Fourth Grade Unit: EVALUATE

Evaluate: READING AND DISCUSSION; CREATE AN ANIMAL

KEY CONCEPTS

• Structure and Function in Living Systems
• Diversity and Adaptations of organisms

What is an adaptation: behavior, body structure Specific animal adaptations

• Genetic diversity and human selection
• Form and Function
• Habitats

CRITICAL SKILLS

• Describe observed events.
• Develop questions on scientific topics
• Collect data for investigations.
• Compare observations of individual and group results.
• Science as collaborative
• The process of inquiry

SUMMARY

Read A Biologist on the Farm essay and answer questions. This is followed by a discussion of the definition of adaptation. Students give examples (such as long-haired cattle for cold and wet climates versus short haired cattle for hot climates). Students then create an animal with unique adaptations. They determine it's environment, what it eats, how it reproduces, and any other factors critical to survival. Name the species. It can be on any planet and in any environment.

 

Materials needed

Biologist.pdf, colored pencils, paper.

 

DIRECTIONS

READING

1. Students read the essay as a class, taking time to stop and answer the embedded questions.

2. The whole class then discusses adaptation. Refer to the slideshow and examples form the field trip.

 

CREATE AN ANIMAL

1. Create an animal: draw it, assign characteristics. Give it an environment that provides for basic needs of food, water (or other hydration source if needed), shelter and companionship if needed.

2. Tell students their animal must have several components and to use this checklist:

• Specific structures with functions that match • Specific adaptations to help it survive and reproduce. • A specific habitats where it lives.

3. Each of these three components will be described in a paragraph.

4. For advanced learners: describe how this animal contributes to and participates in the overall diversity of the ecosystem within which it lives.