WEEK 1 STRUCTURAL ADAPTATIONS FOR DEFENSE, MOVEMENT & OBTAINING RESOURCES
It is essential for students to know that animals have special structures that enable them to survive in their environment. These structures allow them to defend themselves, to move, and to obtain resources.
Structures for defense
● Allow an animal to hide from a predator or warn a predator (Examples: camouflage or mimicry (copying the appearance, actions, or sounds of another animal)
● Allow an animal to make a direct, attack painful (Examples: horns, claws, quills, stingers, or venom)
● Allow an animal to prevent a direct attack (Examples: Mechanisms such as having shells, emitting smells or body fluids (ink)
● Allow an animal to change its size (Examples: puffing up fur, inflating body)
● Allow an animal to flee or hide from predators (Examples: Body design that allows for speed or jumping or wings and light-weight skeletons for flying.)Allow an animal to construct holes or tunnels to run into and hide or to climb (Example: paws, toenails or teeth).
Structures for movement
● Allow animals to move to fulfill their needs such as finding food and escaping predators (Examples: legs, feet, arms, tails, fins, wings, , skeleton)
Structures to obtain resources
● Allow an animal to chew, tear, and eat its food or drink (Examples: mouthparts including beaks, teeth, flexible jaws, tongues, shape of the mouth)
● Allow an animal to grab and hold its food (Examples: tentacles, pincers, claws, fangs)
● Allow an animal to consume food found in the water (Examples: filtering structures in sponges, clams and baleen whales used for feeding).
• Students can obtain and communicate information that will explain which structures organisms have to obtain resources.
• Students can predict what environment an animal lives in based on physical structures and it’s role (niche) in the ecosystem (i.e. a(n) carnivore, herbivore, or an omnivore).
The objective of this indicator is to obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment. Therefore, the primary focus of assessment should be for students to obtain and communicate scientific information (from investigations and primary and secondary sources) to explain how the special structures that animals have enable them to survive in their environment. This could include, but is not limited to, students obtaining, evaluating, and communicating information about specific animals and how they can use their various parts of their bodies for defense, movement, and/or resource obtainment. Students can also create an animal of their own design and describe how each body part can be used for defense, movement, and/or resource obtainment.
Thank you so much Ms. Kerri Quick of NMBM for the Nearpod activity below! YOU ROCK!
Students, you will be asked to give your name/nickname (only give your first/last real name) and then put your teacher's last name in the "other (optional)" space. Use the Nearpod Activity Notes pages to be actively engaged in your blended learning group and to receive full credit.
6.L.4B.2 Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment.
ANIMAL WARM UPS
Animal Observation Charts One and Two
*If your class had crickets or worms that died, use these videos to fill out the form.
6-3.2 Structures for Defense, Movement, Obtaining Resources
6-3.5 Behavioral Resources: Hibernation, Migration, Defense, Courtship
CHART ACTIVITY VIDEOS
6-3.4 Environmental Stimuli: Shedding, Blinking, Shivering, Sweating, Panting, Food Gathering
Animal Responses (Behavior): Shout out to Danielle Watson and W.P.M.S.
6-3.6 Internal Stimuli: Hunger, Thirst, Sleep Ensures Survival
6-3.7 Learned vs. Inherited Behavior