Animal Adaptations - Lakeshore Learning...Animal Adaptations 1st–2nd Grade Objective • Explore...
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Animal Adaptations 1st–2nd Grade Objective • Explore the relationship between a bird’s beak and its ability to find food and survive. Materials Needed • “Awesome Adaptations” and “A Beak for Every Job” information cards • “Why Do Birds Have Different Beaks?” activity card • Easy-Grip Safety Tweezers - Set of 12 [EE607] • Spoons • Super-Safe Eyedroppers - Set of 12 [LA446] • Plastic fish and plastic worms (or other small objects to represent fish and worms) • Plastic tray • Water Products with item numbers are available at LakeshoreLearning.com. Introduction 1. Ask students, “Have you ever wondered why a turtle has a hard shell? Or why a chameleon can change colors to match its surroundings?” 2. Explain that these are two examples of animal adaptations, or ways that animals change in order to survive in their environment. Procedure 1. Tell students that you are going to learn about a variety of animal adaptations and how they help animals survive and thrive. 2. Give each student a copy of each information card and read “Awesome Adaptations” aloud as students follow along. (You can also invite student volunteers to take turns reading the paragraphs aloud.) 3. Ask the following questions to allow students to reflect on the passage: • What are some ways that animals keep from being eaten by other animals? • How is camouflage helpful for certain animals? 4. Read “A Beak for Every Job” and ask students the following questions: • Can you describe the different beaks mentioned in the passage? • How are the different types of beaks useful to the different birds? What purposes do they serve? Guided Practice 1. Tell students that, as a follow-up to reading “A Beak for Every Job,” they are going to conduct an experiment to determine what kind of beak is best for a particular purpose. 2. Divide the class into small groups of three or four students. Give each group a plastic tray with a small amount of water, a spoon, a pair of tweezers, an eyedropper, and some plastic worms and fish. ©Lakeshore www.lakeshorelearning.com
Transcript of Animal Adaptations - Lakeshore Learning...Animal Adaptations 1st–2nd Grade Objective • Explore...
Animal Adaptations1st–2nd GradeObjective
• Exploretherelationshipbetweenabird’sbeakanditsabilitytofindfoodandsurvive.
Materials Needed• “AwesomeAdaptations”and“ABeakforEveryJob”
informationcards• “WhyDoBirdsHaveDifferentBeaks?”activitycard• Easy-GripSafetyTweezers-Setof12[EE607]• Spoons• Super-SafeEyedroppers-Setof12[LA446]• Plasticfishandplasticworms(orothersmallobjectsto
representfishandworms)• Plastictray• WaterProducts with item numbers are available at LakeshoreLearning.com.
Introduction
1. Askstudents,“Haveyoueverwonderedwhyaturtlehasahardshell?Orwhyachameleoncanchangecolorstomatchitssurroundings?”
2.Explainthatthesearetwoexamplesofanimaladaptations,orwaysthatanimalschangeinordertosurviveintheirenvironment.
Procedure1. Tellstudentsthatyouaregoingtolearnaboutavarietyofanimaladaptationsandhowtheyhelpanimals
surviveandthrive.
2.Giveeachstudentacopyofeachinformationcardandread“AwesomeAdaptations”aloudasstudentsfollowalong.(Youcanalsoinvitestudentvolunteerstotaketurnsreadingtheparagraphsaloud.)
3.Askthefollowingquestionstoallowstudentstoreflectonthepassage:
•Whataresomewaysthatanimalskeepfrombeingeatenbyotheranimals?
•Howiscamouflagehelpfulforcertainanimals?
4.Read“ABeakforEveryJob”andaskstudentsthefollowingquestions:
•Canyoudescribethedifferentbeaksmentionedinthepassage?
•Howarethedifferenttypesofbeaksusefultothedifferentbirds?Whatpurposesdotheyserve?
Guided Practice
1. Tellstudentsthat,asafollow-uptoreading“ABeakforEveryJob,”theyaregoingtoconductanexperimenttodeterminewhatkindofbeakisbestforaparticularpurpose.
2.Dividetheclassintosmallgroupsofthreeorfourstudents.Giveeachgroupaplastictraywithasmallamountofwater,aspoon,apairoftweezers,aneyedropper,andsomeplasticwormsandfish.
©Lakeshore www.lakeshorelearning.com
3.Explainthatthetweezersrepresentalong,sharpbeakusedfordiggingandsearchingthroughmud;theeyedropperrepresentsalong,thinbeakusedforsippingflowernectar;andthespoonrepresentsabucket-likebeakusedforscoopingupfish.
4.Giveeachstudentacopyoftheactivitycard.
5.Encouragestudentstoworkwithintheirgroupsandtaketurnsfollowingtheinstructionsontheactivitycardasyoureadeachstepaloud.
6.Instructstudentstorecordtheirobservationsinthechart.
7.Invitestudentstoshareanddiscusswhattheylearnedbyconductingtheexperiment.
©Lakeshore www.lakeshorelearning.com
Itisn’teasytobeananimal.Youhavetofindthingstoeat.Atthesametime,otheranimalsmightwanttoeatyou! Animalshavemanywaystosolvethisproblem.Someanimalsaresobigthatotheranimalscannothurtthem.Otheranimalsrunsofastthattheirenemiescannotcatchthem.Animalsmayprotectthemselves
withsharpspinesorhardshells.Ortheymayusecamouflagetohide.Camouflageiscolors,patterns,andshapesthatmakeananimalhardtosee. Solutionsthatworkinoneplacemightnotworkinanotherplace.Animalsmustchangetosuittheplacewheretheylive.Thisiscalledadaptation.
Information Card
Awesome Adaptations
How Not to Be Eaten
Animalsadapttoprotectthemselvesfromenemies.Theyalsoadapttogetthefoodthatisfoundwheretheylive. Forbirds,gettingfoodmeanshavingtherightkindofbeak.Somebirdsneedbeakslikebucketstoscoopupwaterandfish.Hummingbirdssticktheirlong,thinbeaksintoflowers
tosiponnectar.Otherbirdsneedlong,sharpbeaksthatcanprobethemudforworms. Therearemanydifferentkindsofbeaks.Eachonedoesitsjobwell.Scientistscantellwhatbirdseatjustbylookingattheirbeaks!
Information Card
A Beak for Every Job
How Birds Get Food
Wh
y D
o B
ird
s H
ave
Dif
fere
nt
Bea
ks?
Too
lW
hat
kind
of
bird
bea
kis
thi
s to
ol li
ke?
Wou
ld a
bir
d us
e th
is t
ype
of b
eak
to p
ick
up w
orm
s,fi
sh, o
r ne
ctar
?
Nam
eYo
u w
ill n
eed:
twee
zers
, spo
on, e
yedr
oppe
r,pl
asti
c w
orm
s, p
last
ic f
ish,
pl
asti
c tr
ay, w
ater
spoo
n
twee
zers
eyed
ropp
er
Thin
k of
a b
ird
that
you
hav
e se
en o
r re
ad a
bout
. H
ow d
oes
it u
se it
s be
ak
to g
et f
ood?
Wri
te a
bout
it o
n a
shee
t of
pap
er.
Try
Th
is!
Do
this
:1.
Pla
ce a
sm
all a
mou
nt o
f
wat
er in
the
pla
stic
tra
y.
Pr
eten
d th
e w
ater
is n
ecta
r
from
a f
low
er.
2. I
mag
ine
the
twee
zers
,
eyed
ropp
er, a
nd s
poon
are
diff
eren
t ty
pes
of b
ird
beak
s.
U
se t
hem
to
pick
up
the
pl
asti
c w
orm
s, p
last
ic f
ish,
and
wat
er.
3. C
ompl
ete
the
char
t.
Ty
pes
of
Bea
ks
Ty
pes
of
Bea
ks sc
oopi
ng b
eak
prob
ing
beak
sipp
ing
beak
Act
ivit
y Ca
rd
