Welcome, Teachers!
Please view the details of the activity below!
You will find basic information on the activity, possible modifications, and access all documents for the activity (Rubric and Journal).
Should you have any questions or comments, please send feedback via the form at the bottom of this page.
~ S. Stark
You will find basic information on the activity, possible modifications, and access all documents for the activity (Rubric and Journal).
Should you have any questions or comments, please send feedback via the form at the bottom of this page.
~ S. Stark
Activity Details
Introduction
This interactive activity takes students on a virtual journey to discover the importance of studying adaptations, as these are used as evidence for Evolution Theory and natural selection. Through this activity, students first learn what adaptations are and that they form out of the necessity to survive in a given environment. The Naked Mole Rat is used as a model study organism for this first investigation. Next, students practice their ability to recognize adaptations in other animals (Giant Pacific Octopus, Clouded Leopard, and Cheetah). They then use their creativity, higher-order thinking skills, and previous knowledge about biomes to adapt their animal of choice to an entirely new environment. It is stressed throughout the activity that adaptations and evolution take long periods of time, but for purpose of this activity time is sped up so that students are able to directly apply their new knowledge. The lesson following this activity would be an investigation into natural selection, reveal that animals that adaptions are passed on because those modified animals are better fit for survival and able to pass on their genes.
I have provided a step-by-step outline of this entire activity below:
1. Students read the introduction which points out the significance of the exercises.
2. At Base Camp, students are to form groups of two, read the Welcome Letter and download the Wildlife Explorer Field Journal (or it can be handed out to students in a printed form). This document contains all worksheets needed for the activity. One will be filled out per team of two.
3. Students complete the Base Camp Training (a quick overview of adaptations). There are questions for this section.
4. Students investigate the Naked Mole Rat via the National Zoo cam and information sheet and through videos, recording environmental factor information and adaptations. There are questions and a chart for this section (Chart 1). At the end of this activity, students should be finished with class for the day. I suggest the teacher meet as a class to discuss findings. If there is plenty of time left after a discussion, students can continue into day two.
5. This is the start of day two. Students choose a new animal to investigate (Giant Pacific Octopus, Clouded Leopard, or Cheetah). They then research its natural environment and adaptations via the National Zoo cam and information sheets. There are also videos provided. There are questions and the first half of a chart for this section (Chart 2).
6. Students choose a new biome to which they will adapt their second animal from step 5. This is done through using the custom search engine provided. This information goes in the second part of Chart 2 (left side).
7. Students adapt their animal to the new environment they chose. This information goes in the second part of Chart 2 (right side).
8. The activity is complete. I recommend that the students share their findings with the class and describe the adaptations of their secondary animal. It would be interesting for the instructor to point out any animals in the biome they chose that are similar to the adapted animal the students ended with (For example, a Cheetah adapted to the cold may look a lot like a Snow Leopard). Journals should be collected and graded via the rubric provided in the file section.
This interactive activity takes students on a virtual journey to discover the importance of studying adaptations, as these are used as evidence for Evolution Theory and natural selection. Through this activity, students first learn what adaptations are and that they form out of the necessity to survive in a given environment. The Naked Mole Rat is used as a model study organism for this first investigation. Next, students practice their ability to recognize adaptations in other animals (Giant Pacific Octopus, Clouded Leopard, and Cheetah). They then use their creativity, higher-order thinking skills, and previous knowledge about biomes to adapt their animal of choice to an entirely new environment. It is stressed throughout the activity that adaptations and evolution take long periods of time, but for purpose of this activity time is sped up so that students are able to directly apply their new knowledge. The lesson following this activity would be an investigation into natural selection, reveal that animals that adaptions are passed on because those modified animals are better fit for survival and able to pass on their genes.
I have provided a step-by-step outline of this entire activity below:
1. Students read the introduction which points out the significance of the exercises.
2. At Base Camp, students are to form groups of two, read the Welcome Letter and download the Wildlife Explorer Field Journal (or it can be handed out to students in a printed form). This document contains all worksheets needed for the activity. One will be filled out per team of two.
3. Students complete the Base Camp Training (a quick overview of adaptations). There are questions for this section.
4. Students investigate the Naked Mole Rat via the National Zoo cam and information sheet and through videos, recording environmental factor information and adaptations. There are questions and a chart for this section (Chart 1). At the end of this activity, students should be finished with class for the day. I suggest the teacher meet as a class to discuss findings. If there is plenty of time left after a discussion, students can continue into day two.
5. This is the start of day two. Students choose a new animal to investigate (Giant Pacific Octopus, Clouded Leopard, or Cheetah). They then research its natural environment and adaptations via the National Zoo cam and information sheets. There are also videos provided. There are questions and the first half of a chart for this section (Chart 2).
6. Students choose a new biome to which they will adapt their second animal from step 5. This is done through using the custom search engine provided. This information goes in the second part of Chart 2 (left side).
7. Students adapt their animal to the new environment they chose. This information goes in the second part of Chart 2 (right side).
8. The activity is complete. I recommend that the students share their findings with the class and describe the adaptations of their secondary animal. It would be interesting for the instructor to point out any animals in the biome they chose that are similar to the adapted animal the students ended with (For example, a Cheetah adapted to the cold may look a lot like a Snow Leopard). Journals should be collected and graded via the rubric provided in the file section.
Students
This activity is intended for 9/10th grade Biology I high school students, but it can possibly be simplified (choose Chart 1 or Chart 2 only) for other grades. This particular lesson requires that students already have prior knowledge from previous classes in the other aspects of SOL BIO.7 (see list below) and several other key areas in biology that are generally taught before this lesson's information is presented. Specifically, students will need to have learned how populations interact with each other and their environments (a/biotic factors) and knowledge of the different biomes.
This activity is intended for 9/10th grade Biology I high school students, but it can possibly be simplified (choose Chart 1 or Chart 2 only) for other grades. This particular lesson requires that students already have prior knowledge from previous classes in the other aspects of SOL BIO.7 (see list below) and several other key areas in biology that are generally taught before this lesson's information is presented. Specifically, students will need to have learned how populations interact with each other and their environments (a/biotic factors) and knowledge of the different biomes.
Standards of Learning
It is my goal that students will understand why animals have adaptations as a need to survive in their environment through interactions both with abiotic (nonliving) and biotic (living) factors. This is the basis to understanding the other aspects of BIO.7 (see image below), especially being able to explain Evolution Theory. This particular assignment aligns with items (c), (d), and (e).
It is my goal that students will understand why animals have adaptations as a need to survive in their environment through interactions both with abiotic (nonliving) and biotic (living) factors. This is the basis to understanding the other aspects of BIO.7 (see image below), especially being able to explain Evolution Theory. This particular assignment aligns with items (c), (d), and (e).
Process
This activity is lined up all on this website and in the Journal with a step-by-step layout. It is divided into two days worth of work, which can be changed depending on class length, and should be done in pairs. The activities are not time sensitive, although the web cams are best viewed during day light hours. This lesson can also be modified in the number and types of animals offered for the second investigation. It is possible to give the entire class the same animal to explore and share as a class the wide variety of adaptations that occur. Similarly, it is possible to apply the second half of the activity to the Naked Mole Rat alone. I simply wanted to ensure students had the opportunity to see several types of adaptations before coming up with their own, but the Naked Mole Rat would be a wonderful subject to adapt to a new environment. Teachers may also be able to provide printed Journals (see files section below) to teams of two and proceed to do the exercises as a class if technology is limited.
Resources
To complete this activity, students will need a computer with internet connectivity and Word (unless the Journal is printed for them - see the files section to download and print). All links, videos, and instructions are otherwise provided on this site.
Evaluation
The final rendition of the second animal is the true test of this activity. If students are able to adapt their animal to a non-native environment with justifications behind each adaption, the students have gained the correct knowledge from this activity. A rubric has been provided below to grade the Journals. This should be a team grade.
Conclusion
Students need to not only gain an understanding of content, but also be able to apply it outside of the classroom setting. This activity allows students to do that using several well-known sources, such as the Smithsonian Institute. Students are able to build knowledge about adaptations throughout this activity and then are able to apply it during the second half of the Day Two exercise. As stated before, their success in adapting their second animal represents their success in learning the intended content, as outlined above.
Credits and References
These are listed on a per page basis at the bottom of each site page.
This activity is lined up all on this website and in the Journal with a step-by-step layout. It is divided into two days worth of work, which can be changed depending on class length, and should be done in pairs. The activities are not time sensitive, although the web cams are best viewed during day light hours. This lesson can also be modified in the number and types of animals offered for the second investigation. It is possible to give the entire class the same animal to explore and share as a class the wide variety of adaptations that occur. Similarly, it is possible to apply the second half of the activity to the Naked Mole Rat alone. I simply wanted to ensure students had the opportunity to see several types of adaptations before coming up with their own, but the Naked Mole Rat would be a wonderful subject to adapt to a new environment. Teachers may also be able to provide printed Journals (see files section below) to teams of two and proceed to do the exercises as a class if technology is limited.
Resources
To complete this activity, students will need a computer with internet connectivity and Word (unless the Journal is printed for them - see the files section to download and print). All links, videos, and instructions are otherwise provided on this site.
Evaluation
The final rendition of the second animal is the true test of this activity. If students are able to adapt their animal to a non-native environment with justifications behind each adaption, the students have gained the correct knowledge from this activity. A rubric has been provided below to grade the Journals. This should be a team grade.
Conclusion
Students need to not only gain an understanding of content, but also be able to apply it outside of the classroom setting. This activity allows students to do that using several well-known sources, such as the Smithsonian Institute. Students are able to build knowledge about adaptations throughout this activity and then are able to apply it during the second half of the Day Two exercise. As stated before, their success in adapting their second animal represents their success in learning the intended content, as outlined above.
Credits and References
These are listed on a per page basis at the bottom of each site page.
Files
Welcome Letter
welcome_letter.docx | |
File Size: | 12 kb |
File Type: | docx |
Field Journal (with all questions and charts)
wildlife_explorer_field_journal.docx | |
File Size: | 81 kb |
File Type: | docx |
wildlife_explorer_field_journal.doc | |
File Size: | 148 kb |
File Type: | doc |
Animal Fact Sheets
naked_mole.docx | |
File Size: | 29 kb |
File Type: | docx |
cheetah.docx | |
File Size: | 15 kb |
File Type: | docx |
clouded_leopard.docx | |
File Size: | 14 kb |
File Type: | docx |
giant_pacific_octopus.docx | |
File Size: | 14 kb |
File Type: | docx |
Rubric
rubric.docx | |
File Size: | 14 kb |
File Type: | docx |