Part 2: 1. Remind students that they need to design Extensions/Modifications an organism that is adapted to the ecosystem Have students create a habitat to go their group chose last class. They need to with their designer organism. (see photo) consider the following: How is the organism going to stay warm or cool? What it is going to eat? What structures does it need to get food and water? How it is going to care for its young to make sure they survive? How is it going to hide from predators or surprise prey? Have students use data tables to conduct a schoolyard survey and record animals and 2. Show students the materials available to plant adaptations that exist in the create organism. They can make either schoolyard. Analyze the data to determine a 3-dimensional model or a 2-dimensional which adaptations occur most frequently. drawing. Resources 3. Once the students have completed their Fulhick, Ann. Ecosystems and Environment. organism, have them present their creature 2000 to the class and explain the physical and behavioral adaptations the organism has that Pollack, Steve. Ecology. 2005 allow it to survive in the ecosystem. Senior, Kathryn. Rainforest. 1999 Assessment Ideas As groups are working on the adaptation Stille, Darlene. Wetlands. 1999 cards, circulate and listen to their discussion. Stille, Darlene. Grasslands.1999 Use student sheets and group presentations for assessment. References Project WILD. Project WILD K-12 Curriculum and Activity Guide (2006). Council For Environmental Education. Physical Adaptations Group Members: _____________________________________ Date:_______________
Part 2: 1. Remind students that they need to design an organism that is adapted to the ecosystem their group chose last class. They need to consider the following: How is the organism going to stay warm or cool? What it is going to eat? What structures does it need to get food and water? How it is going to care for its young to make sure they survive? How is it going to hide from predators or surprise prey? 2. Show students the materials available to create organism. They can make either a 3-dimensional model or a 2-dimensional drawing. 3. Once the students have completed their organism, have them present their creature to the class and explain the physical and behavioral adaptations the organism has that allow it to survive in the ecosystem. Assessment Ideas As groups are working on the adaptation cards, circulate and listen to their discussion. Use student sheets and group presentations for assessment. Extensions/Modifications Have students create a habitat to go with their designer organism. (see photo) Have students use data tables to conduct a schoolyard survey and record animals and plant adaptations that exist in the schoolyard. Analyze the data to determine which adaptations occur most frequently. Resources Fulhick, Ann. Ecosystems and Environment. 2000 Pollack, Steve. Ecology. 2005 Senior, Kathryn. Rainforest. 1999 Stille, Darlene. Wetlands. 1999 Stille, Darlene. Grasslands.1999 References Project WILD. Project WILD K-12 Curriculum and Activity Guide (2006). Council For Environmental Education. Physical Adaptations Group Members: _____________________________________ Date:_______________
SOL%204.5a%20designer%20organisms.docx