Adaptations:
Secrets to Survival
Teacher’s Guide • Grade 3 • Supplemental Curriculum & Field Experience
Photo: Jo Quinn
TEACHER OVERVIEW
Objectives
From the information and activities in this packet, students will gain:
• An understanding of what adaptations are and their role in an organism’s survival.
• An awareness of several San Elijo Lagoon habitats and the adaptations of plants and
animals that enable them to survive in those habitats.
• Greater familiarity with some of the plants and animals that live at the lagoon.
California State Standards
This packet will assist you in meeting these Science Content Standards for California Public Schools
that focus on plant and animal adaptations in physical structure or behavior, which may improve an
organism’s chance for survival.
3a.
Students know plants and animals have structures that serve different functions in growth, survival, and reproduction.
3b.
Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.
3d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations.
Vocabulary
adaptation
a physical structure or body part and/or a behavior that enables an organism to survive in its environment
Note: This guide often uses the terms body part and structure interchangeably.
behavior the way an organism acts in a certain situation
camouflage
body coloration that helps an organism blend with surroundings
environment
all the living and non-living things that surround and affect
an organism
generalist
a species able to survive in a wide variety of environmental conditions
habitat a specific type of environment inhabited by particular animal and/or plant species; the place where an animal or plant lives
lagoon
a body of water cut off from another larger body of water by sand, coral, or reef
organism
a living thing, such as an animal, plant, or fungus
predator
an animal that hunts and eats other animals
San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 3
TEACHER OVERVIEW continued
prey
animals eaten by other animals
reproduce
to have offspring or produce more of the same kinds of individuals
salt marsh
a type of wetland habitat growing in or near salt water
specialist a species able to survive in only a narrow range of environmental conditions
species a group of the same type of living things that can mate and produce other living things of the same kind
structure a complex part of a living thing, such as a hand or mouth or tree roots
survive
to continue to live through hardships; to remain alive
upland
area of land that’s higher than the surroundings, such as hills
wetland
an area that is covered by water during all or some part of the year
Introduction
What is an adaptation?
Pick up something, such as a pen or piece of paper. Watch how your hand works, in particular your
thumb and fingers. The human hand (and those of most other primates) is adept at picking up and
manipulating objects because of an adaptation — the thumb. Our thumbs are independent of and
opposite our other fingers, which enables us to do a variety of amazing things from writing to acrobatics.
All living things have adaptations. An adaptation can be a body part or structure, such as our thumbs,
or a behavior that enables an animal or plant to survive in its environment.
To survive, organisms must collect or capture food and other nutrients, obtain fresh water, hide
from or elude predators, and maintain an optimal temperature (not too hot or too cold). Structural
and behavioral adaptations help an organism survive the conditions of its environment so it can
reproduce and continue the species. Every organism is adapted to or shaped by its environment.
Adaptations of Western fence lizards
You often see Western fence lizards (Sceloporus occidentalis) running across a path or sunning on a
fence. These lizards eat insects and spiders. In a lizard’s mouth are small, needlelike teeth for holding
on to a hard beetle or wiggly spider. The teeth are an adaptation. To catch its prey, the fence lizard
sits very still, then dashes out and grabs a meal. Its ability to run fast is a structural adaptation,
while sitting still and dashing after food are behavioral adaptations. But lizards don’t run very fast
when they’re cold. Because a lizard’s body temperature changes with the surrounding temperature,
after a cold night, a fence lizard must bask in the sun on a rock or fence to warm up. That’s another
behavioral adaptation. Another adaptation helps protect the lizard when it’s warming up out in
the open. Body color and patterns are often similar to the surroundings. Camouflage is a body, or
structural, adaptation that enables the lizard to avoid being seen by predators. If a predator does get
too close, the fence lizard relies on its fast reflexes to run away.
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TEACHER OVERVIEW continued
Adaptations of Snowy Egrets
Snowy Egrets (Egretta thula) are common in the lagoon’s shallow waters. They are medium-tall
white birds with long legs and yellow feet. The bird’s long legs enable it to hunt in shallow water,
while the yellow feet attract fish, like a lure. When the bird spots a food item, such as fish, worms,
crabs and other crustaceans, snails, lizards, and snakes, its long bill strikes out and captures the
meal. An egret’s legs, feet, and bill are all body adaptations for survival. Snowy Egrets use several
behavioral adaptations when hunting, too, such as walking and stirring up mud, or rapidly
opening and closing its bill under water making bubbles to attract prey.
Adaptations and habitats
The fence lizard and Snowy Egret look different because they are different kinds of animals, but
also because they have different adaptations that help them to survive in their environments.
Animals are adapted to the environments or habitats in which they live and the San Elijo Lagoon
has many different habitats. The Western fence lizard is well adapted to the drier conditions of the
lagoon, such as the uplands. The Snowy Egret is well adapted to the wetter habitats,
in particular the wetlands.
Plants living in the uplands and wetlands have adapted to the different conditions,
too. In the uplands, plants must deal with hotter and drier conditions for much
of the year. They have adaptations for keeping cool and saving water. Sagebrush
(Artemisia californica) has soft, grayish-green leaves that help reflect the sun’s heat,
needle-shaped leaves to conserve moisture, and shallow roots to collect water
quickly during a rainstorm. The prickly pear (Opuntia species) has waxy pads to
keep in moisture and spines to protect it from hungry animals.
In the lagoon, plants have adaptations to deal with salt water. Pickleweed (Salicornia virginica)
can tolerate high concentrations of salt (which is toxic for most plants). As the plant grows, it
concentrates the salt in new growth tips and then discards those tips when the salt concentration
becomes too high.
Adaptations of generalists and specialists
Some animals and plants do very well in a variety of habitats. A raccoon
(Procyon lotor) can move from wetlands to uplands to neighborhoods
and feed on a variety of foods. The raccoon is a generalist. Generalists
usually can adapt to rapid changes in their environment by changing their
behavior. In fact, sometimes they adapt so well that they become pests.
Humans are generalists and adapt quickly, too, mostly through behavioral
adaptations. When we feel cold, we put on a sweater; when we’re hot, we take the sweater off.
Other animals and plants have trouble living outside their particular habitat because their
adaptations are very specific for where they live. These are specialists. The Belding’s savannah
sparrow (Passerculus sandwichensis beldingi), for example, is a small songbird that lives its entire
life in coastal salt marshes. It is an endangered species in California because of the loss of its
habitat. When humans change an environment, a mismatch between an organism’s adaptations
and its environment can endanger a species’ survival.
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TEACHER OVERVIEW continued
Look closely at the adaptations of two common San Elijo Lagoon animals —
a Western fence lizard (Sceloporus occidentalis) and a Snowy Egret (Egretta thula).
scales to
protect body
freezes in place
when frightened
teeth like needles to
catch and hold prey
camouflage
to hide
runs away quickly when
frightened or chased
male's bright blue belly
patches to attract a female
warms its
body in sun
long tail can break off to
help escape predators
long bill to
catch food
builds nest in trees
to avoid predators
opens and closes its
mouth under water
to attract prey
feathers to stay dry
and keep warm
wings for flying
stirs up mud with
feet to find prey
San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 6
bright yellow
feet to lure fish
TEACHER OVERVIEW continued
References and Suggested Readings
For more information, look for these references at a local library or online.
Baders, W. & Carnine, D. 2007. Houghton Mifflin California Science. Orlando, FL: Houghton Mifflin.
Goodman, S. 2001. Claws, Coats, and Camouflage: The Way Animals Fit into Their World. Brookfield, CT: Millbrook Press.
San Elijo Lagoon Conservancy website: www.SanElijo.org
Slader, S. 2008. What Do You Know About Animal Adaptations? New York, NY: Powerkids Press.
Stienstra, T. 2000. California Wildlife: A practical guide. Emeryville, CA: Avalon Travel Publishing, Inc.
Townsend, J. 2005. Would You Survive? Animal and Plant Adaptations. Chicago, IL: Heinemann-Raintree.
San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 7
ACTIVITIES
We developed the activities in this packet to support your field trip.
Pre-Visit
Activities 1 and 2 are designed as pre-visit activities. We recommend you use these to familiarize your
students with the concept of adaptations. This will help them understand what they will see at the
San Elijo Lagoon and learn about from your onsite leader (docent).
Post-Visit
Activity 3 is designed as a post-visit activity that will help your students review what they learned
about adaptations at the San Elijo Lagoon.
San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 8
ACTIVITY 1
What Is An Adaptation?
Teacher’s Aid
Activity Introduction
An adaptation can be a body part (or structure) or a behavior that enables an animal, plant, or other
organism to survive in its environment. Adaptations help with obtaining food and water, hiding
from or eluding predators, maintaining an optimal temperature (not too hot and not too cold), and
dealing with other daily environmental conditions. During this activity, your students will learn what
an adaptation is and how to identify the adaptations of lagoon plants and animals. This will help
prepare them for their visit to the San Elijo Lagoon Ecological Reserve.
This activity has two parts. Part 1 helps students learn the meaning of adaptations and how they help
animals and plants survive. Part 2 shows students examples of adaptations using the illustrations of
the fence lizard and egret from the Introduction.
Time & Materials
• This activity should take about 60 minutes to complete. You can conduct this over two class periods.
• Students work as a group for Part 1 and in teams or individually for Part 2.
• For the Part 1 behavioral adaptation demonstration, you’ll need a balloon full of air or a large
heavy book.
• For Part 2, you will need a blank sheet of paper for each student or student team.
Part 1
Instructions to Teacher
Explain to students that all living things have adaptations. An adaptation is a body
part (or structure) or a behavior that helps an animal or plant survive. Adaptations
help with collecting or capturing food, getting fresh water, hiding from predators,
and maintaining the right body temperature (not too hot or too cold). You can
explain this definition before or after the Part 1 activity below.
Instructions to Students (to be given verbally)
Introduction
Let’s start by discovering some of the adaptations that humans have. Who has shoes
with shoelaces? [Pick a few students for a demonstration.]
I want you to untie your shoes, then tie them the way you normally would.
Next, untie your shoes again. Now, tuck your thumbs into your palms and tie your
shoes without using your thumbs.
[Give them a minute or so, then ask the class.] So what happened? [Take answers.]
San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 9
ACTIVITY 1 continued
What
Rhythm
Is An Adaptation?
of the Tides
It was very difficult to tie your shoes without using your thumbs. Humans have
thumbs opposite their fingers, which we use to tie shoes, pick up food, or play games.
Do all animals have thumbs? No. Thumbs are a body adaptation that humans
(and other primates such as monkeys) have that help us survive.
Can you name another body adaptation that might help people?
[Examples of adaptations that humans have in common with many other animals:
hair to stay warm, eyes to see, ears to hear, legs and feet to walk. Adaptations unique
to humans include thumbs, a large and complex brain, special vocal cords and throat
structure for talking.]
In addition to a body or structural adaptation, animals have behaviors that help
them survive.
For this next demonstration, I’m going to [pop this balloon or drop this book]. When
I do that, I want you to pay careful attention to how you react. Now, close your eyes
and quietly count to ten.
[When they get to any number you like, pop the balloon or drop the heavy book on the
floor. Once your students calm down, ask…]
So how did you react to the noise of the [balloon or book]?
[Take answers: jumped, screamed, wanted to run away]
How would your reactions to the noise of the [balloon or book] help you?
[Discuss answers.]
Those are all behaviors or behavioral adaptations. Animals have behavioral
adaptations, too. What happens when a mouse sees a cat? [Take answers.] It runs
away… that’s a behavioral adaptation that helps the mouse get away from the cat.
What happens when a cat sees a mouse? It runs, too, but toward the mouse. That’s a
behavioral adaptation to help the cat catch the mouse. Both structural and behavioral
adaptations help us and animals and plants survive. Wrap Up
Any questions about what adaptations are? Or, what the different types of
adaptations are: body (or structural) adaptations and behavioral adaptations?
[Explain more if students need more, or go to Part 2 to provide them with more
detailed examples.]
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ACTIVITY 1 continued
What
Rhythm
Is An Adaptation?
of the Tides
Part 2
Instructions to Teacher
Before starting this activity, review with students the concept of adaptations if needed.
Then distribute to each student a blank sheet of paper and have each put his/her
name on it.
This is a drawing and labeling activity. With your guidance, students will draw a
Western fence lizard and Snowy Egret and label the animals’ adaptations on their
drawings. To help your students, we recommend that you draw or trace (using a
chalkboard, whiteboard, or overhead projector) a basic outline of a fence lizard and
a Snowy Egret. Then have your students do the same on a blank sheet of paper. If
there’s enough room, they can draw both animals on one side (make sure they leave
room for labeling), or draw the lizard on one side and the bird on the other side of
the sheet. Note: See picture of each with adaptations labeled in the Introduction section.
Talk with your students about the structural adaptations these animals have and how
they help them survive. Note: See the table below for suggestions. With your students
label the body parts, or structural adaptations, of the lizard and then the structural
adaptations of the egret.
Next, review with your students the behavioral adaptations these animals have
and how they help them survive. Then ask students to label their drawings with a
different color the behaviors that help these animals survive in their environment.
Talk about similarities and differences they see in the adaptations of the two animals.
ANIMAL
Body Parts or Structural Adaptations
Behavioral Adaptations
Western fence lizard
• mouth with needlelike teeth to catch food
• strong muscles and fast reflexes for
running quickly
• camouflage color to hide from predators
or prey
• long tail that breaks off if grabbed by a
predator to escape being caught
• scales to protect the body and prevent the
loss of moisture
• male's bright blue belly patches to attract a femal
e
• sits still in the sun to warm up, but also so
predators and prey don’t see it
• runs quickly and in a zigzag pattern to
escape predators
• flattens its body to hide in small spaces and
escape predators
• fights other males to defend its territory
Snowy Egret
• long legs for wading in water to find food
• large feet for walking on mud
• yellow feet that attract fish
• long sharp bill to catch food
• feathers to protect body and keep warm
• wings and feathers to fly
• shuffles feet in the water to stir up prey
• opens and closes its bill rapidly under water
making bubbles to attract prey
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ACTIVITY 1 continued
What
Rhythm
Is An Adaptation?
of the Tides
Part 2
Instructions to Students (to be given verbally)
Introduction
This is a drawing and labeling activity. Together we are going to draw a Western fence
lizard and a Snowy Egret and label the animals’ adaptations on our drawings.
I’m going to draw a basic body shape for both of these animals first (on a chalkboard,
whiteboard, or overhead projector). Then when I tell you to, I want you to draw each
on your paper. Draw the lizard on one side and the bird on the other side of the sheet.
Before we label our drawings with the animals’ adaptations, let’s talk about them.
What are some of the body parts, or structural adaptations, that help the lizard survive.
[Take answers and write a list on the board. Add to the list from the table on page 11. Then
use the list to label the lizard’s adaptations.]
Following my drawing, label the body parts, or structural adaptations, of the lizard.
[Repeat for the structural adaptations of the egret.]
Now, let’s talk about behavioral adaptations. Can anyone think of a behavior that
helps the lizard survive?
[Take answers and write a list on the board. Add to the list from the table on page 11. Then
use the list to label the lizard’s behavioral adaptations. Use a different color for labeling
these adaptations.]
Following my drawing label the behavioral adaptations of the lizard.
[Repeat for the behavioral adaptations of the egret.]
Wrap Up
What similarities and differences do you see in the adaptations of these two animals?
Can you add more adaptations that these animals may have in common? [Discuss]
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ACTIVITY 2
How Do Adaptations Compare?
Teacher’s Aid
Activity Introduction
During this activity, your students will learn to compare and contrast the adaptations of different
animals and plants. The Adaptations Cards in this packet show some of the animals and plants that
live at the San Elijo Lagoon, along with information about some of their adaptations. Before your
visit, we hope you and your students become familiar with these cards. This will help prepare your
class for what you will see and learn about during the visit to the lagoon.
Time & Materials
• This activity should take about 45 to 60 minutes to complete.
• Students can work in teams or individually.
• You will need a copy of a set of Adaptations Cards for each student or student team.
Instructions to Teacher
Make copies of the Adaptations Cards on page 15 and provide each student or
student team with the cards.
You are going to have your students sort the cards by adaptations. This will get
students familiar with the animals and plants and with their particular adaptations.
For example, if you had students sort their cards based on having a bill to catch and
eat food, the Snowy Egret and the Mallard would be in one pile. If you sorted the
remaining cards based on having teeth to catch and eat food, the coyote, rabbit, and
lizard would be in the next pile.
Instructions to Students (to be given verbally)
Introduction
This activity will help you think about the adaptations of different plants and animals.
[If needed, use the Snowy Egret and fence lizard examples from the previous activity to
remind students about the definition of adaptations. Then distribute the
Adaptations Cards.]
Look at the Adaptations Cards. Each card is of an animal or plant that you might see
on our field trip to the lagoon. The animal or plant picture is on the front and on the
back is a list of some of the adaptations that the animal or plant has to help it survive
living at the lagoon.
We’re going to be playing a sorting game. You will be sorting the cards based on the
adaptations. Let’s start with an example.
If I ask you to look for all the animals that have feathers to keep warm, which animals
would go into that pile of cards?
[Note: you might give students a minute or two to read the cards and build their sorted
pile. Answers: Snowy Egret, Mallard]
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ACTIVITY 2 continued
How Do Adaptations Compare?
Now if I ask you to look for all the animals that have fur to keep warm, which animals
would go into that pile of cards?
[Answers: raccoon, rabbit, coyote]
Okay, so I will write on the board, Feathers. Underneath that adaptation, I’ll write:
Snowy Egret and Mallard. And then, Fur, and underneath that adaptation, I’ll write:
raccoon, rabbit, and coyote.
[Check to make sure everyone understands what you’re looking for. Now proceed with
other adaptations. Here are some suggested questions.]
Which animals have teeth to catch or eat their food?
[Answer: coyote, cottontail rabbit, lizards]
Which animals have a bill to catch or eat their food? [Answer: Snowy Egret, Mallard]
Which animals have scales to protect their skin and bodies?
[Answer: Western fence lizard, mullet, rattlesnake]
Which animals have a hard shell to protect their bodies?
[Answer: horn snail, fiddler crab]
Which animals have venom to protect themselves? [Answer: rattlesnake, honeybee]
Which animals use camouflage to hide?
[Answer: Western fence lizard, female Mallard, rattlesnake]
Which animals have bright colors to stand out?
[Answer: honeybee, swallowtail butterfly, male fence lizard, male Mallard]
Which animals have big ears? [Answer: coyote, cottontail rabbit]
Which animals have wings for flying?
[Answer: Mallard, Snowy Egret, swallowtail butterfly, honeybee]
Which animals freeze in place when frightened?
[Answer: cottontail rabbit, Western fence lizard]
Which animals run away quickly when frightened?
[Answer: cottontail rabbit, Western fence lizard]
Which animal has fins for swimming? [Answer: mullet]
Which animals are active at night to avoid people and predators?
[Answer: coyote, raccoon]
Which plants have adaptations to store or save water?
[Answer: prickly pear, sagebrush]
Which plants have spines to avoid being eaten? [Answer: prickly pear]
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ACTIVITY 2 continued
How Do Adaptations Compare?
Wrap Up
Which animals have an adaptation that people also have?
[Answer: raccoon, coyote, cottontail rabbit]
What are some special adaptations, which people have that lagoon animals
don’t have?
[Answer: thumbs, ability to speak words, a large complicated brain]
Which animal or plant do you think has the most awesome [or best] adaptation?
You now know a little about some of the animals at the San Elijo Lagoon
Ecological Reserve. During our field trip we will get to learn more about them and
their adaptations.
Extension
Have students pick an animal or plant that they want to be on field trip. Turn that
Adaptations Card into a nametag and have student attend the field trip as that animal
or plant. (Note: Because classes are split into smaller groups on the field trip, it is fine for
several students to have the same name tag organism. When you divide your class into
small groups, just make sure that students with the same Adaptations Card name tag are in
different groups.)
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San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 16
Coyote
Cottontail rabbit
Raccoon
Mullet
San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 17
Cottontail rabbit
Coyote
These are some of my adaptations.
These are some of my adaptations.
Body Parts:
Body Parts:
• fur to keep warm
• fur to keep warm
• strong front teeth for chewing plant foods
• sharp teeth to catch and eat food
• big eyes and ears for finding predators
• long nose to smell for prey
• big back legs and feet for jumping
• big ears to listen for prey
Behaviors:
Behaviors:
• freezes in place when frightened
• active at night to avoid people and predators
• runs away quickly or jumps when frightened
or chased
• howls to communicate with other coyotes
Mullet
Raccoon
These are some of my adaptations.
These are some of my adaptations.
Body Parts:
Body Parts:
• scales to protect body
• fur to keep warm
• mucus on scales to protect skin and make it slippery
• front paws like hands for catching food
• gills for breathing in water
• big eyes for good night vision
• changes hunting style to match food type
• fins and tail for swimming in water
Behaviors:
Behaviors:
• active at night to avoid people and predators
• jumps out of water, but no one knows why
• stays in den in a tree to keep warm and safe
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Horned snail
Fiddler crab
Western fence lizard
Rattlesnake
San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 19
Fiddler crab
Horned snail
These are some of my adaptations.
These are some of my adaptations.
Body Parts:
Body Parts:
• hard shell to protect soft body
• hard shell to protect soft body
• eyes on stalks to see all around
• a door that closes shell to keep its body moist
• big claws for protection
• flat body to fit in cracks
Behaviors:
Behaviors:
• stays away from neighbors so there’s food
for everyone
• male waves the big claw to attract a female or scare off other males
• hides in cracks to avoid predators
Rattlesnake
Western fence lizard
These are some of my adaptations.
These are some of my adaptations.
Body Parts:
Body Parts:
• scales to protect body
• teeth like needles to catch and hold prey
• heat sensors on face to find prey
• scales to protect body
• fangs to inject venom to kill prey
• camouflage to hide
• camouflage to hide
• long tail can break off to help escape predators
• male’s bright blue belly patches to attract a female
Behaviors:
• rattles tail to warn predators
Behaviors:
• hides from prey
• warms its body in the sun
• freezes in place when frightened
• runs away quickly when frightened or chased
San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 20
Mallard (male)
Snowy Egret
Honeybee
Swallowtail butterfly
San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 21
Snowy Egret
Mallard
These are some of my adaptations.
These are some of my adaptations.
Body Parts:
Body Parts:
• feathers to stay dry and keep warm
• feathers to stay dry and keep warm
• long bill to catch food
• round bill to eat plants
• bright yellow feet to lure fish
• male’s showy colors to attract females
• wings for flying
• female’s drab color to camouflage on the nest
Behaviors:
Behaviors:
• stirs up mud with feet to find prey
• feeds on water plants with head down and bottom up
• opens and closes mouth under water to
attract prey
• spreads special body oil to waterproof feathers
• builds nest in trees to avoid predators
Swallowtail butterfly
Honeybee
These are some of my adaptations.
These are some of my adaptations.
Body Parts:
Body Parts:
• wings for flying
• stinger with venom to protect itself
• long tongue to collect flower nectar
• wings for flying
• bright colors to warn predators that it tastes bad
• bright colors to warn predators that it stings
• baskets on legs to carry food (pollen)
Behaviors:
• flies away from predators
Behaviors:
• rests with wings folded up to hide
• stings to protect itself
• lives and works together with other bees in a hive
• communicates well with other bees in hive
San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 22
Prickly pear
Willow
Pickleweed
Sagebrush
San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 23
Willow
Prickly pear
These are some of my adaptations.
These are some of my adaptations.
Plant Parts:
Plant Parts:
• roots can live covered in water during floods
• waxy pads (flat stems) to store water
• seeds are light and fluffy for spreading by the wind
• spines to protect from hungry animals
• bark protects plant from diseases
• spines (small leaves) to save water
• showy flowers to attract bees and other pollinators
• shallow roots to collect rain water quickly
Sagebrush
Pickleweed
These are some of my adaptations.
These are some of my adaptations.
Plant Parts:
Plant Parts:
• soft gray leaves to reflect the sun’s heat
• fleshy leaves to store water
• long narrow leaves to save water
• red stem tips drop off when they collect too
much salt
• shallow roots to collect rain water quickly
• leaves and stems dry up in summer to save water
San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 24
• lives in salt water where fewer other plants
can compete
ACTIVITY 3
What Adaptations Would You Want?
Teacher’s Aid
Activity Introduction
It is important that your students reflect on and process what they learned during their field trip.
This activity will help them synthesize what they learned about adaptations of plants and animals at
the San Elijo Lagoon.
Time & Materials
• This is an individual student activity that could take your students 30 to 45 minutes to complete.
• Your students will need paper and writing tools.
• You may also want to make available the Adaptations Cards and library books showing the species of plants and animals that your students saw at the lagoon.
Instructions to Teacher
Have your students talk for a few minutes about their experiences at the lagoon.
Which animal and/or plant species did they see? What adaptations did they learn
about that were new to them or the most surprising? Did they know that plants and
animals had so many adaptations? Which adaptations did they think were the most
useful for living at the lagoon?
Now ask students to create an animal or plant that lives at the lagoon wetlands
or uplands. This could be a plant or animal that they saw, or they could create a
new kind of organism. Have them think about the adaptations that this organism
would need to survive. They should think of at least two body parts, or structural
adaptations, and one behavioral adaptation.
Now have them write a story about the organism and how its adaptations enable it
to live and survive at the lagoon. Have your students share their stories with the class,
with other classes, or with parents.
Alternate or Extension
Instead of having students write a story, have them make an animal or plant with
at least two body parts, or structural adaptations, from art or other materials you
have in the classroom. The adaptations could be for any of the major survival issues
that organisms face: collecting or capturing food, hiding from or eluding predators,
absorbing fresh water or eliminating salt water, and staying warm or cool.
San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 25
San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 26
ACKNOWLEDGMENTS
Made possible by :
Material compiled by:
Tara Fuad, Education Director
San Elijo Lagoon Conservancy
PO Box 230634
Encinitas, CA 92023-0634
www.SanElijo.org
Contributions by:
Denise Stillinger, SELC Board Chair
Elizabeth Venrick, SELC Board Member
Elaine Dodge, SELC Development Director
Doug Gibson, SELC Executive Director / Principal Scientist
Docents
Kathy Dickey, Barbara Wallach, Carol Rayes, Ed Slater, Kimberly Wesbey
Teachers
Nancy Kamp, Julianne Clark, Stacey Halboth, Debbie Hannah, Phyllis Krone
Writer/Editor
Chris Parsons, Word Craft
Designer
Tanya Bredehoft, Artefact Design
Contact
Bring your class on a field trip to the lagoon.
To learn about the different programs offered
or to schedule a walk...
• visit SanElijo.org/education
• email [email protected]
• call 760 436-3944 x 701
© 2011 San Elijo Lagoon Conservancy, All Rights Reserved
San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 27
San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | 2011