Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 28433
Exploring Adaptations!
Have you ever wondered why animals and plants possess adaptations that allow them to survive in their unique environment? This lesson allows
students to build on their knowledge of habitats and learn about different animal adaptations and physical characteristics while conducting a short
research project.
Subject(s): English Language Arts, Science
Grade Level(s): 5
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Adaptations, survival, prey, predator, instinct, camouflage, environment
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Adaptations Research Recording Sheet.doc
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The students will compare and contrast animal and plant adaptations that are needed for survival.
The students will conduct a short research projects that use several sources to build knowledge through investigation of plant and animal adaptations.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should have knowledge about the different climate zones (polar, temperate, tropical) and the different habitats (desert, tundra, grassland, temperate
forest, etc.) in the world.
Students should be able to identify the differences between the habitats climate and important characteristics.
Prior Knowledge Standards:
SC.2.L.17.1: Compare and contrast the basic needs that all living things, including humans, have for survival.
SC.2.L.17.2: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.
SC.4.L.17.1: Compare the seasonal changes in Florida plants and animals to those in other regions of the country.
Guiding Questions: What are the guiding questions for this lesson?
1. What does adaptation mean?
2. Do you think different plants can have different adaptations? Why or why not? Give an example.
3. Do you think different animals can have different adaptations? Why or why not? Give an example.
4. Name some adaptations of plants or animals and explain how these adaptations aid in their survival in a specific environment.
5. Analyze what would happen if an animal is not able to adapt to their environment. Explain your thinking.
Teaching Phase: How will the teacher present the concept or skill to students?
1. The teacher will begin the lesson by conducting the formative assessment showing students the pictures of the zebras, dead leaf mantis and water lily. Elicit
page 1 of 4 students ideas for what physical characteristics or adaptations help these animals and plant survive in their environment.
2. The teacher and students can also discuss other animals and plants that live around them and what adaptations these animals may possess. Note: Students may
not be able to identify this information this early in the lesson, which is fine. However, having a discussion will allow the teacher to better gauge where student's
understanding is at.
3. Ask students, "How is the animal adapted to survive in the environment?"
One example that could be used in this lesson would be the adaptation of a long tail. Discuss why a tail is important for living in a tropical rainforest. Lead
students into a discussion of what a tropical rainforest would look like and feel like (lots of trees, humid, rainy, etc.) How would a long tail help some animals
live there? Help them to balance as they move around in trees high off the ground. Would a long tail help an animal in a desert? Why or why not?
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. The teacher will open the Power Point on Adaptations provided at the following site: http://animals.pppst.com/adaptations.html (The teacher should open the 5th
Power Point down the list simply titled "Adaptation").
2. The beginning of the Power Point references Population, these consist of the first four slides. The teacher may choose to share this information or skip to slide 5
titled Adaptations and begin having students take notes here.
3. The teacher should write the following focus questions on the board. Tell the students that they will need to write these questions into their science journals. As the
teacher shares the Power Point the students will add notes to answer each of the questions. The teacher should give the students time to write the questions in
their science journals and then begin to share the Power Point. The teacher should allow students time to record their answers as they progress through the Power
Point.
1. What is adaptation? (answer slide 6: describes how a plant or animal is able to survive in various environments)
2. What are some ways that an animal might struggle for survival in their environment? (answer slide 7: finding food, finding water, finding protection against
weather, being eaten by predators, fighting against disease, or against accidents)
3. What are some ways that a plant might struggle for survival in their environment? (answer slide 7: for water, for light, for minerals in the soil, against weather,
against disease, against being eaten)
4. What are some ways adaptations help organisms? (answer slide 8: coping with extreme weather better, better at competing for food, better at escaping from
predators, more likely to produce offspring)
5. What type of adaptations would help an animal living in an arctic habitat survive? (answer slides 10 and 11: thick fur, large body size to surface area ratio, body
fat, camouflage)
6. What type of adaptations would help a plant or animal living in a desert environment survive? (answer slides 13, 14 and 15: feet that allow them to easily walk
on sand, long eye lashes to keep sand out of their eyes, storing water, locating shade, needles to keep away predators, long taproots)
4. At slide 9 stop and elicit students ideas. Share the conditions for the arctic habitat and ask students, "What types of adaptations do you think would help an animal
survive in this habitat?" Then continue through the Power Point.
5. Again at slide 12 stop and elicit students ideas. Share the conditions for the desert habitat and ask students, "What types of adaptations do you think would help an
animal survive in this habitat?" Then continue through the Power Point.
6. As new adaptations are being shared during this phase of the lesson the teacher should be adding these to the anchor chart started in the formative assessment
phase of the lesson.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. For the next portion of the lesson the students will be conducting research on a plant and animal of their choosing. For each, the student will need to identify 4
adaptations and examples of how the adaptation helps the plant or animal survive. The students should record their research on the attached recording sheet
(attached in the uploads section of the lesson). The students should complete this work independently. If they struggle to identify a plant or an animal to research
encourage them to start looking through web and text resources to see what interests them. The school computer lab may need to be utilized for this in order for
all students to complete their research.
2. The following sites are suggested and safe for students to conduct their research:
Animal Sites:
http://kids.nationalgeographic.com/kids/animals/creaturefeature/
http://animals.nationalgeographic.com/animals/facts/
http://resources.woodlands-junior.kent.sch.uk/homework/adaptation.htm
http://schools.webster.k12.mo.us/education/components/scrapbook/default.php?sectiondetailid=42333&PHPSESSID=007fade220557976565d9aed11ae485a
Plant Sites:
http://www.mbgnet.net/bioplants/adapt.html
3. While students are working on researching their plants and animals the teacher should circulate amongst the students to ensure they are on task and assist as
needed.
4. Please note that it is encouraged students use multiple text and online sources when conducting this research. The teacher may also need to plan for a time to visit
the school library for students to conduct research.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
1. After all students have completed their research the students will use their science journals to answer the following questions:
1. Explain what an adaptation is in your own words.
2. Name some adaptations of plants or animals and explain how these adaptations aid in their survival in a specific environment or habitat.
2. After answering these questions, bring students together so that they may share as a class the research they conducted. Allow time for each student to share their
research sheets with the class. The teacher should be adding new information to the class anchor chart as it is shared.
3. The teacher may choose to share the following video on adaptations with students during the closure of the lesson as well: http://youtu.be/0N0wVq4nUBU The
students can learn the rap as an extension to the lesson.
Summative Assessment
The teacher may use students performance during the research portion of the lesson as a portion of the summative assessment. All students should have
completed their research in its entirety.
The teacher may also gauge if students have met the learning goals by reviewing students responses to the questions in the closure portion of the lesson.
Additionally, a student friendly rubric has been included to help the teacher gauge students research performance. All students should strive for a full 5 points.
StudentResearchRubricAdaptations.docx
Formative Assessment
1. The teacher will use the attached Power Point presentation to show students the three pictures of zebras, a dead leaf mantis and a water lily.
page 2 of 4 2. Have the students brainstorm some of the physical characteristics that help it survive in its environment.
3. As the students discuss their answers, the teacher can record their ideas on a class anchor chart for reference during the lesson. An anchor chart can be as simple
as a T-Chart drawn on the board with the titles "Animal Adaptations" and "Plant Adaptations" with the students ideas listed underneath.
4. Teacher notes have been provided in the notes section of the Power Point.
AdaptationFormativeAssessment.pptx
Feedback to Students
As students are conducting their research the teacher should be circulating to provide assistance as needed. Students may need help choosing a plant or animal to
research and the teacher may provide direction as needed.
Anytime students are conducting internet research the teacher should ensure students are staying on task and using the internet safely and appropriately.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
ESOL students may need to just draw the animals and their adaptations in each habitat instead of writing for each one.
The teacher may choose the plant or animal to assign students for research.
The teacher may choose to pair students up to conduct their research. The teacher might pair a student reading below a 5th grade level with a strong reader to
support the amount of reading required for finding the adaptations.
Extensions:
1. Pose the following question, "Analyze what would happen if an animal is not able to adapt to their environment. Explain your thinking." Have students record their
answers in their science journals.
2. Students can create an imaginary plant or animal that has specific characteristics or adaptations that will assist in its survival in its habitat. Students will label the
characteristics of the plant or animal they created and explain why their plant or animal will be able to survive in the habitat they chose. Students should be as
creative as they can and should be able to show their knowledge of plant adaptations through this activity.
Example of what to look for: "I created the Serta Plant that is found in the dessert. The Serta plant can only survive in the dessert because it can withstand long
hours of the heat and does not need much water to survive. The Serta plant has physical adaptations that allow it to survive with little water and in a dry
environment. This plant will not survive in other environments such as a wetland because it does not need as much water as other plants."
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection
Special Materials Needed:
Adaptation Formative Assessment Presentation (attached)
Student friendly rubric (attached)
Attached Power Point on Adaptations
Student approved websites (links included)
Research recording sheet (attached)
Adaptation rap (link included)
Computer and library access for all students
Additional Information/Instructions
By Author/Submitter
The suggestion for the lesson spanning an hour and a half is merely that. This lesson may need more or less time depending on the needs of your particular students and
computer/text resource access.
SOURCE AND ACCESS INFORMATION
Contributed by: Vanessa Brewster
Name of Author/Source: Vanessa Brewster
District/Organization of Contributor(s): Seminole
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Compare and contrast adaptations displayed by animals and plants that enable them to survive in different
environments such as life cycles variations, animal behaviors and physical characteristics.
SC.5.L.17.1:
Remarks/Examples:
Annually assessed on Grade 5 Science FCAT 2.0. Also assesses SC.3.L.17.1, SC.4.L.16.2, SC.4.L.16.3,
SC.4.L.17.1, SC.4.L.17.4, and SC.5.L.15.1.
LAFS.5.W.3.7:
Conduct short research projects that use several sources to build knowledge through investigation of different aspects
of a topic.
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