Wild Adventure: Marvelous Mammals
Grades: 3-5 and K-2 [Activities are differentiated and indicated by grade band]
Curriculum Focus: Science
Running Time: 4-7 days
Lesson Overview
This science lesson for elementary school students centers on a virtual field trip led by Dave
Salmoni, Large Predator Expert and On-Air Host from Animal Planet. The field trip will provide a
rich introduction to the study of organisms and their adaptations. Although the field trip is
designed to be introductory, the lesson can accommodate attendance at any point in the plans.
In this lesson, students will discover that the Earth is made up of different environments and an
animal’s habitat within an environment is a home that provides shelter and protection. Students
will also learn that animals are born with certain characteristics and learn certain behaviors that
help them survive in their environments.
Formative and summative assessments are provided within the lesson and can be assigned to
individuals, small groups, or the entire class. Extension activities are also provided.
Background for Teachers
Because the Earth is tilted 23½ degrees, the sun hits the Earth at different angles depending on
the Earth’s position in its orbit around the sun. Therefore, certain areas of the Earth get more of
the sun’s direct light during certain times of the year, and other areas of the Earth get low amounts
of direct sunlight. This variety of sunlight, as well as different precipitation amounts, creates
different areas of climate around the Earth. The Earth is divided into different biomes. Biomes are
large sections of the Earth with similar temperatures and precipitation amounts. Each biome
supports different species of animals, and all animals have adapted to their biome.
The basic definition of an adaptation is a feature of an animal such as a body part, body covering,
or a behavior that allows the animal to survive in its environment. Adaptations are inherited from
generation to generation and each evolving adaptation allows a species to survive longer. Change
is a slow process. There are two types of adaptations: physical and behavioral. A physical
adaptation is a structure found on an animal’s body that protects it and allows its species to
continue its survival. Examples of physical adaptations are hooves on horses, spots on leopards or
long necks on giraffes. A behavioral adaptation is how an animal acts that ensures its survival.
Examples of behavioral adaptations are movement from one area to another or hibernation.
A habitat is the environment in which an animal lives. A habitat is an animal’s home. Biomes are
habitats for many different animals and each animal has evolved to its particular habitat. If an
environment were to change, however, an animal would also need to adapt in order to survive.
Reasons for an environment to change could be a climate change or the after effects of human
activity such as the cutting down of the rainforests. Animals need to adapt to their surroundings in
order to survive.
Essential Questions
• What is climate?
• How are climates different in different places?
• What is a habitat?
• How does the climate of an area influence the types of animals that live there?
• How are habitats different for different animals?
• What is an adaptation?
• What types of adaptions allow animals to survive in different climates?
Lesson Objectives
Grades 3-5
Students will:
- compare the climate of their region with other regions of the United States
- identify animal adaptations
- identify the differences between inherited traits and learned behaviors
Grades K-2
Students will:
- describe the climate of their location
- list the types of adaptations and habitats for different types of animals
- identify inherited traits and behaviors
Wild Adventure Resources
Adaptation Match 3-5
Adaptation Match K-2
Inherited Traits vs. Learned Behaviors 3-5
Animal Behaviors and Traits K-2
Resource Answer Keys
Discovery Education Resources
Images
Tiger
Loon
Hedgehog
Heron
Leopard on Branch
Video Segments
Climate In The U.S. (2:21)
An Introduction to Animal Adaptations (0:57)
Adaptations: Features That Help Animals Survive (2:26)
Examples of Animal Adaptations (4:38)
Mammal Adaptation (0:55)
Forest Habitat (2:13)
Desert Habitat (1:34)
Observing Sharks in Their Natural Habitat (4:44)
Deserts (4:09)
Grasslands (3:33)
Climate Instruction
Objectives
Students will…
- define climate
- identify their location on a map
- describe the average temperature and precipitation for their location
- compare climates from their location with climate of other areas of the United States
Discovery Education Resource
Video Segment
Climate In The U.S.
TEACH 3-5
1. Introduce the word climate and see if students have any knowledge of what the word
means. Tell them you are looking for two words to describe the climate of an area
(temperature and precipitation).
2. Show students a map of Texas. Locate your school on the map. Instruct the students to
watch for their location on the map in the video segment you are about to watch.
3. Show the video segment Climate In The U.S. (2:21). Pause the video segment when
temperature and precipitation are discussed, and especially Texas, so that students can
take note of the information.
4. After the video segment and the discussion, compare the rest of the United States to Texas.
Ask students what happens to temperatures as you travel North from your location. (The
average temperatures decrease.)
TEACH K-2
1. Ask students to think about the weather where you live over an entire year. Provide some
prompts: Are there four seasons? If so, what are they? What can you tell me about summer
in this location? What is the temperature like? Does it rain? If so, how much? What is winter
like? Does it snow?
2. Invite them to share their ideas and write them on the board.
3. Introduce the word CLIMATE to them. Tell them that climate is the average temperature
and precipitation for an area throughout the year.
4. Ask them to think about the temperatures in your area. Ask them if it is hot all year, cool all
year or somewhere in the middle.
5. Ask them about precipitation. Tell them that precipitation is either rain or snow. Ask them
if it rains or snows a lot in their area.
6. As a class come up with one sentence that describes the climate of their area.
Optional: After the class discussion, have students draw a picture of a season or a
time of the year and, in the picture show, the features of the climate.
Adaptation Instruction
Objectives
Students will…
- describe the basic needs of all living things
- identify different adaptations of living things
- describe that change takes a long time and adaptations are important for survival
Discovery Education Resources
Video Segments
An Introduction to Animal Adaptations
Adaptations: Features That Help Animals Survive
Examples of Animal Adaptations
Mammal Adaptation
TEACH 3-5
1. Introduce students to the topic of adaptations. Tell students that they will learn what an
adaptation is and see example of adaptations by watching a few video segments.
Video Segment One: An Introduction to Animal Adaptations (0:57)
2. After the first segment, ask students what each of the animals in the introduction had in
common (distinct body parts). Give hints if necessary to get them to see that all the
descriptions are about features on each of the animals. Then before they watch segment
two, tell students that these body features ensure their survival.
Video Segment Two: Adaptations: Features That Help Animals Survive (2:26)
3. After the second segment, have students answer this question: What are the four things
living things need to survive? Come up with answers as a class (food, water, suitable
climate, and a place to raise their young). Ask students why the last one is so important.
Video Segment Three: Examples of Animal Adaptations (4:38)
4. After the third segment, have students choose an animal and, on a piece of paper, describe
what features the animal has and why those features are important. (These features are
necessary for survival.)
TEACH K-2
1. Watch the video segment Mammal Adaptation (0:55).
2. Have a class discussion about what an adaptation is and the examples presented in this
video segment.
3. As a follow-up, discuss the description of a horse from long ago from the video segment.
Have students draw a ‘before picture’ of the horse that was described. See if they can draw
what they think it looked like long ago.
4. Show the students a picture of a horse today. Have them draw the ‘after picture’ and
explain that this is what the horse looks after a long time spent adapting to its
environment.
5. Discuss how and why the horse changed and how long the change took.
Name: __________________________
Adaptation Match
3-5
Draw a line to connect the adaptation to its explanation.
This adaptation helps animals
swim faster to catch prey or
escape predators.
Whiskers
This adaptation helps animals
eat, helps some birds crack large
nuts, or tear meat off animals.
Webbed Feet
This adaptation helps animals
feel their way around tight spots
and sense prey.
Spines
This adaptation helps animals
camouflage within their
surroundings.
Large Beak
This adaptation helps animals
protect their bodies from
predators.
Spots
Name: ___________________________
Adaptation Match
K-2
Next to each picture, use the word bank to name where the animal lives (habitat)
and a feature that helps the animal live in its surroundings (adaptation).
Elephant
Habitat: ______________
Adaptation: _____________
Squirrel
Habitat: ______________
Adaptation: _____________
Dolphin
Habitat: ______________
Adaptation: _____________
Rabbit
Habitat: ______________
Adaptation: _____________
WORD BANK
HABITATS
OCEANS
TREES
UNDERGROUND
GRASSY FIELD
ADAPTATIONS
LONG EARS
FINS
TRUNK
CLAWS
Animal Drawing
Note: The foundation of this lesson is the same for all elementary grade levels. Video segments,
depth of questioning, and activity sheets have been adapted for K-2 and those changes are noted
with an asterisk (*) at the bottom of each section.
Objectives
Students will…
• create a drawing of an animal in its environment
• draw the habitat of an animal
• explain how various features of a habitat help an animal survive
• identify numerous adaptations or physical features of an animal
• explain how various adaptations allow a particular animal to protect itself or get food
Discovery Education Resources
Video Segments
Grades 3-5
Observing Sharks in Their Natural Habitat (4:44)
Deserts (4:09)
Grasslands (3:33)
* Grades K-2
Forest Habitat (2:13)
Desert Habitat (1:34)
Materials
Animal Habitat Description Chart
Paper
Colored Pencils
TEACH
Engage
1. Discuss with students what an environment is. Explain that the environment is an animal’s
surroundings. Within the surroundings, there is climate and precipitation that contribute
to the surroundings.
2. Discuss what a habitat is for an animal in that environment. Explain that a habitat is a home
for an animal that provides shelter and food, necessities of life.
3. Have students think aloud about examples of different types of animals and their habitats.
For example, ask how many students have a dog or cat. Then ask what the dog or cat’s
habitat is. Ask them how they get food in their habitat.
Explain
1. Tell students that they will be watching a few video segments. The videos will be about
different types of animals or different types of habitats. Introduce the names of the
segments and give them a brief overview of each.
2. Show each video segment once, to give students an idea what types of animals appear in
each of them. Then have the students pick an animal to learn more about. Tell them to pay
attention to the following things about the animal they’ve selected. Give them the Animal
Habitat Description chart so they can take notes.
-
What does the animal’s environment (surroundings) look like?
Where does the animal live? Describe the animal’s habitat that provides shelter.
What does the animal look like?
Are there any features on the animal that help the animal get food?
Are there any features on the animal that help protect it from other animals?
How does the animal find food and what does it eat?
3. Once they have chosen an animal, show each video segment again. Have the students write
down the answers to the questions. If there are students who struggle with note-taking,
have the class share their observations so that all students may fill in missing information.
4. Put the information on the board and leave it there while students do the explore activity.
* K-2 Adaptation
As you watch the videos, instead of each student choosing an animal, have the class choose one
animal to observe. When the videos are over, as a class, discuss the answers to the following
questions.
- What does the environment (surroundings) look like?
- Where does the animal live?
- What does the animal look like?
- How does the animal get food?
- How does the animal protect itself from other animals?
Explore
1. Once the research is done, have students create a drawing of their animal within its
environment. Students should draw the animal in the center of the paper.
2. Then, have students draw the animal’s habitat (surroundings/environment).
3. Students will then apply labels to their drawing
a. Students should label the animal’s body features. The features they label should be
adaptations. Have students explain in a few words how the body features they point
out help the animal survive in its environment.
b. Then have students label the features of the habitat.
* K-2 Adaptation
Have students draw the animal in its environment and label different parts of the animal. Let
students use the information on the board that they came up with as a class to help them create
the picture.
Extend
1. Have students put the artwork together and create an animal booklet that can be on display
in the library of the school. If the school has a laminating machine, laminate the pages to
protect them.
2. Make sure the class makes an author page where each contributing artist can sign his or
her name.
Evaluate
Presentations
1. Have students present their pictures and findings in brief oral presentations, using their
picture as a visual aid.
a. Presentations should include answers to the questions they considered while
creating the picture.
Gallery Walk
1. Have students create a gallery in the classroom, by hanging their pictures around the room.
Students can walk the gallery to learn about other animals.
a. Consider inviting a class from a younger grade to visit your gallery. Have student
authors/artists stay with their work to explain it to your visitors.
Name
Animal Description Chart
Environment/Surroundings
What’s in the Habitat?
Animal Looks Like…
Features to Help Get Food
Things that Protect
Finding Food / What Kind?
Create an Animal Habitat
3-5
Background for Teachers
Students will be using the information they learned from their earlier activities about adaptations
and climate and, as a class, will create a presentation about the habitat of an animal. The final
project will consist of a poster and a 3-D model. The class will decide which animal they wish to
present. As a class, students will break into groups and will be given specific jobs that contribute
to the overall project.
Before the activity begins, the teacher should find books from the local library that the students
can use for their research. Make sure any book chosen is at the students’ reading level.
Students can also use Discovery Education to find resources such as video segments, reading
passages, images, and other resources about different animals.
Materials
Variety of books about animals
Discovery Education access
Basic craft materials (students may be invited to bring materials from home)
Display board and/or container
Markers, crayons, pencils, pens
Paper
TEACH
Engage
1. Have each student make a list of animals that fascinate him or her. Encourage some pair or
small group sharing and discussion.
2. Tell students that the class will choose one animal to study and will create a display about
that animal and its habitat. If you are interested in participating in the Marvelous Mammals
competition, tell your students that their work will be entered in a competition with other
Texas elementary schools.
3. Let students know that they will work in groups and will be given specific tasks as the
project progresses. Tell students that the final class project will be a poster and a 3-D
model.
4. Have students present suggestions to the class and a reason why they chose that animal.
Write the names of the animals on the board. Come to consensus about the final choice. You
may vote, pick from a hat, or find another way to maintain whole class enthusiasm. [Hint:
select an exotic animal so the students will have a lot to learn.]
5. Once an animal is chosen, students should brainstorm some items that they can bring from
home to contribute to the class display.
Explain
1. Assign the student research groups.
• Group One – research characteristics of the animal such as what it looks like, what it
likes to eat and how it acquires food.
• Group Two – research the environment of the animal including information about
the climate and precipitation.
• Group Three – describe the animal’s habitat in its environment.
• Group Four – research the animal’s adaptations or characteristics passed down from
earlier generations.
• Group Five – research learned behaviors that allow the animal to survive in its
environment.
• Group Six – create or locate pictures of the animal to place on the display board.
2. Tell the students that their groups will become expert in their assigned area.
3. Allow the students to use books, Discovery Education, the information they gained from the
virtual field trip and in their classwork to collect their expertise.
Explore
1. With their research, have students come together as a class to present their information to
each other.
2. Reassign the students into two groups: one group will plan out the display board and the
other group will design the 3-D model. The students should select a group leader to make
the final decisions on design.
3. On paper, groups should design their model describing what materials they will need for
the background display and the diorama. Have a student from each group present the
plans to the teacher for approval.
4. Provide materials and time for the groups to create the display and 3-D model. Each
person in the group needs to be responsible for a part of the project.
a. The display board should include pictures of the animal, explanations about the
animal’s environment and habitat, a listing of its adaptations and its learned
behaviors.
b. The 3-D should be a replica of an animal’s environment and should detail its climate,
precipitation, other wildlife (other animals and plant-life) and depict the animal in
its habitat.
5. When both parts are completed, have each group present their creations to the rest of the
class. Students will describe their contributions. The project can be used in a competition
with other classes.
Extend
This may be done separately and is not a part of the habitat project.
Give students the following scenario: “This animal is introduced to a different environment. Would
it be able to survive?” Describe to students that sometimes animals are taken from their habitats
and are forced to live in different environments.
On a separate sheet of paper, have students answer the following questions:
1. What are the items the animal would need in order to survive?
2. What inherited traits does your animal have to survive in this new environment and what
learned behaviors will the animal need to learn in order to survive?
3. Would your animal be able to survive? Why or Why Not?
Evaluate
When students have finished creating the model and the display board, have them answer the
following questions as a self-assessment:
Display
- Has our group included pictures of our animal?
- Has our group described the environment?
- Has our group described how the animal’s habitat
- Has our group accurately described the animal’s adaptations and behaviors?
Model
- Has our group created a suitable replica of the animal’s living environment?
- What features of our model are well done?
- What features of our model could we have done better?
Extension Activity
Name: __________________________
Inherited Traits vs. Learned Behaviors
3-5
Inherited Trait
A characteristic from older generations (parents) transferred by
heredity. Adaptations are inherited traits because they come from
earlier generations.
Learned Behavior
An action that comes from experience. These are not passed down
from earlier generations.
Directions
Put a 1 in the box if it is describing an inherited trait.
Put a 2 in the box if it is describing a learned behavior.
Stripes on a tiger
Hiding from predators
Beak size on a bird
Spraying predators
Finding food
Long neck of a giraffe
Extension Activity
Name: __________________________
Animal Behaviors and Traits
K-2
Match the behavior or trait with its correct description.
1. _______ FINS
A. Behavior: Because food is hard to find
in the winter, some animals will do this
to preserve energy.
2. _______ HIBERNATING
B. Trait: This body features allows giraffes
to reach leaves on trees that are high
up.
3. _______ HIDING
C. Trait: This body feature allows tigers to
hide in tall grasses so they can sneak
up on their prey.
4. _______ STRIPES
D. Trait: This body feature allows fish to
swim and balance.
5. _______ LONG NECK
E. Behavior: This allows animals to blend
in with their surroundings to avoid
being captured and eaten by predators.
Looking at the words in the box, how is a trait and behavior different?
Texas Indicators
Knowledge and Skills
Kindergarten
(2) Scientific investigation and reasoning
(D) record and organize data and observations using pictures, numbers, and words
(9) Organisms and environments
(B) examine evidence that living organisms have basic needs such as food, water, and shelter for
animals
Grade 1
(2) Scientific investigation and reasoning
(D) record and organize data using pictures, numbers, and words
(10) Organisms and environments
(A) investigate how the external characteristics of an animal are related to where it lives, how it
moves, and what it eats
Grade 2
(2) Scientific investigation and reasoning
(D) record and organize data using pictures, numbers, and words
(9) Organisms and environments
(A) identify the basic needs of plants and animals
(B) identify factors in the environment, including temperature and precipitation, that affect growth
and behavior such as migration, hibernation, and dormancy of living things
(10) Organisms and environments
(A) observe, record and compare how the physical characteristics and behaviors of animals help
them meet their basic needs such as fins help fish move and balance in water
Texas Indicators
Knowledge and Skills
Grade 3
(3) Scientific investigation and reasoning
(C) represent the natural world using models
(9) Organisms and environments
(A) observe and describe the physical characteristics of environments and how they support
populations and communities within an ecosystem
(10) Organisms and environments
(A) explore how structures and functions of plants and animals allow them to survive in a
particular environment
(B) explore that some characteristics of organisms are inherited such as the number of limbs on an
animal … and recognize that some behaviors are learned in response to living in a certain
environment such as animals using tools to get food
Grade 4
(3) Scientific investigation and reasoning
(C) represent the natural world using models
(10) Organisms and environments
(A) explore how adaptations enable organisms to survive in their environment such as comparing
birds beaks and leaves on plants
Grade 5
(9) Organisms and environments
(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such
as the overpopulation of grazers or the building of highways
(10) Organisms and environments
(A) compare the structures and functions of different species that help them live and survive such
as hooves on prairie animals or webbed feet in aquatic animals
(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape
of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle
ANSWER KEY
Adaptation Match
3-5
Draw a line to connect the adaptation to its explanation.
This adaptation helps animals
swim faster to catch prey or
escape predators.
Whiskers
Webbed Feet
This adaptation helps animals
eat, helps some birds crack
large nuts, or tear meat off
animals.
This adaptation helps animals
feel their way around tight
spots and sense prey.
Spines
This adaptation helps animals
camouflage within their
surroundings.
Large Beak
This adaptation helps animals
protect their bodies from
predators.
Spots
ANSWER KEY
Adaptation Match
K-2
Next to each picture, use the word bank to name where the animal lives (habitat)
and a feature that helps the animal live in its surroundings (adaptation).
Elephant
Habitat: GRASSY FIELD
Adaptation: TRUNK
Squirrel
Habitat: TREES
Adaptation: CLAWS
Dolphin
Habitat: OCEANS
Adaptation: FINS
Rabbit
Habitat: UNDERGROUND
Adaptation: LONG EARS
WORD BANK
HABITATS
OCEANS
TREES
UNDERGROUND
GRASSY FIELD
ADAPTATIONS
LONG EARS
FINS
TRUNK
CLAWS
Extension Activity
ANSWER KEY
Inherited Traits vs. Learned Behaviors 3-5
Inherited Trait
A characteristic from older generations (parents) transferred by
heredity. Adaptations are inherited traits because they come from
earlier generations.
Learned Behavior
An action that comes from experience. These are not passed down
from earlier generations.
Directions
Put a 1 in the box if it is describing an inherited trait.
Put a 2 in the box if it is describing a learned behavior.
1
Stripes on a tiger
2
Hiding from predators
1
Beak size on a bird
1
Bad-smelling skunk spray
2
Finding food
1
Long neck of a giraffe
Extension Activity
ANSWER KEY
Animal Behaviors and Traits K-2
Match the behavior or trait with its correct description.
1.
D
FINS
F. Behavior: Because food is hard to find
in the winter, some animals will do
this to preserve energy.
2.
A
HIBERNATING
G. Trait: This body features allows
giraffes to reach leaves on trees that
are high up.
3.
E
HIDING
H. Trait: This body feature allows tigers
to hide in tall grasses so they can
sneak up on their prey.
4.
C
STRIPES
I. Trait: This body feature allows fish to
swim and balance.
LONG NECK
J. Behavior: This allows animals to
blend in with their surroundings to
avoid being captured and eaten by
predators.
5.
B
Looking at the words in the box, how is a trait and behavior different?
Traits are features that animals are born with and behaviors are activities
that animals learn to use to survive.