible to give to those students. Note: If
the students finish early on creating their poster, then have them practice their
presentation with their partner. Some things to remind them about is that they are
only going to have between 2-4 minutes to present and so it would be good to
figure out which person is going to say which part of the information. Remind the
students that the rubric for the presentation is also included in their lab booklet.

Day Five: Presentation Day


Explain/Elaborate:
Teacher Notes: Give the students a few minutes to get their thoughts together for
their presentation today. Each group of two students will take turns presenting in
front of the classroom their posters and information. Each student will have been
given the rubrics ahead of time that state that their group time limit is between 2
4 minutes.
Recommendation: Grade their presentations at the same time they are giving
them because the content will be fresher in the teachers mind at that moment. It is
also a huge time saver.
Assessment
There will be formative assessments given throughout this five-day lesson plan.
1. The reflection questions from the IR Thermal Sensor Activity.
2. The Adaptation Research Lab Poster and Presentation Rubrics.

It Must Be Genetic!
Modifications
1. Special Education Modifications:
a. For the reflection section of the IR Thermal Sensor Activity, the students could
be given fewer questions.
b. For the research lab on adaptations, the students can be less detailed
ordescriptive in
their responses.
c. Different poster requirements and shorter time on presentation.
2. ESL Modifications:
a. For the reflection section of the IR Thermal Sensor Activity, the students could
be given fewer questions.
b. For the research lab on adaptations, the students could be more creative with
their responses and not as detailed or descriptive in the wording.
c. Different poster assignment and shorter time on presentation.
Alternative Assessments

1. Special Education Alternative Assessments:


a. For the reflection section of the IR Thermal Sensor Activity, the students could
pick three out of the six questions available.
b. For the research lab on adaptations, the students could only have to list one
way
that it physically adapts and one way that it behaviorally adapts to its
particular
environment.
c. Create a poster with the animal present in its environment with only including
the two facts about its physical and behavioral adaptations present. Their
talking
time could be 1 -2 minutes.

2. ESL Alternative Assessments:


a. For the reflection section of the IR Thermal Sensor Activity, the students could
pick two out of the six questions available.

It Must Be Genetic!
b. For the research lab on adaptations, the students could draw a picture with the
animal in its habitat and then just list a few ways that it adapts to its
environment off to the side in bulleted format.
c. Instead of creating a poster on the facts, they could draw a bigger picture of
the
animal in its habitat and just talk in front of the classroom on some
adaptations
the animal would have. Their talking time could be between 1 -2 minutes.
References
1. One Health Video: https://www.youtube.com/watch?v=TG0pduAYESA
2. One Health Background: http://www.onehealthinitiative.com
3. Adaptations: http://www.science-class.net/archive/scienceclass/PowerPoints/adaptations_files/frame.htm
4. Standards: cmapp.wcpss.net
5. Insane Survival Adaptations Video: https://www.youtube.com/watch?
v=wNqiclBUxdY
6. Bird Adaptations Video:
http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS16/LS16.html
7. Fish Adaptations Video:
http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS15/LS15.html
8. Warm versus Cold Blood Animals Information:
http://www.acs.org/content/acs/en/education/resources/highschool/chemmatters/pas
t-issues/archive-2013-2014/animal-survival-in-extreme-temperatures.html
9. Misconceptions on Infrared Thermometers:
http://www.thermoworks.com/blog/2012/03/infrared-thermometry/
10. Adaptation Research Project Link: http://pbskids.org/wildkratts/

Comments
This lesson plan was written with the intent of doing it for five 50-minute class
periods. However, some ways that you could shorten the lesson plan would be to
have the students create a poster but not present. Another way would be to leave
out some of the interactive activities such as the bird or fish adaptations. The
teacher lengthen this lesson if they were to have them do another research project

It Must Be Genetic!
about an animal that lives in North Carolina and how it adapts to its environment. It
could be made more personal and interactive but it is not necessary. It just depends
on what the teachers end goal is with the lesson.
Author Information
My name is Crystal Pennypacker and I teach at Carroll Magnet Leadership in
Technology Magnet Middle School in Raleigh, NC. I will be starting my third year of
teaching 7th grade Science in the fall. I graduated from North Carolina State
University with a degree in Middle School Science Education.
This lesson was created as part of a Research Experience for Teachers (RET) at
NC States ASSIST center alongside Dr. Jesse Jur and Dr. Elena Veety. The ASSIST
center focuses on creating wearable sensor technology that is self-powered. Dr.
Jesse Jur, Assistant Professor in the College of Textiles, and Dr. Elena Veety,
Education Director for the ASSIST Center have provided many strategies to create
lesson plans that are engaging, dynamic, and innovative in using the Engineering
and Design Process. It is a great program that has challenged me to become a
better, more effective teacher in the classroom by utilizing the latest
nanotechnology and energy harvesting concepts into my lessons.
If you have any questions about the lesson or implementing it in any way please
contact me at cpennypacker@wcpss.net.

Name: _________________
______________

Date:

IR Temperature Activity
Purpose: To better understand how animals adapt to different environments by
specifically looking at heat transfer.
Background Information:
Cold itself doesnt exist it is simply the absence of heat.

It Must Be Genetic!

Animals without hair use fat tissue to help insulate their bodys temperature.
Air is one of the best insulators.
Cold-blooded animals do not need insulation because it would slow down the
heat transfer into their bodies.
Instructions:

There are four stations set up in the classroom: Ice, Wool, Feathers, and Lard.
There should be no more than 7-8 people at each station at a time.
Each station will take about 10 minutes to complete.
Determine which task each group member will have:
o Holding the Sensor (this person can change at each station)
o Recording the Temperature values (everyone should record their own)
o Time Keeper (have one person be in charge of this task)
o Reporter (this person will tell the temperature values to each person as
he/she sees it on the sensor)
o Everyone else should make sure to stay on task.
The Sensor Holder should turn the IR Temperature Sensor on.
Point the IR Temperature Sensor at the students hand before he/she puts it
into the bag. Record that value.
Have the same student place his/her hand into the prepared glove zip-lock
bag for a few seconds. Take the Sensor and point it directly at the bag inside
to record the changing temperature. Record Final Temperature.
Each person should record their change in temperature data.
After your group has been to all four stations, go back to your tables and
INDIVIDUALLY answer the reflection questions.
Item

Initial Temperature

Final Temperature

Change in
Temperature
(Final-Initial)

Ice in a bag
Wool in a bag
Feathers in a bag
Lard in a bag
Reflection Questions:
1. Name an animal that would live in a cold ecosystem. Explain why they would live
there.
___________________________________________________________________________________
____________________________________________________________________________________.

It Must Be Genetic!
2. Name an animal that would live in a hot/dry ecosystem. Explain why they would
live there.
___________________________________________________________________________________
___________________________________________________________________________________.
3. Name an animal that has a layer of fat tissue.
___________________________________________
4. Based upon the different items in the above chart, which one is the best
insulator? Why?
__________________________________________________________________________________
___________________________________________________________________________________.
5. Lets see if you can remember your knowledge from 6 th grade! Which ecosystem
contains the majority of animals that dont sweat? ________________________.
6. This activity was meant to show you how your skin would have felt in different
environments without adapting to keep your internal body temperature the same.
Pick one environment from the bags above and talk about what type of adaptation
you would need in order to keep your bodys internal temperature the same.
__________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________.

Name: ___________

Date: ______

It Must Be Genetic!
Research Lab: Animal Adaptations
Purpose: To conduct research on how animals adapt in their habitat in order to
ensure survival.
Background Information:

Animals change over time as inherited traits are passed from parents to
offspring.
Some animals can adapt in several different types of habitats

Instructions:
1. No more than 2 people per group.
2. Go to: http://pbskids.org/wildkratts/
3. Click on Habitats and explore many different kinds.
4. After exploring all of the habitats, pick one with your partner and review the
animals from that habitat.
5. Once you and your partner have found an animal that interests you both,
individually write down and answer the following information in your interactive
notebook:

Explain two different ways that the animal is physically adapted to its
environment.

Explain two different ways that the animal is behaviorally adapted to its
environment.

Note: Both of you need to write down the info into your notebooks. You cannot
copy each others answers. It must be in your own words the different ways
(physically and behaviorally) that they adapt to their environment.

6. Finally, create a poster with your partner to present to the class. You both will be
given a rubric for the poster and presentation piece. Since you both are writing
down your answers in your own words, if your reasons are different in how they
adapt physically and behaviorally then just pick two for each to include in your
poster.
7. Focus on talking at least 2 minutes but not any longer than 4 minutes.

It Must Be Genetic!
Animal Adaptation Poster Grading Rubric

Poster Component
Group work

Use of time: between 2-4 minutes

Possible
Score
5

Working with partner

5
10

Creative and clear graphics


(drawings and pictures)

Description of the animal habitat (3-5


sentences)
Explanation of 2 different ways your
animal is physically adapted to its
environment
Explanation of 2 different ways your
animal is behaviorally adapted to its
environment
Graphics(s) representing the key
features of the habitat/environment

20

Overall effect of the poster

Graphic(s) of your animal


demonstrating the 4 ways (both
physically and behaviorally) it is
adapted to its environment
Neat and attractive

Organization

Titles and labels

Flow of material

Correct punctuation, spelling, and


word usage

Content

Grammar

Total Points: _____ / 100

Grade:

Comments:

15

10

10

10

Your
Score

It Must Be Genetic!

Animal Adaptation Presentation Grading Rubric

Presentation Component

Possible
Score
10

Volume
Eye Contact

10

Clear Speech

10

Complete sentences and effective word choice

10

Enthusiasm

10

Preparedness

15

Explanations of the content and graphics of the


poster
Listens to other presentations

20

Total Points: _____ / 100

Grade:

Comments:

15

Your Score