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ParkWise
> Teachers >
Treasures
> Footprints into the Past and the
Future
Activity
7:
The Perfect Arctic Animal
Students
learn about animal adaptations to the arctic environment.
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Unit:
Footprints into
the Past and the Future
Guiding Question: How
do plants and animals adapt to the arctic conditions of Bering
Land Bridge National Preserve?
Critical Content: Students
will know about plant and animal adaptations to the arctic
environment of Bering Land Bridge National Preserve.
Grades: 4
Duration: 1
class periods
Group size: entire
class
Setting: classroom
and outside in winter if possible
Materials: paper,
colored pencils,
crayons or markers
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Objectives:
- Students will understand the term "arctic adaptations" and how
it is significant to animals of the arctic.
- Students will demonstrate this by creating their own representation
of an arctic animal and explaining their adaptations
Before You Begin: Review
Arctic
Adaptations and Canada's
Polar Life
Biologists call the physical,
physiological and behavioral traits that help an organism survive
in a particular environment "adaptations". Organisms that live in
the arctic and subarctic must have adaptations to help them survive
and raise young despite the periodic extreme cold, persistent winds,
short growing seasons, limited shelter, and other difficulties posed
by their severe environment. Some adaptations by arctic animals
are insulating feathers or fur, short appendages (legs), the ability
to hibernate, and ability to travel long distances in search of
food.
Procedures:
- Review the specific animal and plant adaptations that were discussed
in "Arctic Adaptations".
- Tell the students to think of a plant or animal or an imaginary
type of either.
- Have them think of at least 4 physical adaptations that would
make the animal perfectly fit to live in the arctic.
- Students will illustrate their plant or animal with explanations
of the adaptations drawn in.
- Display posters around the room for others to see.
Discussion
Questions:
- What kinds of adaptations did the students come up with?
- In what ways did the animals the students drew look alike? In
what ways did they look different?
- Did students "invent" any new adaptations for their
animal?
Extensions:
- Have students write
a paragraph describing the specific adaptations of their animals
and how they help that animal survive in arctic conditions.
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