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Students put their knowledge of animal adaptations to the test when they create a new creature with its own
unique set of adaptations!
Learning Objectives
Students will be able to determine various ways that an animal could adapt to a specific habitat.
Attachments
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American Landforms
Introduction (5 minutes)
Start by asking students to discuss the following question: What do people do to adapt to winter weather?
Tell students that adapt means to change something about your appearance, behavior, or surroundings
to make it easier to live and survive.
Have some students share out. Students may say things like: wear winter clothes, use blankets, salt the
sidewalks, and stay indoors.
Tell students that animals must also adapt to their habitat, or place where they live, to survive.
Tell students that there are two basic ways that animals adapt to their habitats.
One way is by changing the way that they look. This is called a physical adaptation. For example, a
deer can camouflage, or blend in, with its brown forest surroundings. A duck has webbed feet to help it
swim in the water.
Ask students to share some other physical adaptations that they know of.
Another way an animal adapts to its habitat is by changing the way it acts. This is called a behavioral
adaptation. For example, a bear hibernates in the winter. Geese fly south for the winter.
Ask students to share some other behavioral adaptations that they know of.
Explain that students will be creating a new animal! They can use supplies to draw a picture of their
animal or create a three-dimensional replica.
First, students will read the worksheet American Landforms. Then, they will choose the habitat in which
their animal will live.
Pass out the American Landforms worksheet and have students silently read it.
When students are finished, they should choose a habitat in which they would like their animal to live.
Students should brainstorm what their animal will look like, how it will act, and what it will be named.
Give students ample time to create their new creature and write about its adaptations.
Differentiation
Enrichment: Have students research animals with interesting adaptations, such as those that live deep
in the ocean or those that live in the Galapagos Islands. These students can later share their findings with
the class.
Support: Once these students have chosen a habitat, give them guiding questions to come up with
adaptations. For example: How will animals in the Rocky Mountains adapt to the year-round snow?
Assessment (5 minutes)
Use the students' written work to determine that they understand the difference between physical and
behavioral adaptations, and that their adaptations match the landforms and climate of the habitat.
Have students set their animals and written work on their tables or desks. The class can walk around the
room and look at their classmates' creative work!