Kathleen Begley

Amazing Adaptations!
Purpose:
The purpose of this lesson is to explore different animal adaptations and to create an animal model
with an enhanced adaptation. The Engineering Design Process is integrated into this cross-curricular
lesson, promoting STEM (Science, Technology, Engineering and Mathematics).
Lesson Goal or Objectives:
Students will design an animal model and demonstrate their knowledge of adaptation
Students will compare and contrast physical adaptations of animals that enable them to survive in
different environments
Students will identify which need the animal's adaptations meet (food, water, shelter, and defense)
Students will utilize the Engineering Design Process in an authentic way
Students will practice team work and problem solving
STEM Challenge or Problem:
Think of an adaptation that could help an animal better survive in its environment.
Construct an evidence-based explanation as to how that adaptation will help the animal survive.
Design and create an animal model that has at least one new adaptation and one moving part.
NGSS: Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 35 builds on K2 experiences and progresses
to the use of evidence in constructing explanations that specify variables that describe and predict
phenomena and in designing multiple solutions to design problems.
Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2)
Target Group:
This activity is appropriate for students in third grade.
Estimated Time:
Teacher Prep: One hour to gather materials and create handouts
Student: Approximately 5, 45 minute class periods
Day 1: Engage: Watch animal adaptation video- 5 minutes, Pre-assessment- 5 minutes,
Read The Mixed-Up Chameleon- 5 minutes, Discussion- 5 minutes
Explore: Research animal adaptations- 25 minutes
Day 2: Explore: Continue Researching animal adaptations- 20 minutes
Explore: Students will discover (create) a new species by giving different adaptations to an animal.
They will document their scientific journey in their ISN - 25 minutes
Day 3: Explain: Introduce vocabulary words and Engineering Design Process- 10 minutes
Elaborate: Design Challenge: Plan/draw an animal diagram, with materials list 35 minutes
Day 4: Elaborate: Building the animal model 45 minutes
Day 5: Evaluate Demonstration and Reflection 15 minutes
Evaluate Discussion 15 minutes
Evaluate: Post-Assessment- 15 minutes
Background Information:
All living things change. Over long periods of time, species must gradually adapt to meet the
challenges of their environment or they will not survive. There are physical and behavioral
adaptations. Behavior is related to what the animal does (Example: Hibernation) and physical is
related to how it looks and physical characteristics (Ex: Camouflage).

This activity will use elementary of the elementary Engineering Design Process. According to the
Museum of Science, Boston (2016), the Engineering Design Process (EDP) was created as a simple
model to guide students through engineering design challenges. This EDP has just five steps and
uses terms children can understand.
It is important to note that the EDP is flexible and cyclical. The Engineering Design Process can
begin at any step, focus on just one step, move back and forth between steps, or repeat the cycle.
Students work through all five steps, but in real life, engineers often work on just one or two steps,
then pass their work to another team

Moving through the process might involve asking the following questions or making the
following decisions:
ASK: What is the problem? How have others approached it? What are your constraints?
IMAGINE: What are some solutions? Brainstorm ideas. Choose the best one.
PLAN: Draw a diagram. Make lists of materials you will need.
CREATE: Follow your plan and create something. Test it out!
IMPROVE: What works? What doesn't? What could work better? Modify your design to make it
better. Test it out! After you improve your design once, you may want to begin the Engineering
Design Process all over again to refine your technology. Or you may want to focus on one step.
The Engineering Design Process can be used again and again!
Vocabulary:
Trait: A physical or behavioral characteristic of an organism (Sciencesaurus, 2002)
Species: A distinct group of animals or plants that have common characteristics and can breed
with each other (Adaptation, n.d.)
Habitat: the natural home or environment of a plant or animal (Adaptation, n.d.)
Environment: Surroundings and conditions in which an organism lives (Sciencesaurus, 2002)
Predator: An animal that hunts, kills, and eats other animals in order to survive (Adaptation, n.d.)
Prey: An animal that a predator hunts and eats (Adaptation, n.d.)
Camouflage: Being able to blend into the environment is an adaptation known as
camouflage. This adaptation helps animals blend in with their surroundings. Example: The
octopus changes color instantly from black to gray to red to match its background. It can also
change the texture of its skin, becoming bumpy or smooth to blend in with rocks and seaweed
(Adaptation, n.d.)

Next Generation Science Standards

Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 35 builds on K2 experiences and progresses
to the use of evidence in constructing explanations that specify variables that describe and predict
phenomena and in designing multiple solutions to design problems.
Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2)
Disciplinary Core Ideas
LS4.C: Adaptation
For any particular environment, some kinds of organisms survive well, some survive less well, and
some cannot survive at all. (3-LS4-3)
Crosscutting Concepts
Cause and Effect
Cause and effect relationships are routinely identified and used to explain change.(3-LS4-2)(3-LS4-3)
Connections to Engineering, Technology, and Applications of Science
Interdependence of Science, Engineering, and Technology
Knowledge of relevant scientific concepts and research findings is important in engineering. (3-LS4-3)
Common Core State Standards Connections: ELA/Literacy
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly. (3-LS4-1), (3-LS4-2),(3-LS4-3),(3-LS4-4)
3-5-ETS1 Engineering Design
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each
is likely to meet the criteria and constraints of the problem.
Materials List:
Engage: Internet access and Smartboard projector to play Animal Adaptation Song
The Mixed-Up Chameleon by Eric Carle
Explore: Internet access for each student or pair of students
Explain: Internet access, science notebooks, and coloring utensils
Elaborate: Large amounts (enough for the entire class to use) of everyday materials and fabrics such
as fur, cloth, sequins, toothpicks, feathers, cardboard, construction paper, Popsicle sticks, pipe
cleaners, paper towel rolls, beads, yarn, rubber bands, twist ties.
-Glue
-Scissors
-Coloring utensils
-Brads (2 per group)
- Styrofoam egg (one per group)
Evaluate: Post-Assessment worksheets
References
(2002). Sciencesaurus. Wilmington, MA: Great Source of Education Group.
(n.d.), Adaptations. Science A-Z. Retrieved from https://www.scienceaz.com/main/UnitResource/unit/10/life-science/grades-5-6/adaptations
CPALMS (2015). Amazing adaptations!An engineering design challenge. Florida State University.
Retrieved from http://www.cpalms.org/Public/PreviewResourceLesson/Preview/31239
Museum of Science, Boston. (2016). The engineering design process. Engineering is Elementary.
Retrieved from http://www.eie.org/overview/engineering-design-process

STEM LESSON
Engage and Pre-assessment: Day 1
Watch: Animal Adaptations Song: https://www.youtube.com/watch?v=S6iiuFj5hzo
Pre-assessment: Ask the questions: What is adaptation? What examples were in the video? Have
students write down their ideas in their ISN. Pick a few students to share their ideas and
observations.
State: Today we are going to explore different kinds of adaptations as we listen to the story The
Mixed-Up Caterpillar. We will also be doing some research on the computers. How many of you
have can think of an animal adaptation? How does that adaptation help the animal survive in its
environment? (Share ideas). Pay attention to the different types of adaptations mentioned in the story
and see how many you notice.
Read: The Mixed-Up Chameleon by Eric Carle
Discuss: Discuss the problem the chameleon has when it has so many adaptations that it can no
longer get its food to eat. Have students identify the physical features/ structural adaptations that the
chameleon added on to its body. Ask how each of those adaptations allowed the animal to survive.
(Ex: The white fur on a polar bear acts as camouflage in its habitat).
Explore: Day 1
Do: Split the class into groups of 4-5 students and assign each group to a diverse habitat (desert,
grassland, ocean, forest, polar).
State: We will be working in discovery teams and documenting our discoveries in our exploration
journals (ISN). Today we are exploring (researching) different habitats in search of a new animal
species. Your discovery team is responsible for determining:
1. Where (what country/continent) you will go to explore your assigned habitat
2. What the climate is like there
3. What kinds of animals live there
4. What kind of adaptations those animals have to help them survive in their habitat.
Each team member is responsible for documenting all discoveries in their exploration journals (ISN)
Useful website: http://kids.nationalgeographic.com/animals/

As a scientist, record all observations in your exploration journal

As a team, decide:
1. What the animal looks like (make a sketch)
2. What the animal eats
3. Is it a predator or prey or both?
4. What unique adaptations help it survive in its environment?
5. The name of your animal

rnal
tion Jou
Explora

Explore Day 2:
State: Your team has discovered a new specie while exploring your habitats. This animal has the
adaptations of one or more different animals that are helping it survive in its habitat. Your newly
discovered animals are similar to the animals from The Mixed-Up Chameleon because they will be
based off real animals and have between 1 to 3 real animal adaptations.

Prompt student thinking by asking:

"What animals can you name that live in your location?"
"What structures do these animals have on their body that help them move?"
"How does this animal escape from predators?"
"Does this animal hunt for food?"
"What structures help it to catch or eat its food?"
"Can you think of another structure that could help this animal be a better hunter or help it to protect
itself better?"
Useful Websites:
http://www.animalplanet.com/wild-animals/animal-adaptations/
http://www.playlearnschool.com/Science/3/Animals/Animals.aspx
http://kids.nationalgeographic.com/animals/
Check student journals:
1. Students newly discovered species should be based off a real animal
2. Students should chose an adaptation(s) of an animal (or animals) and give it to their
mixed-up animal in order to help it survive
3. Students should pick between 1-3 adaptations for their animal
Explain: Day 2
Introduce Vocabulary Words:
Trait: A physical or behavioral characteristic of an organism (Sciencesaurus, 2002)
Species: A distinct group of animals or plants that have common characteristics and can breed with
each other (Adaptation, n.d.)
Environment: Surroundings and conditions in which an organism lives (Sciencesaurus, 2002)
Habitat: the natural home or environment of a plant or animal (Adaptation, n.d.)
Predator: An animal that hunts, kills, and eats other animals in order to survive (Adaptation, n.d.)
Prey: An animal that a predator hunts and eats (Adaptation, n.d.)
Camouflage: Being able to blend into the environment is an adaptation known as camouflage. This
adaptation helps animals blend in with their surroundings. Example: The octopus changes color
instantly from black to gray to red to match its background. It can also change the texture of its skin,
becoming bumpy or smooth to blend in with rocks and seaweed (Adaptation, n.d.).
Challenge: Write an informational paragraph about their newly discovered animal and how its
adaptations help it survive in its environment. Students are writing from the perspective of an
explorer. Journal entries should include the following:
Habitat: The location of the discovery, details about the climate, and the challenges this habitat

presents.
The adaptations that ensure its basic needs of food, water, shelter, and air are met.
At least 3 vocabulary words used in sentences

Elaborate: Day 3
Discuss: Introduce that an engineer is a special type of scientist. Ask students what they know about
engineers and the work they do. Clarify what engineers do and tell students that they will be
engineers in this design challenge.
State: In this lesson, we will take their drawing and design a moving part for their animal or make sure
that their animal's structure can function as it was intended. (i.e. wings will support the animal so it
can glide; tail with stinger can move from side to side to sting its prey; a jaw that can open and close).

Explain the Engineer Design Process

ASK: What is the problem? How have others approached it? What are your constraints?

IMAGINE: What are some solutions? Brainstorm ideas. Choose the best one.

PLAN: Draw a diagram. Make lists of materials you will need.

CREATE: Follow your plan and create something. Test it out!

IMPROVE: What works? What doesn't? What could work better? Modify your design to make it
better. Test it out! After you improve your design once, you may want to begin the Engineering
Design Process all over again to refine your technology.
It is important to note that the EDP is flexible and cyclical. The Engineering Design
Process can begin at any step, focus on just one step, move back and forth between steps,
or repeat the cycle. Students work through all five steps, but in real life, engineers often
work on just one or two steps, then pass their work to another team.

Explain that we are now in Phase 1: Identifying the Problem. In this stage, engineers identify the
problem or challenge and any things they need to consider when they design their solution.
Project Design Challenge #1 on the Smartboard.
Challenge:
Draw a diagram of your animal model with the tools you plan on using.
Constraints:
1. Draw the diagram with the classroom materials that will be used in your model.
2. No outside materials can be used
Distribute the handout The Design Process to students as a guide. Students will complete
the hand-out as they work through the process as a group. The teacher may want students
to check-in after they have developed and drawn their plans before they proceed to create
their design. This will help manage materials and potential issues that may result with a too
complicated or too simple design.
Allow students time to plan and draw their diagrams

Elaborate: Day 4
The challenge will be to create an animal model and to include a moving part as a structural
adaptation or to make sure that your adaptation can support your animal as intended.
Challenge: Students will build a model of their newly discovered animal
Constraints:
1. Pick between 1-3 adaptations to focus on
2. Students should include a moving part as a structural adaptation or to make sure that
your adaptation can support your animal as intended.
3. Use only the materials provided
Allow students time to build their model. Discuss what makes a successful model. Suggest that a
functional moving part as a structural adaptation and that the adaptation can support your animal
as intended would count as evidence as a successful model.
Evaluate: Day 5
Student demonstration and reflection:
Have students briefly demonstrate their animal models to the class and explain their design strategy,
as well as challenges they experienced and how they overcame them.
Questions to elicit student thinking:
Did you change your original design? What changes did you make? What effect did this/these
change(s) have on the performance of your model?
If you had more time, what would you add, change, or do differently?
Post Activities:
Evaluate:
The teacher will monitor student engagement in the Roller Coaster activity with a checklist. Students
will be evaluated based on 2 points per (+), 1 point per (), 0 points per (-). (A sample checklist is
included.)
The Amazing Adaptations worksheet will be handed out. Students will reflect on their learning by
completing the worksheet.
Student will be evaluated on the Design Process Worksheet (filled out individually). Rubric is
included in this lesson.
The teacher will use observations, record sheets, and worksheets to evaluate student understanding
of the design process, group skills, and understanding of key science concepts.

Group Work Checklist

New Species Name:_____________________________________________________
Team Member Name: ____________________________________________________
Skills

None of
the Time
-

Some or
Most of
the Time

All of the
Time

Points
(0, 1, 2)

Helping
The teacher observed the student offering
assistance to others on the team.
Listening
The teacher observed student working from
others ideas.
Participating
The teacher observed each student
contributing to the project
Persuading
The teacher observed the student(s)
exchanging, defending, and rethinking ideas.
Questioning:
The teacher observed the student(s)
interacting, discussing, and posing question
questions to all group members of the team.
Respecting
The teacher observed the student encouraging
and supporting the ideas and efforts of others.
Sharing
The teacher observed the student offering
ideas and reporting findings to others on the
team.
Total Point= _______/14
Teacher Comments:

New Species Name: _____________________________________________________

Team Member Name: ____________________________________________________
Engineering
Principles
ASK

0-2 points

6-7 points

8-9 points

10 points

No evidence of
questions

Evidence of
concrete,
procedural
questions

Questions are
directly linked to
engineering
design process

IMAGINE

No evidence of
schematic
designs

Limited and vague Sketches reflect

sketches
understanding of
the engineering
design process

PLAN

No evidence of a
plan.

Limited and/or
lacks attention to
details.

Reveals an
understanding of
the feasibility of
the engineering
design process.

CREATE

No evidence of a
working model.

Has a working
model; het limited
in design and
operation.

IMPROVE

No evidence of a
re-design.

Minor changes
performed on redesign.

Model illustrates a
moderate level of
sophistication in
design and
operation.
Changes made to
model were
informed by
structural
limitations.

Questions are
directly linked to
engineering
design process
and the clients
needs
Sketches reflect
understanding of
the engineering
design process
and attention the
clients needs
Reveals an
understanding of
the feasibility of
the engineering
design process
and the necessity
of meeting the
clients needs.
Model illustrates a
high level of
sophistication in
design and
operation.
Changes made to
model were
informed by
structural
limitations and
addressed clients
needs.

Earned Points= _______/50

Name __________________________

Amazing Adaptations!
Animal

Predator or
Prey?

Adaptation

How does it help them

survive?

Polar Bear

Predator

CamouflageWhite Fur

Helps them blend into their

surroundings to help them catch
prey

Name: ______________________
The Design Process
Ask:

What is the problem?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

What tools do we have available?

________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

What are the constraints?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Imagine:

What are some solutions?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Brainstorm ideas
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Choose the best one

_________________________________________________________________________
_________________________________________________________________________

_________________________________________________________________________
Plan:

Draw a diagram of your animal model with the tools you plan on using

Label important features

Make a list of materials you will need:

Create:

Follow your plan and create it

Test it out!

Improve:
What works, what doesnt, and what could work better?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

How will you modify your design to make it better?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

DESIGN CHALLENGE #1
Design and draw a diagram for the model of your animal and its adaptation.
Label important features and include a materials list.
Constraints:
1. Draw the diagram with the classroom materials that will be
used in your model.
2. Students should use only the materials provided

DESIGN CHALLENGE #2
Challenge: Design a model of your newly discovered animal and its
adaptation(s).
Constraints
1. Your model should be based off your drawn diagram
2. Students should use only the materials provided
3. There should be one or more moveable parts related to an
adaptation
4. The model should be able to stand up on its own
5. Students should use only the materials provided