Adaptations: Secrets to Survival - SDChildrenAndNaturesdchildrenandnature.org/.../11/SELC_Adaptations_SecretsToSurvival_… · This packet will assist you in meeting these Science

Adaptations: Secrets to SurvivalTeacher’s Guide • Grade 3 • Supplemental Curriculum & Field Experience

Photo: Jo Quinn

Available at http://www.sanelijo.org/sites/sanelijo.org/files/images/education/TGadaptv03.pdf


San Elijo Lagoon Conservancy | Adaptations Teacher’s Guide | Page 3

ObjectivesFrom the information and activities in this packet, students will gain:

•Anunderstandingofwhatadaptationsareandtheirroleinanorganism’ssurvival.

•AnawarenessofseveralSanElijoLagoonhabitatsandtheadaptationsofplantsandanimalsthatenablethemtosurviveinthosehabitats.

•Greaterfamiliaritywithsomeoftheplantsandanimalsthatliveatthelagoon.

California State Standards ThispacketwillassistyouinmeetingtheseScienceContentStandardsforCaliforniaPublicSchoolsthatfocusonplantandanimaladaptationsinphysicalstructureorbehavior,whichmayimproveanorganism’schanceforsurvival.

3a. Studentsknowplantsandanimalshavestructuresthatservedifferent functionsingrowth,survival,andreproduction.

3b. Studentsknowexamplesofdiverselifeformsindifferentenvironments,such asoceans,deserts,tundra,forests,grasslands,andwetlands.

3d. Studentsknowwhentheenvironmentchanges,someplantsandanimals surviveandreproduce;othersdieormovetonewlocations.

Vocabulary adaptation aphysicalstructureorbodypartand/orabehaviorthatenablesan

organism to survive in its environment Note: This guide often uses the terms body part and structure interchangeably.

behavior thewayanorganismactsinacertainsituation

camouflage bodycolorationthathelpsanorganismblendwithsurroundings

environment all the living and non-living things that surround and affect an organism

generalist aspeciesabletosurviveinawidevarietyofenvironmentalconditions

habitat aspecifictypeofenvironmentinhabitedbyparticularanimaland/or plant species; the place where an animal or plant lives

lagoon abodyofwatercutofffromanotherlargerbodyofwaterbysand, coral, or reef

organism a living thing, such as an animal, plant, or fungus

predator an animal that hunts and eats other animals

TEACHER OVERVIEW



prey animalseatenbyotheranimals

reproduce to have offspring or produce more of the same kinds of individuals

salt marsh atypeofwetlandhabitatgrowinginornearsaltwater

specialist aspeciesabletosurviveinonlyanarrowrangeofenvironmentalconditions

species agroupofthesametypeoflivingthingsthatcanmateandproduce other living things of the same kind

structure acomplexpartofalivingthing,suchasahandormouthortreeroots

survive to continue to live through hardships; to remain alive

upland areaoflandthat’shigherthanthesurroundings,suchashills

wetland anareathatiscoveredbywaterduringallorsomepartoftheyear

IntroductionWhat is an adaptation?

Pickupsomething,suchasapenorpieceofpaper.Watchhowyourhandworks,inparticularyourthumbandfingers.Thehumanhand(andthoseofmostotherprimates)isadeptatpickingupandmanipulatingobjectsbecauseofanadaptation—thethumb.Ourthumbsareindependentofandoppositeourotherfingers,whichenablesustodoavarietyofamazingthingsfromwritingtoacrobatics.

Alllivingthingshaveadaptations.Anadaptationcanbeabodypartorstructure,suchasourthumbs,or a behaviorthatenablesananimalorplanttosurvive in its environment.

Tosurvive,organismsmustcollectorcapturefoodandothernutrients,obtainfreshwater,hidefrom or elude predators,andmaintainanoptimaltemperature(nottoohotortoocold).Structuralandbehavioraladaptationshelpanorganismsurvivetheconditionsofitsenvironmentsoitcanreproduce and continue the species.Everyorganismisadaptedtoorshapedbyitsenvironment.

Adaptations of Western fence lizards

YouoftenseeWesternfencelizards(Sceloporus occidentalis)runningacrossapathorsunningonafence.Theselizardseatinsectsandspiders.Inalizard’smoutharesmall,needleliketeethforholdingontoahardbeetleorwigglyspider.Theteethareanadaptation.Tocatchitsprey,thefencelizardsitsverystill,thendashesoutandgrabsameal.Itsabilitytorunfastisastructuraladaptation,whilesittingstillanddashingafterfoodarebehavioraladaptations.Butlizardsdon’trunveryfastwhenthey’recold.Becausealizard’sbodytemperaturechangeswiththesurroundingtemperature,afteracoldnight,afencelizardmustbaskinthesunonarockorfencetowarmup.That’sanotherbehavioraladaptation.Anotheradaptationhelpsprotectthelizardwhenit’swarmingupoutintheopen.Bodycolorandpatternsareoftensimilartothesurroundings.Camouflageisabody,orstructural,adaptationthatenablesthelizardtoavoidbeingseenbypredators.Ifapredatordoesgettooclose,thefencelizardreliesonitsfastreflexestorunaway.

TEACHER OVERVIEW continued



Adaptations of Snowy Egrets

SnowyEgrets(Egretta thula)arecommoninthelagoon’sshallowwaters.Theyaremedium-tallwhitebirdswithlonglegsandyellowfeet.Thebird’slonglegsenableittohuntinshallowwater,whiletheyellowfeetattractfish,likealure.Whenthebirdspotsafooditem,suchasfish,worms,crabsandothercrustaceans,snails,lizards,andsnakes,itslongbillstrikesoutandcapturesthemeal.Anegret’slegs,feet,andbillareallbodyadaptationsforsurvival.SnowyEgretsuseseveralbehavioraladaptationswhenhunting,too,suchaswalkingandstirringupmud,orrapidlyopeningandclosingitsbillunderwatermakingbubblestoattractprey.

Adaptations and habitats

ThefencelizardandSnowyEgretlookdifferentbecausetheyaredifferentkindsofanimals,butalsobecausetheyhavedifferentadaptationsthathelpthemtosurviveintheirenvironments.AnimalsareadaptedtotheenvironmentsorhabitatsinwhichtheyliveandtheSanElijoLagoonhasmanydifferenthabitats.TheWesternfencelizardiswelladaptedtothedrierconditionsofthelagoon, such as the uplands.TheSnowyEgretiswelladaptedtothewetterhabitats,in particular the wetlands.

Plantslivingintheuplandsandwetlandshaveadaptedtothedifferentconditions,too.Intheuplands,plantsmustdealwithhotteranddrierconditionsformuchoftheyear.Theyhaveadaptationsforkeepingcoolandsavingwater.Sagebrush(Artemisia californica)hassoft,grayish-greenleavesthathelpreflectthesun’sheat,needle-shaped leaves to conserve moisture, and shallow roots to collect water quicklyduringarainstorm.Thepricklypear(Opuntia species)haswaxypadstokeepinmoistureandspinestoprotectitfromhungryanimals.

Inthelagoon,plantshaveadaptationstodealwithsaltwater.Pickleweed(Salicornia virginica)cantoleratehighconcentrationsofsalt(whichistoxicformostplants).Astheplantgrows,itconcentrates the salt in new growth tips and then discards those tips when the salt concentration becomestoohigh.

Adaptations of generalists and specialists

Someanimalsandplantsdoverywellinavarietyofhabitats.Araccoon(Procyon lotor)canmovefromwetlands to uplandstoneighborhoodsandfeedonavarietyoffoods.Theraccoonisageneralist.Generalistsusuallycanadapttorapidchangesintheirenvironmentbychangingtheirbehavior.Infact,sometimestheyadaptsowellthattheybecomepests.Humansaregeneralistsandadaptquickly,too,mostlythroughbehavioraladaptations.Whenwefeelcold,weputonasweater;whenwe’rehot,wetakethesweateroff.

Otheranimalsandplantshavetroublelivingoutsidetheirparticularhabitatbecausetheiradaptationsareveryspecificforwheretheylive.Thesearespecialists.TheBelding’ssavannahsparrow(Passerculus sandwichensis beldingi),forexample,isasmallsongbirdthatlivesitsentirelife in coastal salt marshes.ItisanendangeredspeciesinCaliforniabecauseofthelossofitshabitat.Whenhumanschangeanenvironment,amismatchbetweenanorganism’sadaptationsanditsenvironmentcanendangeraspecies’survival.



feathers to stay dry and keep warm

bright yellow feet to lure fish

wings for flying

stirs up mud with feet to find prey

opens and closes its mouth under water to attract prey

builds nest in trees to avoid predators

long bill to catch food

Look closely at the adaptations of two common San Elijo Lagoon animals — a Western fence lizard (Sceloporus occidentalis) and a Snowy Egret (Egretta thula).

teeth like needles to catch and hold prey

scales to protect body

warms its body in sun

freezes in place when frightened

runs away quickly when frightened or chased

camouflage to hide

male's bright blue belly patches to attract a female

long tail can break off to help escape predators






References and Suggested ReadingsFormoreinformation,lookforthesereferencesatalocallibraryoronline.

Baders, W. & Carnine, D. 2007. Houghton Mifflin California Science. Orlando, FL: Houghton Mifflin.

Goodman, S. 2001. Claws, Coats, and Camouflage: The Way Animals Fit into Their World. Brookfield, CT: Millbrook Press.

San Elijo Lagoon Conservancy website: www.SanElijo.org

Slader, S. 2008. What Do You Know About Animal Adaptations? New York, NY: Powerkids Press.

Stienstra, T. 2000. California Wildlife: A practical guide. Emeryville, CA: Avalon Travel Publishing, Inc.

Townsend, J. 2005. Would You Survive? Animal and Plant Adaptations. Chicago, IL: Heinemann-Raintree.



We developed the activities in this packet to support your field trip.

Pre-VisitActivities 1 and 2aredesignedaspre-visitactivities.Werecommendyouusethesetofamiliarizeyourstudentswiththeconceptofadaptations.ThiswillhelpthemunderstandwhattheywillseeattheSanElijoLagoonandlearnaboutfromyouronsiteleader(docent).

Post-VisitActivity 3isdesignedasapost-visitactivitythatwillhelpyourstudentsreviewwhattheylearnedaboutadaptationsattheSanElijoLagoon.

ACTIVITIES



Teacher’s AidActivity IntroductionAnadaptationcanbeabodypart(orstructure)orabehaviorthatenablesananimal,plant,orotherorganismtosurviveinitsenvironment.Adaptationshelpwithobtainingfoodandwater,hidingfromoreludingpredators,maintaininganoptimaltemperature(nottoohotandnottoocold),anddealingwithotherdailyenvironmentalconditions.Duringthisactivity,yourstudentswilllearnwhatanadaptationisandhowtoidentifytheadaptationsoflagoonplantsandanimals.ThiswillhelppreparethemfortheirvisittotheSanElijoLagoonEcologicalReserve.

Thisactivityhastwoparts.Part 1helpsstudentslearnthemeaningofadaptationsandhowtheyhelpanimalsandplantssurvive.Part 2showsstudentsexamplesofadaptationsusingtheillustrationsofthefencelizardandegretfromtheIntroduction.

Time & Materials•Thisactivityshouldtakeabout60minutestocomplete.Youcanconductthisovertwoclassperiods.

•StudentsworkasagroupforPart1andinteamsorindividuallyforPart2.

•ForthePart1behavioraladaptationdemonstration,you’llneedaballoonfullofairoralarge heavybook.

•ForPart2,youwillneedablanksheetofpaperforeachstudentorstudentteam.

Part 1Instructions to Teacher

Explaintostudentsthatalllivingthingshaveadaptations.Anadaptationisabodypart(orstructure)orabehaviorthathelpsananimalorplantsurvive.Adaptationshelp with collecting or capturing food, getting fresh water, hiding from predators, andmaintainingtherightbodytemperature(nottoohotortoocold).YoucanexplainthisdefinitionbeforeorafterthePart1activitybelow.

Instructions to Students (to be given verbally)

Introduction

Let’sstartbydiscoveringsomeoftheadaptationsthathumanshave.Whohasshoeswith shoelaces? [Pick a few students for a demonstration.]

Iwantyoutountieyourshoes,thentiethemthewayyounormallywould.

Next,untieyourshoesagain.Now,tuckyourthumbsintoyourpalmsandtieyourshoeswithoutusingyourthumbs.

[Give them a minute or so, then ask the class.]Sowhathappened?[Take answers.]

ACTIVITY 1 What Is An Adaptation?



ACTIVITY 1 continued Rhythm of the Tides

Itwasverydifficulttotieyourshoeswithoutusingyourthumbs.Humanshavethumbsoppositetheirfingers,whichweusetotieshoes,pickupfood,orplaygames.Doallanimalshavethumbs?No.Thumbsareabodyadaptationthathumans (andotherprimatessuchasmonkeys)havethathelpussurvive.

Canyounameanotherbodyadaptationthatmighthelppeople?

[Examples of adaptations that humans have in common with many other animals: hair to stay warm, eyes to see, ears to hear, legs and feet to walk. Adaptations unique to humans include thumbs, a large and complex brain, special vocal cords and throat structure for talking.]

Inadditiontoabodyorstructuraladaptation,animalshavebehaviorsthathelp themsurvive.

Forthisnextdemonstration,I’mgoingto[pop this balloon or drop this book].WhenIdothat,Iwantyoutopaycarefulattentiontohowyoureact.Now,closeyoureyesandquietlycounttoten.

[When they get to any number you like, pop the balloon or drop the heavy book on the floor. Once your students calm down, ask…]

Sohowdidyoureacttothenoiseofthe[balloon or book]?

[Take answers: jumped, screamed, wanted to run away]

Howwouldyourreactionstothenoiseofthe[balloon or book]helpyou? [Discuss answers.]

Thoseareallbehaviorsorbehavioraladaptations.Animalshavebehavioraladaptations,too.Whathappenswhenamouseseesacat?[Take answers.]Itrunsaway…that’sabehavioraladaptationthathelpsthemousegetawayfromthecat.Whathappenswhenacatseesamouse?Itruns,too,buttowardthemouse.That’sabehavioraladaptationtohelpthecatcatchthemouse.Bothstructuralandbehavioraladaptationshelpusandanimalsandplantssurvive.

Wrap Up

Anyquestionsaboutwhatadaptationsare?Or,whatthedifferenttypesofadaptationsare:body(orstructural)adaptationsandbehavioraladaptations?

[Explain more if students need more, or go to Part 2 to provide them with more detailed examples.]

ACTIVITY 1 continued What Is An Adaptation?


ANIMAL

Western fence lizard

Body Parts or Structural Adaptations Behavioral Adaptations

• mouth with needlelike teeth to catch food• strong muscles and fast reflexes for running quickly• camouflage color to hide from predators or prey• long tail that breaks off if grabbed by a predator to escape being caught• scales to protect the body and prevent the loss of moisture • male's bright blue belly patches to attract a female

• sits still in the sun to warm up, but also so predators and prey don’t see it• runs quickly and in a zigzag pattern to escape predators• flattens its body to hide in small spaces and escape predators• fights other males to defend its territory

Snowy Egret • long legs for wading in water to find food• large feet for walking on mud • yellow feet that attract fish• long sharp bill to catch food• feathers to protect body and keep warm• wings and feathers to fly

• shuffles feet in the water to stir up prey• opens and closes its bill rapidly under water making bubbles to attract prey


Part 2Instructions to Teacher

Beforestartingthisactivity,reviewwithstudentstheconceptofadaptationsifneeded.

Thendistributetoeachstudentablanksheetofpaperandhaveeachputhis/hernameonit.

Thisisadrawingandlabelingactivity.Withyourguidance,studentswilldrawaWesternfencelizardandSnowyEgretandlabeltheanimals’adaptationsontheirdrawings.Tohelpyourstudents,werecommendthatyoudrawortrace(usingachalkboard,whiteboard,oroverheadprojector)abasicoutlineofafencelizardandaSnowyEgret.Thenhaveyourstudentsdothesameonablanksheetofpaper.Ifthere’senoughroom,theycandrawbothanimalsononeside(makesuretheyleaveroomforlabeling),ordrawthelizardononesideandthebirdontheothersideofthesheet.Note: See picture of each with adaptations labeled in the Introduction section.

Talkwithyourstudentsaboutthestructuraladaptationstheseanimalshaveandhowtheyhelpthemsurvive.Note: See the table below for suggestions.Withyourstudentslabelthebodyparts,orstructuraladaptations,ofthelizardandthenthestructuraladaptationsoftheegret.

Next,reviewwithyourstudentsthebehavioraladaptationstheseanimalshaveandhowtheyhelpthemsurvive.Thenaskstudentstolabeltheirdrawingswithadifferentcolorthebehaviorsthathelptheseanimalssurviveintheirenvironment.Talkaboutsimilaritiesanddifferencestheyseeintheadaptationsofthetwoanimals.

ACTIVITY 1 continued Rhythm of the TidesACTIVITY 1 continued What Is An Adaptation?



Part 2Instructions to Students (to be given verbally)

Introduction

Thisisadrawingandlabelingactivity.TogetherwearegoingtodrawaWesternfencelizardandaSnowyEgretandlabeltheanimals’adaptationsonourdrawings. I’mgoingtodrawabasicbodyshapeforbothoftheseanimalsfirst(onachalkboard,whiteboard,oroverheadprojector).ThenwhenItellyouto,Iwantyoutodraweachonyourpaper.Drawthelizardononesideandthebirdontheothersideofthesheet.

Beforewelabelourdrawingswiththeanimals’adaptations,let’stalkaboutthem.Whataresomeofthebodyparts,orstructuraladaptations,thathelpthelizardsurvive.[Take answers and write a list on the board. Add to the list from the table on page 11. Then use the list to label the lizard’s adaptations.]

Followingmydrawing,labelthebodyparts,orstructuraladaptations,ofthelizard.[Repeat for the structural adaptations of the egret.]

Now,let’stalkaboutbehavioraladaptations.Cananyonethinkofabehaviorthathelpsthelizardsurvive? [Take answers and write a list on the board. Add to the list from the table on page 11. Then use the list to label the lizard’s behavioral adaptations. Use a different color for labeling these adaptations.]

Followingmydrawinglabelthebehavioraladaptationsofthelizard. [Repeat for the behavioral adaptations of the egret.]

Wrap Up

Whatsimilaritiesanddifferencesdoyouseeintheadaptationsofthesetwoanimals?Canyouaddmoreadaptationsthattheseanimalsmayhaveincommon?[Discuss]

ACTIVITY 1 continued Rhythm of the TidesACTIVITY 1 continued What Is An Adaptation?



Teacher’s AidActivity IntroductionDuringthisactivity,yourstudentswilllearntocompareandcontrasttheadaptationsofdifferentanimalsandplants.TheAdaptationsCardsinthispacketshowsomeoftheanimalsandplantsthatliveattheSanElijoLagoon,alongwithinformationaboutsomeoftheiradaptations.Beforeyourvisit,wehopeyouandyourstudentsbecomefamiliarwiththesecards.Thiswillhelpprepareyourclassforwhatyouwillseeandlearnaboutduringthevisittothelagoon.

Time & Materials•Thisactivityshouldtakeabout45to60minutestocomplete.

•Studentscanworkinteamsorindividually.

•YouwillneedacopyofasetofAdaptationsCardsforeachstudentorstudentteam.

Instructions to Teacher

MakecopiesoftheAdaptationsCardsonpage15andprovideeachstudentorstudentteamwiththecards.

Youaregoingtohaveyourstudentssortthecardsbyadaptations.Thiswillgetstudentsfamiliarwiththeanimalsandplantsandwiththeirparticularadaptations.Forexample,ifyouhadstudentssorttheircardsbasedonhavingabilltocatchandeatfood,theSnowyEgretandtheMallardwouldbeinonepile.Ifyousortedtheremainingcardsbasedonhavingteethtocatchandeatfood,thecoyote,rabbit,andlizardwouldbeinthenextpile.

Instructions to Students (to be given verbally)

Introduction

Thisactivitywillhelpyouthinkabouttheadaptationsofdifferentplantsandanimals.

[If needed, use the Snowy Egret and fence lizard examples from the previous activity to remind students about the definition of adaptations. Then distribute the Adaptations Cards.]

LookattheAdaptationsCards.Eachcardisofananimalorplantthatyoumightseeonourfieldtriptothelagoon.Theanimalorplantpictureisonthefrontandonthebackisalistofsomeoftheadaptationsthattheanimalorplanthastohelpitsurvivelivingatthelagoon.

We’regoingtobeplayingasortinggame.Youwillbesortingthecardsbasedontheadaptations.Let’sstartwithanexample.

IfIaskyoutolookforalltheanimalsthathavefeatherstokeepwarm,whichanimalswould go into that pile of cards?

[Note: you might give students a minute or two to read the cards and build their sorted pile. Answers: Snowy Egret, Mallard]

ACTIVITY 2 How Do Adaptations Compare?



ACTIVITY 2 continued How Do Adaptations Compare?

NowifIaskyoutolookforalltheanimalsthathavefurtokeepwarm,whichanimalswould go into that pile of cards?

[Answers: raccoon, rabbit, coyote]

Okay,soIwillwriteontheboard,Feathers.Underneaththatadaptation,I’llwrite:SnowyEgretandMallard.Andthen,Fur,andunderneaththatadaptation,I’llwrite:raccoon,rabbit,andcoyote.

[Check to make sure everyone understands what you’re looking for. Now proceed with other adaptations. Here are some suggested questions.]

Whichanimalshaveteethtocatchoreattheirfood? [Answer: coyote, cottontail rabbit, lizards]

Whichanimalshaveabilltocatchoreattheirfood?[Answer: Snowy Egret, Mallard]

Whichanimalshavescalestoprotecttheirskinandbodies? [Answer: Western fence lizard, mullet, rattlesnake]

Whichanimalshaveahardshelltoprotecttheirbodies? [Answer: horn snail, fiddler crab]

Whichanimalshavevenomtoprotectthemselves?[Answer: rattlesnake, honeybee]

Whichanimalsusecamouflagetohide? [Answer: Western fence lizard, female Mallard, rattlesnake]

Whichanimalshavebrightcolorstostandout? [Answer: honeybee, swallowtail butterfly, male fence lizard, male Mallard]

Whichanimalshavebigears?[Answer: coyote, cottontail rabbit]

Whichanimalshavewingsforflying? [Answer: Mallard, Snowy Egret, swallowtail butterfly, honeybee]

Whichanimalsfreezeinplacewhenfrightened? [Answer: cottontail rabbit, Western fence lizard]

Whichanimalsrunawayquicklywhenfrightened? [Answer: cottontail rabbit, Western fence lizard]

Whichanimalhasfinsforswimming?[Answer: mullet]

Whichanimalsareactiveatnighttoavoidpeopleandpredators? [Answer: coyote, raccoon]

Whichplantshaveadaptationstostoreorsavewater? [Answer: prickly pear, sagebrush]

Whichplantshavespinestoavoidbeingeaten?[Answer: prickly pear]



ACTIVITY 2 continued How Do Adaptations Compare?

Wrap Up

Whichanimalshaveanadaptationthatpeoplealsohave? [Answer: raccoon, coyote, cottontail rabbit]

Whataresomespecialadaptations,whichpeoplehavethatlagoonanimals don’thave? [Answer: thumbs, ability to speak words, a large complicated brain]

Whichanimalorplantdoyouthinkhasthemostawesome[orbest]adaptation?

YounowknowalittleaboutsomeoftheanimalsattheSanElijoLagoon EcologicalReserve.Duringourfieldtripwewillgettolearnmoreaboutthemandtheiradaptations.

Extension

Havestudentspickananimalorplantthattheywanttobeonfieldtrip.TurnthatAdaptationsCardintoanametagandhavestudentattendthefieldtripasthatanimalorplant.(Note: Because classes are split into smaller groups on the field trip, it is fine for several students to have the same name tag organism. When you divide your class into small groups, just make sure that students with the same Adaptations Card name tag are in different groups.)





Coyote Cottontail rabbit

Raccoon Mullet



Coyote These are some of my adaptations.

Body Parts:

• fur to keep warm

• sharp teeth to catch and eat food

• long nose to smell for prey

• big ears to listen for prey

Behaviors:

• active at night to avoid people and predators

• howls to communicate with other coyotes

• changes hunting style to match food type

Cottontail rabbit These are some of my adaptations.

Body Parts:


• strong front teeth for chewing plant foods

• big eyes and ears for finding predators

• big back legs and feet for jumping

Behaviors:

• freezes in place when frightened

• runs away quickly or jumps when frightened or chased

RaccoonThese are some of my adaptations.

Body Parts:


• front paws like hands for catching food

• big eyes for good night vision

Behaviors:

• active at night to avoid people and predators

• stays in den in a tree to keep warm and safe

MulletThese are some of my adaptations.

Body Parts:

• scales to protect body

• mucus on scales to protect skin and make it slippery

• gills for breathing in water

• fins and tail for swimming in water

Behaviors:

• jumps out of water, but no one knows why



Horned snail Fiddler crab

Western fence lizard Rattlesnake



Horned snailThese are some of my adaptations.

Body Parts:

• hard shell to protect soft body

• a door that closes shell to keep its body moist

Behaviors:

• stays away from neighbors so there’s food for everyone

Fiddler crabThese are some of my adaptations.

Body Parts:

• hard shell to protect soft body

• eyes on stalks to see all around

• big claws for protection

• flat body to fit in cracks

Behaviors:

• male waves the big claw to attract a female or scare off other males

• hides in cracks to avoid predators

Western fence lizard These are some of my adaptations.

Body Parts:

• teeth like needles to catch and hold prey


• camouflage to hide

• long tail can break off to help escape predators

• male’s bright blue belly patches to attract a female

Behaviors:

• warms its body in the sun

• freezes in place when frightened

• runs away quickly when frightened or chased

RattlesnakeThese are some of my adaptations.

Body Parts:


• heat sensors on face to find prey

• fangs to inject venom to kill prey

• camouflage to hide

Behaviors:

• rattles tail to warn predators

• hides from prey



Mallard (male) Snowy Egret

Honeybee Swallowtail butterfly



MallardThese are some of my adaptations.

Body Parts:

• feathers to stay dry and keep warm

• round bill to eat plants

• male’s showy colors to attract females

• female’s drab color to camouflage on the nest

Behaviors:

• feeds on water plants with head down and bottom up

• spreads special body oil to waterproof feathers

Snowy EgretThese are some of my adaptations.

Body Parts:

• feathers to stay dry and keep warm

• long bill to catch food

• bright yellow feet to lure fish

• wings for flying

Behaviors:

• stirs up mud with feet to find prey

• opens and closes mouth under water to attract prey

• builds nest in trees to avoid predators

HoneybeeThese are some of my adaptations.

Body Parts:

• stinger with venom to protect itself


• bright colors to warn predators that it stings

• baskets on legs to carry food (pollen)

Behaviors:

• stings to protect itself

• lives and works together with other bees in a hive

• communicates well with other bees in hive

Swallowtail butterflyThese are some of my adaptations.

Body Parts:


• long tongue to collect flower nectar

• bright colors to warn predators that it tastes bad

Behaviors:

• flies away from predators

• rests with wings folded up to hide



Sagebrush

Prickly pear Willow

Pickleweed



Prickly pearThese are some of my adaptations.

Plant Parts:

• waxy pads (flat stems) to store water

• spines to protect from hungry animals

• spines (small leaves) to save water

• showy flowers to attract bees and other pollinators

• shallow roots to collect rain water quickly

WillowThese are some of my adaptations.

Plant Parts:

• roots can live covered in water during floods

• seeds are light and fluffy for spreading by the wind

• bark protects plant from diseases

PickleweedThese are some of my adaptations.

Plant Parts:

• fleshy leaves to store water

• red stem tips drop off when they collect too much salt

• lives in salt water where fewer other plants can compete

Sagebrush These are some of my adaptations.

Plant Parts:

• soft gray leaves to reflect the sun’s heat

• long narrow leaves to save water

• shallow roots to collect rain water quickly

• leaves and stems dry up in summer to save water



Teacher’s AidActivity IntroductionItisimportantthatyourstudentsreflectonandprocesswhattheylearnedduringtheirfieldtrip. ThisactivitywillhelpthemsynthesizewhattheylearnedaboutadaptationsofplantsandanimalsattheSanElijoLagoon.

Time & Materials•Thisisanindividualstudentactivitythatcouldtakeyourstudents30to45minutestocomplete.

•Yourstudentswillneedpaperandwritingtools.

•YoumayalsowanttomakeavailabletheAdaptationsCardsandlibrarybooksshowingthespecies ofplantsandanimalsthatyourstudentssawatthelagoon.

Instructions to Teacher

Haveyourstudentstalkforafewminutesabouttheirexperiencesatthelagoon.Whichanimaland/orplantspeciesdidtheysee?Whatadaptationsdidtheylearnaboutthatwerenewtothemorthemostsurprising?Didtheyknowthatplantsandanimalshadsomanyadaptations?Whichadaptationsdidtheythinkwerethemostuseful for living at the lagoon?

Now ask students to create an animal or plant that lives at the lagoon wetlands oruplands.Thiscouldbeaplantoranimalthattheysaw,ortheycouldcreateanewkindoforganism.Havethemthinkabouttheadaptationsthatthisorganismwouldneedtosurvive.Theyshouldthinkofatleasttwobodyparts,orstructuraladaptations,andonebehavioraladaptation.

Nowhavethemwriteastoryabouttheorganismandhowitsadaptationsenableittoliveandsurviveatthelagoon.Haveyourstudentssharetheirstorieswiththeclass,withotherclasses,orwithparents.

Alternate or Extension

Insteadofhavingstudentswriteastory,havethemmakeananimalorplantwithatleasttwobodyparts,orstructuraladaptations,fromartorothermaterialsyouhaveintheclassroom.Theadaptationscouldbeforanyofthemajorsurvivalissuesthat organisms face: collecting or capturing food, hiding from or eluding predators, absorbingfreshwateroreliminatingsaltwater,andstayingwarmorcool.

ACTIVITY 3 What Adaptations Would You Want?



ACKNOWLEDGMENTS

Made possible by :

Material compiled by:TaraFuad,EducationDirector SanElijoLagoonConservancy POBox230634 Encinitas,CA92023-0634 www.SanElijo.org

Contributions by:DeniseStillinger,SELCBoardChair

ElizabethVenrick,SELCBoardMember

ElaineDodge,SELCDevelopmentDirector

DougGibson,SELCExecutiveDirector/PrincipalScientist

DocentsKathyDickey,BarbaraWallach,CarolRayes,EdSlater,KimberlyWesbey

TeachersNancyKamp,JulianneClark,StaceyHalboth,DebbieHannah,PhyllisKrone

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Adaptations: Secrets to Survival - SDChildrenAndNaturesdchildrenandnature.org/.../11/SELC_Adaptations_SecretsToSurvival_… · This packet will assist you in meeting these Science

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