Lets Get Wild!

Animal Adaptations and

Habitats

Table of Contents:
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.

Physical Adaptation: Blubber Experiment

Physical Adaptation: Mimicry
Physical Adaptation: Camouflage Bar Graphs
Behavioral Adaptation: Instinct Vs Learned Behavior
Behavioral Adaptation TV Show Webquest
Art Collage - Build Your Wild Self
Ecosystems and Habitats
Animal Adaptations Based on Habitat
Endangered Species Around The World
Adopt a Species Service Learning Project

Dear Parent/Guardian,

This month your student is going to become an expert on the diverse animals of our world,
including the various adaptations and habitats that make each animal unique. In our Animal
Adaptations and Habitats unit, students will explore, predict, observe and investigate animals
and their environments like true scientists, making deep connections and asking important
questions about our world and its loving creatures! This unit is aligned with NGSS (Next
Generation Science Standards) as well as the Common Core Math and Science standards. Not
only does this unit incorporate these standards thoroughly into each lesson, but it will also give
your student the opportunity to go above and beyond in their learning by exploring the beauty of
science, technology, engineering, art and math (STEAM). Through these interweaved multiple
means of learning, each child will have an equal opportunity to successfully learn in a way that
resonates with him or her.
Throughout this unit our scientists will investigate these topics:
1.
2.
3.
4.

What physical traits and attributes help animals survive in the wild?
How does animal behavior play a major role in the wild?
What are the connections that make up an ecosystem?
What are the various types of habitats in our world and how do animals adapt to

them?
5. What contributes to the extinction and/or endangerment of animal species?
6. What can we do as the future scientists of the world to protect these animals?
This unit will challenge our students to think outside the box, encouraging them to explore
various methods of hands-on learning, while using critical thinking to understand and solve realworld global issues. Your students will collaboratively conduct experiments and work together to
create models and build their own constructive explanations for various questions regarding
animal adaptations and habitats.
How incredible would it be if the children of today could not only learn in our classroom, but
also apply their learning in a way that directly brings about a positive change in our world?
Lucky for the world, your child will be doing just that! By the end of the unit, our class will be
advocating for endangered species and fundraising enough money to adopt an endangered animal

from the World Wildlife organization! Your child will learn the overall satisfaction that comes
with working hard to make a difference in our world.
I am excited to share in this wild journey with your students! Please feel free to ask any questions
and, as always, thank you for your support throughout our learning adventure!
Best,
Miss Hybl

Animal Adaptations and Habitats:

Physical Adaptation: Blubber Experiment
Subject: Life Science
Grade Level: 3

1. Standards:
CA Standards:
3-LS4-2, LS4.C, 3-LS3-1
NGSS Practices:
1, 3, 4, 5, 7, 8

2. Objective:
The student will learn about physical and behavioral animal adaptations and how they help animals
survive by performing an in-class experiment
Language/Key Vocabulary:
Physical Adaptation
Habitat

3. Assessment:
Informal or Formative: Teacher assesses understanding by listening to group discussions
Formal or Summative: Teacher reviews each students experiment worksheet in science journal and 3,
2, 1 worksheet

4. Instructional Strategies and Learning Tasks:

I. Anticipatory Set:
Focus/Motivation: Have students share how they would dress in the winter to protect themselves from
the cold (Possible Answers: you dont wear shorts and a t-shirt when its snowing outside; you wear
warm clothes)
Activate Prior Knowledge: Teacher then asks students to use what they already know about how they
might protect themselves in certain life situations to start thinking about how animals might protect
themselves in the wild; Connects this to Behavioral and Physical adaptations

II. Instruction and Modeling:

Teacher poses the question: How do you think animals stay warm and survive in the Arctic habitat?
Teacher explains that animals have various characteristics that help them adapt to their habitat and
survive
Teacher shows pictures of bear and polar bear. How are they different? How do you think they have
adapted to their environment? Why did they have to adapt to their environment?
Teacher poses question: What animals can you think of that have adapted to survive in their
environment? To survive from predators?
Teacher explains how there are physical adaptations (like the clothes we wear to stay warm) to help
animals survive
Teacher poses the following vocabulary words Physical Adaptation and habitat and asks students to
predict at tables what these words mean

 Teacher has students write out vocabulary terms in science journals

Today, we will learn firsthand how a particular physical adaptation works to keep animals warm in the
Arctic habitat.
Blubber Experiment Set-up: buckets of ice water, pre-made blubber gloves and thermometer (baggie w/
vegetable shortening in it and placed inside another baggie)
Have students write a hypothesis in science journals predicting what will happen when we use a
blubber bag to test the water temperature
Teacher passes out Blubber Experiment worksheet (Example below)

III. Guided Practice:

Students place hands in glove without blubber and put it inside ice water bucket
Students place thermometer in bag and read temperature; make notes of observations on worksheet
Students place hands in glove with blubber and put it inside ice water bucket
Students place thermometer in bag and read temperature; make notes of observations on worksheet

IV. Closure:
Students peer share at tables about their findings and write whether or not their hypothesis was correct
Students complete their experiment worksheet to place it in their science journals

 Teacher regroups the class to discuss findings as a whole-group: How would blubber work as an
adaptation to keep an animal alive? Using your vocabulary notes, how do we know blubber is a
physical adaptation instead of a behavioral adaptation?

V. Independent Practice:
Students independently fill out 3, 2, 1 Worksheet
https://squareheadteachers.files.wordpress.com/2015/01/321-notes-sticker.png

5. Differentiation Strategies:

Experiment is hands-on and accessible to various types of learners

ELLs can be partnered strategically with native speakers to help with experiment and worksheet

Word of the day adaptation can be used repetitively as transition method to resonate with ELLs

ELLs can complete 3, 2, 1 worksheet in Spanish if necessary

Pull small group struggling with math to support and review thermometer reading

Teacher uses doc-cam when introducing definitions of new vocabulary words as a visual strategy
for ELLs and students struggling with spelling

6. Instructional Resources and Materials:

buckets of ice water

pre-made blubber gloves: baggie w/ vegetable shortening in it and placed inside another baggie
thermometer
science journals
3,2,1 worksheet: https://squareheadteachers.files.wordpress.com/2015/01/321-notes-sticker.png

Animal Adaptations and Habitats:

Physical Adaptation: Mimicry
Kaitlyn Hybl
Subject: Life Science
Grade Level: 3

1. Standards:
CA Standards:
RI.3.4, RI.3.10, 3-LS3-1, 3-LS4-2, 3-LS4-3, LS4.C
NGSS Practices:
1, 3, 4, 6, 7, 8

2. Objective:
The student will learn mimicry by performing an in-class experiment and reading an informational text
using close-reading strategies
Language/Key Vocabulary:
Mimicry
Physical Adaptation
Camouflage
Warning Coloration

3. Assessment:
Informal or Formative: Teacher assesses student understanding by listening to students decisions of
which liquid theyd choose and their predictions about the benefits of mimicry
Formal or Summative: Summative Assessment is done by reviewing students science journals at the
end of the lesson to assess their observation notes and their definition of mimicry

4. Instructional Strategies and Learning Tasks:

I. Anticipatory Set:
Focus/Motivation: Do: 1, 2, 3 Repeat After Me - Science is fun. Ask students what its called when
you say the same thing someone else says Teacher introduces the word mimic.
Activate Prior Knowledge: Class Discussion: What did your Halloween disguise do? How did it make
things different? Using what you already know about disguises, why do you think an animal would
want to disguise itself?

II. Instruction and Modeling:

In-Class Experiment:
Part One:
Teacher explains the definition of mimicry and how it relates to the monarch and viceroy
butterflies
Teacher hands out pictures of monarch and viceroy butterflies and has students observe
and quickly peer share about the similarities/differences they see

Explain to the students that there is a very important difference between these butterflies
and that they will perform an experiment to find out what it is and how mimicry can help some
creatures survive
Fill cups A (Sprite), B (Seltzer Water), C (Seltzer Water) and D (Coke) with different
liquids
Teacher explains to students that cups A and B represent the two different butterflies (Cup
A = Viceroy and Cup B is Monarch) and what the butterflies might taste like if the student is a bird
looking for a butterfly snack.
Part Two:
Teacher then explains that its the next day, and they are a predator looking for another
butterfly.
Teacher asks which butterfly (Cup C (Seltzer Water) or Cup D) they would be more
willing to eat and has students peer share/write in journal.
Students taste the butterflies C & D and make observations.
III. Guided Practice:
Part One:

Have students observe Cups A & B and make observations in their science journals.
Students taste or eat liquid A (Sprite) and write observation.
Teacher has students peer share to predict what the next liquid will taste like.
Students taste or eat liquid B (Seltzer Water)
Students make observations and write them in science journal. What was different about
the two butterflies?
Part Two:
In pairs, students share whether or not they would have taken a risk and drank liquid C or
gone with liquid D instead
Students then use this information to brainstorm why they think it helps the Viceroy
Butterfly to mimic the Monarch butterfly. Students write their ideas in their science journals.

IV. Closure:
Regroup students and ask for them to share some of their thoughts and predictions about the monarch
and viceroy butterfly and how they think mimicry helps the viceroy butterfly survive
Explain that monarch butterflies taste bad and can be poisonous for many birds, so even though the
viceroy butterfly tastes good, it looks like the monarch to trick its predators and make them think it
tastes bad too.
Have students share their definition of mimicry
Teacher writes definition on doc-cam for students to see and copy it onto their vocabulary sheet in their
science journals

V. Independent Practice:
Students are given an informational text to independently read on monarch butterfly and viceroy
butterfly
Students use close reading strategies, along with their findings from the experiment, to fill out a venn
diagram comparing/contrasting the viceroy and monarch butterfly

5. Differentiation Strategies:

ELLs strategically placed in group with at least one native english speaker


Use word of the day Mimicry throughout the day as a repeat after me transitional method as
repetition for ELLs

Allow struggling reading students to focus on only part of informative text to not overwhelm their
learning process

Use doc-cam as a visual learning strategy for ELLs and students struggling with spelling

6. Instructional Resources and Materials:

Cups

Monarch Butterfly Informational Text

Comparing Contrasting Diagram

Sprite
Seltzer Water
Coke


Animal Adaptations and Habitats:
Camouflage Bar Graphs
Subject: Life Science
Grade Level: 3

1. Standards:
CA Standards:
3-LS4-2, 3LS3-1, 3-LS4-3, MP.4, 3.MD.B.3, RI.3.1, RI.3.4
NGSS Practices:
1, 3, 4, 5, 7, 8

2. Objective:
The student will learn how camouflage helps an animal survive by making observations on a
phenomena video clip, reading an informative text and performing an in-class experiment
Language/Key Vocabulary:
Camouflage
Physical Adaptation
Mimicry
Predator
Bar Graph

3. Assessment:
Informal or Formative: Teacher walks around and listens to peer shares and predictions during video;
Teacher assesses student interaction and involvement during experiment
Formal or Summative: Teacher reviews octopus worksheet and the final graphs students draw in their
science journals

4. Instructional Strategies and Learning Tasks:

I. Anticipatory Set:
Focus/Motivation: Show class phenomena video clip of mimic octopus:
https://www.youtube.com/watch?v=t-LTWFnGmeg and phenomena video clip of camouflage
octopus: https://www.youtube.com/watch?v=PmDTtkZlMwM
Activate Prior Knowledge: Prior to showing video clips, ask students: Can someone remind me of the
physical adaptation we learned about yesterday that enables animals to look like another animal in order
to protect itself? (Answer: Mimicry).

II. Instruction and Modeling:

Part One - Video Clips and Informative Text:
Prior to showing octopus video clips, inform students that some animals have the amazing ability
to use more than one physical adaptation to survive
Have students independently make observations and predictions in their science journals of what
physical adaptations the octopus in the video clips uses and why they think the octopus acts this way
(answer: mimicry and camouflage)
Students peer share their predictions

 Teacher regroups students to recognize the adaptation of mimicry used and to introduce the
physical adaptation of camouflage
Teacher reminds students that animals camouflage based on their habitat
Teacher passes out Informative Text Magician of the Sea and reads it aloud to students
https://www.superteacherworksheets.com/reading-comp/3rd-octopus_WBBZQ.pdf
Students annotate the text as they read, looking for connections to the phenomena video clip and
to how the octopus uses adaptation to defend itself from predators
Part Two - Experiment:
Teacher prepares a mixed group of "prey." -10 M&M's of each color into a plastic bag (10 yellow,
10 blue, 10 green, 10 brown, 10 red, and 10 orange M&M's candies in it)
Prepare different "habitats" using Skittles candies at each table (60 Skittles of 1 color in bag Repeat for all colors)
Tell students they are bird predators trying to catch their prey of M&Ms with their beaks (2
fingers)
Teacher tells students they have 20 seconds to catch their prey, but they must avoid Skittles
because skittles make bird predators sick
After explaining the rules, teacher pours one prepared bag of Skittles onto a plate at each table
Teacher mixes in the prepared bag of M&Ms
Teacher sets timer for 20 seconds
When timer beeps, teacher has all students stop picking up M&M's

III. Guided Practice:

Part One - Video Clips and Informative Text:
After read-aloud of article, students re-read text using partner reading strategies; then complete
Magician of the Sea graphic organizer and multiple choice questions
https://www.superteacherworksheets.com/reading-comp/3rd-octopus_WBBZQ.pdf
Part Two - Experiment:
During 20 seconds intervals, students use their beaks to pick up M&M's
As a class, students share and record the numbers of M&Ms & skittles they collected for each
habitat in a data table in their science notebooks (example located at:
http://www.sciencebuddies.org/science-fair-projects/project_ideas/Zoo_p012.shtml#procedure)
In pairs, students use the numbers from the class data table to make a bar graph in science
journals of how many of each color M&M's was picked for each Skittles habitat (plus any skittles
collected)

Guide students to put each habitat's name on the x-axis (ie; "Green Skittles," "Purple
Skittles," etc)

Guide students to put the number of each M&M's color collected on the y-axis

IV. Closure:
Teacher regroups students to debrief and asks the following questions:
Using your graphs, do you notice any interesting patterns between the color of the Skittles
habitat and the color of the M&M's that were picked?
What is different about the blue M&M's? What about the brown M&M's and the purple Skittles?
How do you think this same survival strategy would work for animals who camouflage in the
wild?
Teacher guides students to recognize how the M&Ms that blended in with their Skittles habitat were
recorded less in comparison to the M&Ms that did not camouflage

 Students define camouflage on their vocabulary sheet in their own words and teacher chooses one
student to share their definition on the doc-cam

V. Independent Practice:
Students write a conclusion in their science journals of what patterns they noticed from the experiment
and how this applies to physical adaptation and animal survival
Students all write one thing they found interesting about camouflage on the whiteboard at end of lesson

5. Differentiation Strategies:

Experiment is hands-on and accessible to various types of learners

ELLs can be partnered strategically with native speakers to help with experiment and worksheet

Word of the day camouflage can be used repetitively as transition method to resonate with
ELLs

Re-read of informational text in partners allows for ELL students to practice reading fluency in a
comfortable setting

Pull small group struggling with reading to help with comprehension worksheet

Teacher uses doc-cam when introducing definitions of new vocabulary words as a visual strategy
for ELLs and students struggling with spelling

Teacher guides students using doc-cam when modeling graph (strategy for visual learners)

6. Instructional Resources and Materials:

Read-aloud Article: https://www.superteacherworksheets.com/reading-comp/3rd-octopus_WBBZQ.pdf

Article Worksheet: https://www.superteacherworksheets.com/reading-comp/3rd-octopus_WBBZQ.pdf
Science Journals
M&Ms (60 - 10 of each color)
Skittles (60 skittles of each color)
Bags
Plates

Animal Adaptations and Habitats:

Behavioral Adaptation: Instinct Vs. Learned Behaviors
Subject: Life Science
Grade Level: 3

1. Standards:
CA Standards:
RI.3.1, RI.3.4, RI.3,10, 3-LS4-2, LS4.C
NGSS Practices:
1, 3, 6, 8

2. Objective:
The student will learn about behavioral adaptation and the difference between instinct and learned
behavior by observing phenomena video clips, reading an informative text and playing a matching
game
Language/Key Vocabulary:
Behavioral Adaptation
Instinct
Learned Behavior

3. Assessment:
Informal or Formative: Teacher gages student involvement and observations with ruler activity by
walking around and observing; Teacher assesses student predictions and observations from video
phenomena and their sharings from the informative texts
Formal or Summative: Teacher assesses students answers to Jane Goodall texts; Teacher assesses
matching game
4. Instructional Strategies and Learning Tasks:

I. Anticipatory Set:
Focus/Motivation: Have students share at their tables how they might protect themselves during a
snowball fight (ex: run away, sneak up on someone)
Activate Prior Knowledge: Remember we said physical adaptations are like the clothes we wear to
protect ourselves during the winter (physical traits that help us survive). How you might protect
yourselves during a snowball fight (ex: run away, sneak up on someone) is an example of behavioral
adaptation (what you do to survive)

II. Instruction and Modeling:

Teacher passes out venn diagram (separated by physical and behavioral adaptations)
Students independently fill out the physical adaptations with what they remember
Students peer share to get more ideas, then regroup students to share aloud
Students separate Behavioral Adaptation circle on venn diagram into two groups
Explain that behavioral adaptation can be separated into two types: instinctive and learned behavior
Ask students: What is behavior? and record student responses on chart paper

 Students predict the difference between instinct and learned behavior at their tables and write
predictions in science journals
Teacher facilitates Ruler Catch Activity (see guided practice for instructions)
Teacher asks guided questions: What happened? Why do you think it got easier?
Explain how the student just learned a behavior
Teacher prompts students to close their eyes and tells them a peaceful story in a soft voice
When students are relaxed, teacher drops a book loudly to get students reaction (jump, open eyes, look
around, etc.)
Teacher asks: What was your first response to the noise?
Explain how this is an instinctive response - they werent taught to jump at a loud noise
Connect this to animal and instinct to run from noise (possible predator)
Students add definitions of behavioral adaptation, learned behavior and instinct to their vocabulary
sheets
Teacher has students make list of daily activities (see guided practice)
Teacher explains how animals have behavioral adaptations as well
Teacher shows video clips of Turtles swimming to ocean (Instinct) and Dolphins doing tricks (learned)
Links:
https://www.youtube.com/watch?v=T8eGw1oyYoQ
https://www.youtube.com/watch?v=D8AvEstX_3E
Students make observations and predict in their science journals which video shows instinct and which
shows learned behavior - discuss as a class
Teacher shows more animal examples in powerpoint of learned behavior vs instinct through pictures
Teacher passes out Jane Goodall differentiated texts http://www.uwyo.edu/smtc/_files/docs/projects/qr
%20stem/performance%20tasks/general%20%20-%20other%20examples/ubdanimalbehavior.pdf

III. Guided Practice:

Ruler Catch Activity in pairs:
one student drops a ruler and the other student attempts to catch the ruler before it drops past their
fingers; practice a few times and then switch

students get better w/ practice = learned behavior

At their tables, students make a list together of all the actions they have performed so far today
Students put I next to instinctual behavior and L next to learned behaviors
Students decide if they have used more instinctive or learned behaviors
Students peer share how they learned their learned behaviors
Students partner read Jane Goodall articles and use close reading strategies to annotate and answer
questions from worksheet together

IV. Closure:
Teacher regroups students and each table shares a summary of their article and the learned behavior and
instincts they read about
As a class, students fill in the behavioral adaptation portion of their venn diagram with the various
behaviors that theyve learned

V. Independent Practice:
Students will independently complete a learned/instinctive matching game to prove their understanding:
https://www.teacherspayteachers.com/Product/Instinct-vs-Learned-Behavior-Sort-1093342

5. Differentiation Strategies:

Video clips are mostly visual with little narration, so ELLs can understand visual phenomena
without a need for translation

Jane Goodall texts are purposely differentiated based on reading level by beginning, intermediate
and advanced, so the texts can be distributed to readers accordingly

Word of the day behavioral adaptation can be used as a repeat after me transitional method to
help ELLs practice the vocabulary

Hands-On experiment with ruler appeals to active learners

6. Instructional Resources and Materials:

Ruler
Videos and PowerPoint
Informational Jane Goodall Texts:
http://www.uwyo.edu/smtc/_files/docs/projects/qr%20stem/performance%20tasks/general
%20%20-%20other%20examples/ubdanimalbehavior.pdf
Matching Game: https://www.teacherspayteachers.com/Product/Instinct-vs-LearnedBehavior-Sort-1093342

Animal Adaptations and Habitats:

Behavioral Adaptation TV Show Webquest
Subject: Life Science
Grade Level: 3

Webquest Link:
http://questgarden.com/160/96/7/130709113436/index.htm
Information on the webquest directly from from webquest site:

Introduction:
You're the star, creating an animal television show.Congratulations again! Not only are you the
star of your own wildlife show but Animal Planet loved your pilot episode and is picking your
show up for a full season!
Task:
You've created your show but the hard work does not stop there. You need to create a whole season of
shows. Before you think too far ahead you will need to create episode 2: "Animals and Their Behavioral
Adaptations." You will need to plan this episode out from start to finish: research, storyboard and script
creation, and filming.

Process:
Your first step will be to research your animal. For this episode you will be focusing on one animal but
you will be covering all aspects of its behavioral adaptations:
-Finding food
-Finding a mate
-Creating/finding shelter
-Avoiding enemies
-Staying warm/cool
-Communication
-Learning
-Migration
Use these websites to help you with your research:
http://kids.nationalgeographic.com/kids/animals/creaturefeature/
http://animals.nationalgeographic.com/animals/
http://www.lpzoo.org/animals
http://www.tburg.k12.ny.us/mcdonald/ANIMAL%20ADAPTATIONS/AAdapt.htm
http://octopus.gma.org/surfing/antarctica/penguin.html
http://www.bbc.co.uk/nature/adaptations
You've perfected your storyboarding skills, but now it's time to focus on your script writing skills. Watch
this video to learn about creating a script:

https://www.youtube.com/watch?v=hZv_R7nCXQ0
Your final step will be to create a 2-3 minute teaser video that will act as a preview for your second
episode. This video should contain your main talking points about your animal's behavioral adaptations,
you must have at least 4 adaptations mentioned.

Animal Adaptations and Habitats:

Art Collage - Build Your Wild Self
Subject: Life Science
Grade Level: 3

1. Standards:
CA Standards:
3-LS4-2, 3-LS4-3, LS4.C
NGSS Practices:
1, 8

2. Objective:
The student will learn to make connections between animal adaptations and human adaptations by
creating an art collage of themselves with animal traits and writing a short narrative
Language/Key Vocabulary:
Animal Adaptation
Behavioral Adaptation
Students Use Vocabulary Sheet from Science Journals

3. Assessment:
Informal or Formative: Teacher will assess students knowledge by reviewing the posters they create
collaboratively and present during the gallery walk
Formal or Summative: Teacher will assess students art collages and their written narratives
4. Instructional Strategies and Learning Tasks:

I. Anticipatory Set:
Focus/Motivation: Teacher reads What If I Had Animal Teeth story aloud to class; Students will be
motivated by the hands-on art project in this lesson.
Activate Prior Knowledge: Ask students to peer share what kinds of animal teeth they already know
about and how they think these teeth might help animals in the wild.

II. Instruction and Modeling:

Teacher brings students to carpet for read-aloud of What If I Had Animal Teeth story
Teacher instructs students to add any new adaptations they hear from the story to their venn diagrams
Following the story, Teacher asks students guiding questions:
How do you think your human teeth compare to animal teeth?
Are they the same or different? Why do you think that is?
Teacher passes out poster chart paper for students to fill out ideas of human vs. animal adaptations
(further instructions in guided practice)
Students perform gallery walk of posters
Teacher posts posters around the room as reference for in-class art project and narrative writing

 Teacher explains that students are going to use their venn diagrams, their vocabulary sheets and some of
their ideas from the gallery walk posters to Build a Wild Self by creating themselves with new animal
adaptations using National Geographic magazine clippings of animal features
Teacher reminds students that they will need to explain why they chose the animal adaptations they did
and how the animal adaptation would help them in their daily human life
Teacher takes polaroid pictures of students faces and prints them out for students to use on collage
Students will add magazine clipping animal features to the photo of their face

III. Guided Practice:

Students peer share how they think animal teeth could help them in their own life
At tables, students collaboratively create posters with their ideas:
Posters are separated into four columns: By (1) animal (2) its animal adaptation, (2) what daily
human activity they think the adaptation would help them with and (3) why it would be helpful for
that human activity
Teacher has students share interesting ideas they saw on another poster after gallery walk
With teacher assistance, students create animal collages of themselves

IV. Closure:
Students present their collages to their tables and explain why they chose their featured animal
adaptations
Teacher regroups students at the carpet with collages and asks each student to share one animal
adaptation they added to themselves and why

V. Independent Practice:
Students write a narrative about themselves with their new animal body parts
In their narrative students will describe a day in their life with those particular animal adapations and
answer the following questions:
An introduction to the animal body parts you added to yourself
Include at least four words from vocabulary sheet
Include at least one physical adaptation and one behavioral adaptation
An established story in which you show how your animal body parts help you adapt to your
environment (aka your daily routine)

5. Differentiation Strategies:

Sentence frames for narrative writing for struggling writers and ELLs
Narrative can be modified in length based on writing proficiency and level
Pull a small group to help with struggling writers
Poster can be used as a visual to help struggling students formulate their ideas
Read-aloud help with prosody and fluency for ELLs and students with IEPs in reading

6. Instructional Resources and Materials:

National Geographic Magazines
Scissors
Glue
Polaroid Camera
What If I Had Animal Teeth book
Poster paper


Animal Adaptations and Habitats:
Ecosystems and Habitats
Subject: Life Science
Grade Level: 3

1. Standards:
CA Standards:
LS4.D, 4-LS1-2, 5-LS2-1, MS-LS1-4, MS-LS2-4, MS-LS4-4, LS2.C 3-LS4-4
NGSS Practices:
1, 2, 3, 6, 7, 8

2. Objective:
Students will learn about the different elements in an ecosystem and how changes in an ecosystem
affect animals by watching a video, taking notes and participating in a class activity
Language/Key Vocabulary:
Ecosystem
Habitat
Terrestrial
Aquatic

3. Assessment:
Informal or Formative: Teacher assesses students by walking around and posing questions
Formal or Summative: Teacher will review students L portion of the KWL chart in their science
notebooks to see what they have learned

4. Instructional Strategies and Learning Tasks:

I. Anticipatory Set:
Focus/Motivation: Ask students: What are some different kinds of game systems? (PS3, Wii, Xbox,
etc...) What makes these game systems work in order for you to play them? (Possible Answers: Power
cord, game disc/cartridge, game controller, TV, etc); What happens when one or more of these
structures doesnt work? (possible answer - you cant play your games)
Activate Prior Knowledge: We have talked about how animals need to adapt to their habitat? Can
anyone tell me what the word habitat means? Also, what do you think would happen if a complication
happened in an animals habitat the way it happens in a video game? Students peer share and share
aloud

II. Instruction and Modeling:

Teacher guides students to make the connection that habitats work like a game system:
Habitats are a combination of structures with specific functions
When one or more of these structures doesnt work, the system doesnt work and it affects the
living and nonliving things in the habitat
In biology we call these systems of living and non-living things ECOSYSTEMS
Teacher and students fill out KWL chart on Habitats and Ecosystems with the K & W and copy it into
their science notebooks

 Teacher informs students they will be watching a video and taking notes on this Ecosystem video
Students independently read the focus questions of the notes first to prepare (example of notes
worksheet below)
Teacher plays video for students https://www.youtube.com/watch?v=iRhdDs91aas
Students fill out graphic organizer based on the video
Teacher clarifies that certain animals live in certain habitats
Tell students to name the elements of a forest habitat (trees, dirt, wet, cold or warm, birds, deer, etc.)
Ask students to describe one element of the forest habitat and how it is connected to the other elements
Explain how if a complication arises, there are many disadvantages for the plants and animals
This leads to Ecosystem Yarn Activity (instructions in Guided Practice section)

III. Guided Practice:

Teacher stops the video at designated points and has students peer share their answers from their notes
at their tables
Teacher then regroups students and has them share answers aloud
Teacher models the class notes on a doc-cam for students to add information accordingly
Ecosystem Yarn Activity:
Students stand in circle
Students each receive a card with an element of a habitat written on it (EX: bird, tree, sun, soil,
water, etc.)
One student starts with yarn, then tosses the yarn to another student with an element and describe
how the two are related
The process continues until each student/element is holding a piece of the yarn
EX of process: the tree tosses the yarn to the bird because the bird lives in the tree; the bird tosses
the yarn to the worm because the bird eats the worm; etc.
Once each student has a piece of yarn in his or her hand, teacher announces a disruption in the
ecosystem (ex. chemicals leaked into water system, so it is no longer a viable source)
The student holding the string representing the element will pull his or her string. Student who
felt the tug will raise his/her hands, so each classmate sees who was affected
The students who raised their hands will then tug on their yarn, repeating the process

IV. Closure:
Ask students what they noticed from this activity
Why do they think this happened?
Discuss with students how disruptions in the ecosystem can affect the habitat and the
animals/plants living in the habitat
Students will provide suggestions for solutions to prevent these changes in the habitat and
ecosystem.

V. Independent Practice:
Students fill out L part of their KWL chart in their science notebooks describing what they learned
about Habitats and Ecosystems

5. Differentiation Strategies:
Provide posters or cards with large, dark print of each habitat element example for students with limited
hearing or sight
Teacher uses doc-cam to fill out graphic organizer as a visual model for ELLs and students with IEPs in
writing
Word of the Day Ecosystem used as repeat after me transitional method for ELL students to practice
English vocabulary

 Option to turn English subtitles on during the video for ELLs

6. Instructional Resources and Materials:

video: https://www.youtube.com/watch?v=iRhdDs91aas
Video Graphic Organizer
Yarn
Cards with different habitat elements


Animal Adaptations and Habitats:
Animal Adaptations Based on Habitat
Subject: Life Science
Grade Level: 3

1. Standards:
CA Standards:
3-LS4-2, 3-LS4-3, LS4.B, LS4.C, LS4.D
NGSS Practices:
1, 3, 4, 7, 8

2. Objective:
Students will learn about different habitats and how certain animals adapt to survive in their particular
habitat by doing a gallery walk, exploring an interactive website and watching live video-cams of
different animals

Language/Key Vocabulary:
Habitat
Continent
Adaptation

3. Assessment:
Informal or Formative: Teacher will assess students post-its on each poster during gallery walk;
teacher will walk around and pose questions while students work on exploratory website worksheet
Formal or Summative: Teacher assesses science journal webcam observations and assesses exploratory
website worksheet

4. Instructional Strategies and Learning Tasks:

I. Anticipatory Set:
Focus/Motivation: Scientists and animal researchers must explore different habitats to learn more about
animals. Today, we will all become animal expert researchers and explore these habitats for ourselves
Activate Prior Knowledge: Teacher has students list the habitats that they know already and what kinds
of animals they think would be in each habitat (teacher writes ideas on chart paper)

II. Instruction and Modeling:

Teacher emphasizes how each habitat is different and animals need to adapt in certain ways, either
using physical or behavioral adaptations to survive in each habitat
Using the list that students came up with of habitats and animals, teacher asks students if they notice a
pattern amongst the animals in each habitat (ex: animals in aquatic habitat can swim etc.)
Teacher prints out posters with photos of different habitats and places the posters on tables around the
classroom
After gallery walk, teacher facilitates a class discussion about the patterns students notice amongst the
animals in each habitat:
Do any of them have similar features, physical adaptations or behaviors?
Teacher connects this to how animals adapt based on their habitat

 Teacher tells students that different continents can have different habitats
Teacher tells students they will become habitat experts and, in partners, they will research an assigned
continent and fill out worksheet about three different animals that live in that continent and the animals
adaptations, using an exploratory website called Wild Kratts
http://pbskids.org/wildkratts/creaturepedia/
Teacher assigns each table a separate continent to research on the website

III. Guided Practice:

Students perform a gallery walk of the various habitat posters at the different tables
During the gallery walk, students write 1 post-it describing the habitat (climate, food available, etc.) and
one post-it saying an animal they think might live in that habitat and place their post-its on the poster
Teacher regroups class and students read aloud the post-its that are on the poster at their table
In partners, students will explore their assigned continent and fill out the following worksheet based on
the animals of their choice http://sciencenetlinks.com/student-teacher-sheets/animal-adaptations/
Students should click on the various buttons associated with the animal, including: Food and Health,
Home Base, Danger Alert, and Livin' Creature Style.
Students should collaboratively complete the student sheet for each region or continent

IV. Closure:
After the lesson, ask each pair to offer information on their favorite animal and its most
interesting adaptations for survival
Write the names of the animals on the board, including their features and habitats.
Choose two animals, and then ask students the following:

What would happen if the animals switched habitats?

What adaptation features would be useful or useless in the new habitat?

Do you think the animal could survive in the unfamiliar habitat?

What does that tell you about how animals adapt to their environments?

V. Independent Practice:

Students will independently view the webcams of animals in different habitats at the San Diego Zoo
In science notebooks, students will describe animal behavior based on the video footage
Students will identify the animals habitat based on video footage
Student will identify what adaptations the animal has that helps it adapt to its habitat
Link to webcams:
http://zoo.sandiegozoo.org/sites/all/themes/zoostrap/downloads/Radical-ResearchersCurriculum.pdf

5. Differentiation Strategies:
Pair ELLs with native English speaker for interactive website activity
Visually write the questions students need to answer on a whiteboard as a visual representation for
ELLs
Habitat word of the day used as a repeat after me transitional method throughout the day to help
ELLs build vocabulary

6. Instructional Resources and Materials:

Wild Kratts website http://pbskids.org/wildkratts/creaturepedia/
Worksheet http://sciencenetlinks.com/student-teacher-sheets/animal-adaptations/
San Diego Zoo Webcam: http://zoo.sandiegozoo.org/sites/all/themes/zoostrap/downloads/RadicalResearchers-Curriculum.pdf


Animal Adaptations and Habitats:
Endangered Species Around The World
Subject: Life Science
Grade Level: 3

1. Standards:
CA Standards:
LS2.C, LS4.C, 3-LS4-3, 3-LS4-4, LS4.D
NGSS Practices:
2, 4, 8

2. Objective:
The student will learn the global and environmental effects of habitat changes on animals by creating a
paper mach globe that locates endangered species

Language/Key Vocabulary:
Habitat
Endangered Species
Extinct
Cause and Effect

3. Assessment:
Informal or Formative: Teacher will assess students animal drawings, facts and flags on globe
Formal or Summative: Teacher will assess the L in the students KWL charts

4. Instructional Strategies and Learning Tasks:

I. Anticipatory Set:
Focus/Motivation: Students predict and peer share what they think might happen to animals if their
habitat has been effected in a negative way
Activate Prior Knowledge: We have learned how elements of an ecosystem are connected. Can
someone give me an example of this type of connection? Can anyone remind us what happens if a
disruption occurs in the ecosystem?

II. Instruction and Modeling:

Teacher explains how if a disruption (human or other) effects a habitat or ecosystem in a negative way,
animals often lose their resources and have a difficult time surviving
Today we will learn about the various negative effects that habitats undergo and how this can lead to
endangered species
Students share what they already know about endangered species and teacher fills out K and W on
KWL chart

Students add new vocabulary words to their vocabulary sheet (Habitat, Endangered Species,
Extinct, Cause and Effect)
On a large map, Teacher has students place pins on areas that contain endangered species in the world

 Teacher explains that animals become endangered for different reasons in different areas of the world
and this has a larger impact on our world as a whole
Teacher reads aloud Counting Lions book to students
Teacher introduces students to World Wildlife Organization by showing website on doc-cam
Teacher explains that students will become animal activists from the World Wildlife Organization and
map out areas of the world that are filled with endangered species, while researching how and why the
animals became endangered in these habitats

III. Guided Practice:

Students tear recycled newspaper into strips and crumple the recycled newspaper into a large ball
Teacher covers student table top with recycled newspaper
Teacher mixes glue with equal part of water in a bowl
Students dip newspaper strips into the glue, then smooth onto the crumpled ball
Students layer strips to cover the entire ball
Students secure a string onto ball for hanging
Let paper mache balls dry completely
While globes dry, students independently research at least 3 different animals from the World Wildlife
website
While researching, students take notes on the type of animal, where it lives in the world and how it
became endangered
Students draw pictures of each animal and write their facts on the back of their drawings
Teacher models and students follow as they paint continents and oceans in the correct designated places
on their paper-mache globes
Students place toothpick flags on where they think their researched animals exist on the globe
Teacher verifies that students toothpick flag placements are correct
Students glue drawings/facts of endangered animals onto toothpick flags and push the flags into the
correct locations

IV. Closure:
Students share information they investigated to the class on one endangered animal from their
globe (what animal, its habitat, and how did it become endangered?) and how they would try to save
that particular animal
Teacher regroups students and makes a graphic organizer bubble chart: How I plan to save the
animals and adds the students ideas
Students copy graphic organizer bubble chart in their science notebooks

V. Independent Practice:
Students research their choice of animals from World Wildlife website and add their drawings and flags
with information to their globe
Students fill in the L portion of the KWL chart in their science notebooks with something they
learned about endangered animals and their habitat

5. Differentiation Strategies:
Read-aloud is a helpful fluency and prosody strategy for ELLS and students with IEP in reading
Word of the day Endangered used as repeat after me transitional method to help ELLs build
vocabulary
ELLs can write their facts in Spanish if necessary
Graphic organizer helpful for visual learners
Students who need additional help can be paired with another student to work collaboratively on globe
animal facts/drawings

6. Instructional Resources and Materials:

Counting Lions book

Map of the world

push pins

World Wildlife website: https://www.worldwildlife.org/species/directory?

direction=desc&sort=extinction_status

recycled newspaper

glue

water

bowl

string

paint

small toothpick flags

crayons

Animal Adaptations and Habitats:

Adopt a Species Service Learning Project

Link to Project Details:

http://www.learningtogive.org/units/endangered-species-its-not-too-late/adopt-species#lessoninstructions

Summary of Project:
The class will put on a special sale to raise money to "adopt" an endangered species. Students will create
and decorate informative and fun bookmarks about endangered animals to sell at school and raise the
funds needed to adopt an endangered species. Students create posters promoting their bookmark sale and
hang the posters around school (Teacher uses this as an opportunity to show the work that goes into a
fundraiser.) Students sell the bookmarks at school and then work as a class to count the money raised.
Students vote on the endangered animal they want to adopt from WWF website. The learners will receive
a certificate in return that tells them that they have adopted an endangered species! Students journal about
their experience as a philanthropic advocate for animals.

Animal Adaptations and Habitats:

Final Assessment: Habitat Shoebox
For the final assessment of the unit, students will create a 3D habitat within a recycled shoebox. The
student will choose which habitat they want to create and will decorate their shoebox according to the
characteristics and at least 4 different animals (one must be endangered) that would be found in that
particular habitat. Students can use a variety of materials (including toy animals if desired) to create their
habitat. Shoebox must visibly demonstrate characteristics of that habitat. On the back of the shoebox,
students will include a writing piece demonstrating their understanding of habitat and animal adaptation
by answering the following questions:
1) Describe the habitat you have created:
a) Name of habitat
b) Location in the world
c) Climate
d) Food available in this habitat
2) Describe the animals you have included. For each animal you have included in your
habitat, you must address the following:
a) Type of animal
b) 2 Physical adaptations of that animal
c) 2 Behavioral adaptations of that animal
d) For endangered animal, also include why it is endangered
In class, we will have a gallery walk of all of our different habitat shoeboxes! (Total Score: _/9 points)

Animals

Needs Work

Acceptable

Excellent

Doesnt demonstrate

Student chooses accurate

Student chooses correct

knowledge of his/her

animal for the habitat, but

animals for the habitat and

animals and their

doesnt include all facts

clearly explains each animals

adaptations

about their adaptations

adaptations

Student shows little to

Student shows

Student shows excellent

no knowledge of the

understanding of habitat

understanding of habitat

habitats characteristics

characteristics, but is

characteristics and includes

missing 1-2 elements

representation of all elements

Box not entirely filled.

Student fills the box with

Students box is filled with

Student shows little

accurate animals and

animals and habitat

effort in presentation

habitat characteristics;

characteristics; clear and neat

quality and is missing

quality of presentation

writing; creative presentation

key components

could be improved

Habitat

Presentation