Grade Level: 3rd
Title:
Adaptations/
Environments
Essential Question(s):


Animal Adaptation in Extreme Environments-GT Differentiated Exemplar Lesson
Subject Area(s):
TEKS/Student Expectations:
___Reading,Writing,
X Science
Science
___Mathematics
__ Social Studies
3.9: Organisms and environments. The student knows and understands that living
organisms within an ecosystem interact with one another and with their environment. The
student is expected to:
How do organisms depend on their environment and their
structures to survive?
How do organisms made adaptations in extreme environments?
Assessment(s):
__ Pre-Assessment
X Formative
X Summative
3.9A: observe and describe the physical characteristics of environments and how
they support populations and communities within an ecosystem.
3.10: Organisms and environments. The student knows that organisms undergo similar life
processes and have structures that help them survive within their environments. The
student is expected to:
3.10A: explore how structures and functions of plants and animals allow them to
survive in a particular environment.
3.10B: explore that some characteristics of organisms are inherited such as the
number of limbs on an animal or flower color and recognize that some behaviors are
learned in response to living in a certain environment such as animals using tools to
get food.
GT Scope and Sequence Skills:
st
(Aligned with 21 Century Skills Framework & College and
Career Readiness Standards)
Student Learning
Styles:
X_ Auditory
X_ Visual/Spatial
__ Kinesthetic
__ Other
X Creative Thinking
X Critical Thinking
__Communication
X Research
Elements of Depth and Complexity:
X Language of the Discipline
X Details
X Patterns
__ Trends
__ Rules
__Ethical Considerations
__ Unanswered Questions
__ Over Time
__ Different Perspectives
X Big Ideas
Lessons and Activities
__ Whole Class
X Small Group
X Independent Activity
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Austin Independent School District
PART ONE:
Whole Class:
See CRMS for Animal Adaptation lesson
On Grade Level:
See CRMS for Animal Adaptation lesson
GT Level Group:
Note To Teacher
These activities cover many content areas. The activities are designed
to work individually or together as a unit. The teacher also has the
flexibility to assign one or all the activities.
Student Activity- Investigate Extremophiles
Resources:
Student Materials (See below):
 Extremophile Sleuth Cards
 Extremophile Media & Press Release Form
 Extremophile Video Interview Script
 Extremophile Profile Sheet
 An Extremo Of My Own
 Classify An Extremophile
Video Resources:
Scholastic Study Jams
Adaptations-What is the difference between Physical Adaptation and
Behavioral Adaptation?
http://studyjams.scholastic.com/studyjams/jams/science/animals/animaladaptations.htm
Introduction:
Life thrives in the most harsh and unexpected places. Whether it is at the
deepest, darkest bottom of the sea, the scorching desert terrain, the frigid
artic tundra, oxygen-deprived tops of mountains or water-deprived land, life
continues to thrive. Through millions of years of exposure to these
inhospitable environmental extremes, animals and plants have made unique
adaptations to survive. These life forms are known as extremophiles. You will
investigate a few of these amazing creatures who live in these locations and
delve into how these animals have changed in order to live.
Definition:
“Extremophiles are organisms that live and thrive in environments judged by human standards
as harsh”
www.waterencyclopedia.com
ChemMatters Online website
Chilling Out, How Animals Survive Temperature ExtremesThis website contains a downloadable PDF text suitable for elementary
students
http://www.acs.org/content/acs/en/education/resources/highschool/chem
matters/past-issues/archive-2012-2013/animal-survival-in-extremetemperatures.html
Life In Extreme Environments
http://learn.genetics.utah.edu/content/astrobiology/environments/
Ocean Extremomophiles
http://www.divediscover.whoi.edu/hottopics/deepsea.html
Hydrothermal Vent Life
http://ocean.si.edu/ocean-videos/hydrothermal-vent-creatures
Advanced Academic Services
Austin Independent School District
Step One-Complete An Extremophile Profile and Use
Extremophile Sleuth Cards for Research


While you begin your research use the attached Extremophile Profile
Sheet.
Select an Extremophile Sleuth Card to help guide your research (see
Illinois Department of Natural Resources-Scientific Names of Species
http://www.dnr.illinois.gov/outreach/kidsconservation/Pages/ScientificNames%20of%20S
pecies.aspx
The Learned Zone-Animal I.D.
http://www.oum.ox.ac.uk/thezone/animals/animalid/classify.htm
attached Extremophile Sleuth Card).
A-Z Animals-Animal Classification
The following questions are on the Extremophile Profile Sheet
You will be researching the answers to the following questions:
1. Where is the extremophile habitat (e.g., ocean, desert, mountain)?
http://a-z-animals.com/reference/animal-classification/
Duckster-Biology for kids: Scientific Classification
http://www.ducksters.com/science/scientific_classification.php
2. In what location (e.g.; Marianas Trench, Pacific Ocean; Sahara desert, Africa,
Mount Fuji, Japan) is the habitat?
3. Describe in detail the environment the extremophile lives. (e.g.
“underwater hydrothermal vents where the water is over 200 degree and contains
metal sulfides and calcium...”)
4. List the various adaptations the extremophile possess.
5. What do these adaptations do to help the animal survive?
6. List 4 interesting facts about the extremophile.
7. Using the information you learned about extremophiles and apply
your understanding of the role of environment adaptation,
Option: Make An Imaginary Extremophile and Name It
Make an imaginary extremophile using recycled materials and using
directions from “An Extremo of My Own” for detailed directions on
construction of the model.
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Austin Independent School District
What to Name My Extremophile?
Go to the following website and read about how scientist apply names to
newly discovered plants and animals:
Illinois Department of Natural Resources-Scientific Names of Species
http://www.dnr.illinois.gov/outreach/kidsconservation/Pages/ScientificNames%20of%20Speci
es.aspx
After researching the naming process, think about the characteristics,
environment your extremophile lives and its adaptations and come up with a
common name and scientific name.
Step Two: Make a 3-D Representation of The Extremophile
Research and Their Habitat
OR
Make An Imaginary Extremophile
Using recyclable materials, make a 3-D representation of the extremophile in
their environment.
On your model, be sure to include information you gathered for your
Extremophile Profile Sheet and include it in your on your 3-D model.
Option: Make An Imaginary Extremophile and Name It
Using imagination and the information about extremophiles and their
environment adaptations, make an imaginary 3-D extremophile using
recyclable materials. Use the An Extremo of My Own to help you brainstorm
specific details about your imaginary extremophile and include it in your on
your 3-D model.
Advanced Academic Services
Austin Independent School District
Extensions To The Above Activities
The following activities can be used independently or together and act as a
culminating student product.
Choice 1: Breaking Science News! Write A Media Press Release
Imagine you are a scientist who has uncovered a newly discovered
extremophile:

Write a media release. Use the attached Science Media Press
Release template to help guide your writing.

Write a report discussing your discovery that will be released to the
public.

Attach a picture of your new extremophile. You can draw, paint, or
use parts of magazine pictures to represent your extremophile OR use
every day objects such as recyclable materials to construct a 3-D
model of the extremophile.

Using a computer, cell phone with recording capabilities or a video
camera and pretend you are announcing your new scientific
discovery.
Choice 2
Breaking Science News! Make Video Interview
After students make an extremophile model
 Students will make a video discussing an extremophile they researched or
one they newly “discovered.”
 Students may use the Video Interview Script sheet (See below) or they may
write their own script
Advanced Academic Services
Austin Independent School District
Choice 3:
Classify An Extremophile
Where Does My Extremophile Belong?
Scientist have a particular way “to categorize and organize all of life. It can
help to distinguish how similar or different living organisms are to each
other.” Go to the following webpages and read more about how science
classifies plants and animals:
The Learned Zone-Animal I.D.
http://www.oum.ox.ac.uk/thezone/animals/animalid/classify.htm
A-Z Animals-Animal Classification
http://a-z-animals.com/reference/animal-classification/
Duckster-Biology for kids: Scientific Classification
http://www.ducksters.com/science/scientific_classification.php
1. Select 3 Extremophiles Sleuth Cards
2. Research to find the scientific names of the 3 animals you selected.
3. After finding the scientific names of the animals make a poster or
brochure showing the scientific classification of the extremophiles
you picked. Also, show what you learned about how scientist
categorize and organize life forms by answering the following
questions:
 How do scientist classify living things?
 What are kingdoms?
 How many kingdoms of living things are identified?
 How many animal kingdoms are there?
 How is the animal kingdom divided?
Advanced Academic Services
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Extremophile Sleuth Cards
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Media & Press Release
Directions:
Below you will find a template to help you write a media press release announcing your new extremophile.
After you have written your press release, you will then produce a video announcement and a picture or
model of your extremophile.
*****************************************************************************
*********************
Contact Information:
[University’s name/Scientist’s name]
[Contact info]
[Headline Announcing the Newly Discovered Extremophile]
FOR IMMEDIATE RELEASE
[City, State of the discovery] – [Basic details of what’s covered by this media release]
[Details expanding on the first paragraph, including information on Who (the scientist’s name), What, Where, Why
is this news worthy].
[More details].
[Quote from the scientist]
[University information where the scientist teaches].
***************************************
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Video Interview Script
Interview Prompts
Directions: After making your extremophile model you will make a video discussing an extremophile or your newly “discovered”
extremophile.
Below is an example of interview dialog and questions. You can follow and add to the interview prompts or write
your own interview dialog and questions.
(Newscaster’s Part)
“On
, Dr. (Insert your name), a world-renowned biologist has recently identified a never before
(Insert date)
seen animal.”
“Dr. __________ please tell our viewing audience about your amazing discovery!”
(Biologist’s Part)
“Well (Insert a news caster’s name) , let me explain first what an EXTREMOPHILE is as most people are not
very familiar with the term.
“An Extremophile is
____________________________________________.
Extremophiles can be found
...
(List various environments extremophiles can be found )
“
________________________________________________________________________________________________________________________.
“Some examples of these extra-ordinary animals are
(List 3 extremophiles you learned about)
“
___________________________________________________________.
“Because of these harsh and inhospitable environments, these animals and plants have made
______ (List the types adaptations) ________________ adaptations in order to live in the
environment.
“
(Newscaster’s Part)
“Tell us Dr., take us through your journey of discovering this new extremophile.”
(Biologist’s part)
THIS PART IS OF THE INTERVIEW IS WHERE YOU CAN
DESCRIBE IN DETAIL YOUR
JOURNEY IN DISCOVERING YOUR EXTREMOPHILE.
Advanced Academic Services
Austin Independent School District
Extremophile Profile Sheet
Extremophile Profile Sheet
Life thrives in the most harsh and unexpected places. Whether it is at the deepest, darkest bottom of the sea, the
scorching desert terrain, the frigid artic tundra, oxygen-deprived tops of mountains or water-deprived land, life
continues to thrive. Through millions of years of exposure to these inhospitable environmental extremes, animals and
plants have made unique adaptations to survive. These life forms are known as extremophiles. You will investigate a
few of these amazing creatures that live in these locations and delve into how these animals have adapted in order to
live.
Definition: “Extremophiles are organisms that live and thrive in environments judged by human standards as harsh.”
www.waterencyclopedia.com
You will be researching the answers to the following questions:
1. What is the name of the extremophile?
2. Where is the extremophile habitat (e.g., ocean, desert, mountain)?
3. In what location (e.g.; Marianas Trench, Pacific Ocean; Sahara desert, Africa, Mount Fuji, Japan) is the habitat?
4. Describe in detail the environment the extremophile lives. (e.g. “underwater hydrothermal vents where the water is over
200 degree and contains metal sulfides and calcium...”)
5. List the various adaptations the extremophile possess.
6. What do these adaptations do to help the animal survive?
7. List 4 interesting facts about the extremophile.
8. Make a 3-D representation of the extremophile in their environment. On your model, be sure to include
information you gathered for your Extremophile Profile Sheet and include it in your on your 3-D model.
Using imagination and the information about extremophiles and their environment adaptations, make an imaginary
3-D extremophile using recyclable materials. Use another Extremophile Profile Sheet to help you brainstorm specific
details about your imaginary extremophile and include it in your on your 3-D model.
Advanced Academic Services
Austin Independent School District
An Extremo of My Own
An Extremo of My Own
Using imagination and the information about extremophiles and their environment adaptations, make an imaginary 3-D
extremophile using recyclable materials. Use the questions below to help you brainstorm specific details about your
imaginary extremophile and include it in your on your 3-D model.
1.
Where is the extremophile habitat (e.g., forest, tundra, ocean, desert, mountain)?
2.
In what location is the habitat?
3. Describe in detail the environment the extremophile lives. Be sure to incorporate all the senses (i.e.
“the creatures habitat is a pool of hot molten lava. The smell of sulfur is so strong it smells
like a store
house of old rotten eggs”).
4. List the various adaptations the extremophile possess (i.e. “this creature is covered with fire
scales and has no hair or fur”).
5.
proof
What do these adaptations do to help the animal survive? (“i.e. The creature has limited
eyesight due to its small eyes that protect it from the extreme heat...”).
Classify An Extremophile-Where Does My Extremophile Belong?
Scientist have a particular way “to categorize and organize all of life. It can help to distinguish how similar or different
living organisms are to each other.” Go to the following webpages and read more about how science classifies plants
and animals:
The Learning Zone-Animal I.D. http://www.oum.ox.ac.uk/thezone/animals/animalid/classify.htm
A-Z Animals-Animal Classification http://a-z-animals.com/reference/animal-classification/
Duckster-Biology for kids: Scientific Classification
http://www.ducksters.com/science/scientific_classification.php
Select 3 Extremophiles Sleuth Cards
Research to find the scientific names of the 3 animals you selected.
After finding the scientific names of the animals make a poster or brochure showing the scientific classification of
the extremophiles you picked. Also, show what you learned about how scientist categorize and organize life forms
by answering the following questions:
How do scientist classify living things?




What are kingdoms?
How many kingdoms of living things are identified?
How many animal kingdoms are there?
How is the animal kingdom divided?
Advanced Academic Services
Austin Independent School District
Questions adapted from The Learning Zone
AMJ
Advanced Academic Services
Austin Independent School District
Classify An Extremophile
Classify An Extremophile
Scientist have a particular way “to categorize and organize all of life. It can help to distinguish how similar or
different living organisms are to each other.” Go to the following webpages and read more about how science
classifies plants and animals:
The Learned Zone-Animal I.D.
http://www.oum.ox.ac.uk/thezone/animals/animalid/classify.htm
A-Z Animals-Animal Classification
http://a-z-animals.com/reference/animal-classification/
Duckster-Biology for kids: Scientific Classification
(http://www.ducksters.com/science/scientific_classification.php).
1. Select 3 Extremophiles Sleuth Cards
2. Research to find the scientific names of the 3 animals you selected.
3. After finding the scientific names of the animals make a poster or brochure showing the scientific
classification of the extremophiles you picked. Also, show what you learned about how scientist
categorize and organize life forms by answering the following questions:





How do scientist classify living things?
What are kingdoms?
How many kingdoms of living things are identified?
How many animal kingdoms are there?
How is the animal kingdom divided?
Advanced Academic Services
Austin Independent School District
Questions adapted from The Learning Zone
AMJ
Advanced Academic Services
Austin Independent School District