Amazing Animal Adaptations Lesson Plan

Next Generation Standards

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]

3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]

 

Big Ideas
● Animal adaptations allow them to survive in harsh environments
● Animal skulls provide insight into their lifestyle

Essential Questions
● How do organisms vary in their traits?
● What patterns can be found by examining animal skulls?
● What impact do humans have on an animals’ survival?

Materials
● Pictures of animals at Bryce Canyon: Peregrine Falcon, Great Horned Owl, Mountain Lion, Pronghorn, Badger, Prairie Dog, Black Bear, Ground Squirrel, Great Basin Rattlesnake, Gray Fox, Golden Eagle. If a green screen will be used, incorporate slides of the previously mentioned animals.
● Animal skulls (same as animals listed in pictures)

Vocabulary
● Diurnal
● Nocturnal
● Herbivore
● Carnivore
● Omnivore
● Auditory Bulla

 

Introduction:
● Introduce self and park
● State the purpose of the national park service
● Bryce Canyon is a harsh environment to survive. How would you go about surviving if you lived here?


Body:
● We have a variety of animals in Bryce Canyon that exhibit a range of adaptations used for survival
● We can gain information about an animal's lifestyle simply by observing their skull

DIURNAL VS NOCTURNAL
● Introduce the idea of diurnal and nocturnal animals
● An animal's skulls can reveal whether they are diurnal or nocturnal

Diurnal Example: Peregrine Falcon
Fun Facts: The Peregrine Falcon can dive bomb at speeds over 200mph (some trains travel at this speed!)
Skull:
- Hinged brow over eye socket to block out the sunlight


Nocturnal Example: Great Horned Owl
Fun Facts: The Great Horned Owl’s eyes are stuck in place. Without moving their heads, have students look up, down, and to the sides - owls are not capable of this (this is why they have adapted to being able to rotate their heads). Specialized feathers allow them to hunt silently.
Skull:
- Large eyeballs take in more light, which benefits them in low light conditions (have students make fists with their hands and put them over their eyeballs for a comparison!)


HERBIVORE VS CARNIVORE
● Introduce the idea of herbivores and carnivores
● An animal's skulls can reveal whether they are an herbivore or carnivore

Herbivore Example: Pronghorn
Fun Facts: Fastest mammal in North America, running up to 60mph (they can run up to speeds and distances accomplished while you are in a car on the freeway!)
Skull:
- Notice teeth - flat teeth are good for grinding up tough plants
- Notice eye placement - eyes on the side, likes to hide

Carnivore Example: Mountain Lion
Fun Facts: Stealthy (ambush hunters). Large hind legs allow them to jump incredible distances (exceeding 40 feet horizontally with a running start, 15 feet vertically).
Skull:
- Notice teeth - sharp teeth are good for ripping apart flesh
- Notice eye placement - eyes in the front, likes to hunt


ASSESSMENT
● Test students’ knowledge by pulling out mystery skulls. Choose the appropriate amount of skulls that you are comfortable discussing given the amount of time that you have left. The extra skulls include: Badger, Prairie Dog, Black Bear, Ground Squirrel, Great Basin Rattlesnake, Gray Fox, and Golden Eagle.
● Have students determine whether the skull belongs to an animal that is diurnal or nocturnal and herbivore or carnivore
● Incorporate at least one omnivore skull. Without immediately revealing the answer, see if students can figure out that this animal eats both plants and meat. Introduce and define the word “omnivore” if students are having trouble figuring this one out
● Once the animal skull is classified, identify the animal and provide fun facts as necessary

NATIONAL PARK SERVICE MISSION DISCUSSION
● State quote from 1916 Organic Act: ...to conserve the scenery and the natural and historic objects and the wild life therein and to provide for the enjoyment of the same in such …”
● Facilitate discussion
- For younger students: How do we protect wild animals (prompt: Should we pet them, feed them, etc? Why or why not)?
- For older students: Do humans have a role in protecting wildlife? Do we have an impact on an animals’ survival?

Conclusion
● Concisely recap what we have learned