MC	5^th Grade	Standard: 05
Objective: 02. Describe how some characteristics could give a species a survival advantage in a particular environment.
ILO:

What specialized structures do deer have that help them survive against predators/

a. warm, brown hair

b. large and intelligent brains

c. fast running bodies

d. good digestive systems

Correct Answer: c

MC	5^th Grade	Standard: 05
Objective: 02. Describe how some characteristics could give a species a survival advantage in a particular environment.
ILO:

Dogs from Iceland have thick hair. What advantage does that give the dogs?

a. They look bigger and impress their enemies.

b. They stay warmer in the cold climate.

c. They hunt better and can catch more food.

d. More people will want them and they become popular.

Correct Answer: b

MC	5^th Grade	Standard: 05
Objective: 02. Describe how some characteristics could give a species a survival advantage in a particular environment.
ILO:

Which of the following is NOT a way desert animals have adapted to survive in the desert?

a. thick fur

b. are active at night

c. small size

d. live in burrows

Correct Answer: a

MC	5^th Grade	Standard: 05
Objective: 02. Describe how some characteristics could give a species a survival advantage in a particular environment.
ILO:

Which environment is a buffalo best adapted to?

a. ice sheets

b. mountains

c. desert

d. grassland

Correct Answer: d

I	5^th Grade	Standard: 05
Objective: 02. Describe how some characteristics could give a species a survival advantage in a particular environment.
ILO:

In the Galapagos Islands, there are many species of plants and animals that are not found anywhere else in the world. These species have developed specialized characteristics that have given them a survival advantage for those unique environments. Which of the following statements show the best attitude for keeping an open and questioning mind regarding these unique plants and animals?

a. Over time, these organisms have slowly changed to adapt to their environment by passing down traits from parent to offspring that offer the best chances for survival.

b. There is no logical explanation for the strange plants and animals that live on these islands and people should just accept that things happen for no apparent reason.

c. At one point in time, these islands were once part of a major continent that broke away. The plants and animals have never changed and are still the same as they once were.

d. Only highly trained experts can explain something that happened over a long period of time because most people just canÕt understand all the detail.

Correct Answer: a

P	5^th Grade	Standard: 05
Objective: 02. Describe how some characteristics could give a species a survival advantage in a particular environment.
ILO:

WhatÕs Good For You May Not Be Good For Me

Activity Description:

Part 1 - Students will be able to sort a series of pictures consisting of different types of plants and animals into appropriate environments that offer a survival advantage.

Part 2 - Students will then research to compare two plants or animals from the same species that live in very different environments. Students will cite the source of their information and make a presentation to the class how some environments give one organism a survival advantage over another.

Materials Used:

Assorted pictures, poster-size paper, various nature magazines, encyclopedia set, Internet access

Time Needed:

Will Vary

Procedure:

Part 1

1. Display three to four poster size environmental settings, such as a desert, a mountain, the Arctic, the ocean, a wetland.

2. Have able a wide variety of pictures of different plants and animals that would adapt well to each environment.

3. As a class, have students sort through the pictures matching them with the best environment that will give that organism the best survival advantage. Have students justify with logical reasoning their choices.

Part 2

1. Instruct students that they will be researching two particular plants or animals from the same species that live in very different environments. As they research information about these two organisms, they will need to focus on how the different environments give one species a survival advantage over the other.

2. Students need to first formulate 3-5 simple questions to drive the research in a meaningful way. For example: How does the Arctic region provide a better survival advantage to the polar bear verses the black bear? What would happen if the two bears switch habitats? How does the oceanÕs environment provide a better habitat for the sea turtle verses the tortoise? What are the specific components of the ocean that help the sea turtle that wouldnÕt help the tortoise? How does the environment of the desert help the Jackrabbit verses the snowshoe rabbit? What is it about the desert that would make survival of a snowshoe rabbit difficult?

3. Students will make presentations to class displaying their researched information in poster type formats. Posters need to include pictures, illustrations, and/or graphics of the two organisms and illustrations depicting the two different environments. The components for survival advantages and disadvantages of each organism must also be present on the poster.

Scoring Guide:

¥ Student is able to justify their sorting choice, completes a poster comparing two organisms from the same species, gives a comprehensive and accurate list of the survival advantages and disadvantages that each environment provides, poster is organized and logical......ÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ...... 50 pts.

¥ Student is able to correctly sort but offers no justification, completes a poster comparing two organisms from the same species, lists some of the survival advantages and disadvantages that each environment provides but contains some errors, poster is neatly done but lacks organization .................................................................................. 40 pts.

¥Student is able to sort but has a few errors and offers no or incorrect justification, completes a poster comparing two organisms but they are not the same species, makes an attempt to list advantages and disadvantages that each environment provides but has many errors..ÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ...30 pts.

E	5^th Grade	Standard: 05
Objective: 02. Describe how some characteristics could give a species a survival advantage in a particular environment.
ILO:

Describe three ways a bear is adapted to the forest environment it lives in.

Correct Answer:

Bears have sharp claws to help get food, thick fur to keep them warm, they are fast runners and good climbers to get away from danger or catch animals, they hibernate in winter when it is cold, they store fat well in their bodies.

E	5^th Grade	Standard: 05
Objective: 02. Describe how some characteristics could give a species a survival advantage in a particular environment.
ILO:

What advantage do the flippers of a penguin provide? What disadvantage?

Correct Answer:

Flippers help a penguin swim extremely well in water but are clumsy and awkward on land.

E	5^th Grade	Standard: 05
Objective: 02. Describe how some characteristics could give a species a survival advantage in a particular environment.
ILO:

Each animal listed below has a trait that helps it survive in its environment. Describe how that trait would help or harm the animal if the animal were moved to a new environment.

A. Polar bears have heavy fur coats to keep them warm in the Arctic. How would the heavy fur coat affect the polar bear if it lived in the desert?

B. Sea lions have flippers that enable to them to be excellent swimmers. What would happen if they lived only on land?

C. Fish gills allow fish to take in oxygen from water. What would happen if they lived only on land?

Correct Answers:

MC	5^th Grade	Standard: 05
Objective: 02. Describe how some characteristics could give a species a survival advantage in a particular environment.
ILO:

If you got a kitten, fed it cat food, let it live indoors and never taught it to hunt, it would still know how to catch a mouse. Why?

a. Instinctive behavior is inherited from parents.

b. It must have learned from its mother or father.

c. Other adult cats in the neighborhood will teach kittens.

d. It can learn from humans or other pets.

Correct Answer: a

MC	5^th Grade	Standard: 05
Objective: 02. Describe how some characteristics could give a species a survival advantage in a particular environment.
ILO:

Marcus was researching about polar bears and read that even though they had white fur they had black skin underneath. What survival advantage would this give to the polar bears?

a. To find food more easily on top of the ice.

b. To hunt seals quicker because of the dark color.

c. To keep absorb more heat and keep warmer.

d. To help find a more protective cave for sleeping.

Correct Answer: c

E	5^th Grade	Standard: 05
Objective: 02. Describe how some characteristics could give a species a survival advantage in a particular environment.
ILO:

Describe three advantages that webbed feet give a duck in a wetland environment. Responses must be detailed and show connection between the shape of the duckÕs feet and the environmental advantage.

Possible Answers:

1. Webbed feet have a larger surface area and make it easier to walk on muddy, sandy surfaces.

2. Webbed feet are large and paddle shaped and allow the duck to move quickly through the water.

3. Webbed feet are very wide and stocky providing a more solid base for the duck to stand on.

Scoring Guide:

4 - Writes 3 logical and detailed explanations showing a connection between the duckÕs feet and the environment.

3 - Writes 2 logical and detailed explanations showing a connection between the duckÕs feet and the environment.

2 - Writes 3-2 brief explanations that are correct but offers no connection between the duckÕs feet and the environment.

1 - Makes an attempt to write an explanation but has several errors.

P	5^th Grade	Standard: 05
Objective: 02. Describe how some characteristics could give a species a survival advantage in a particular environment.
ILO:

My Favorite Wild Animal

Activity Description:

Students will choose an animal and report how it is specifically adapted for survival in itsÕ environment. They will present their findings to the class on a poster, orally or with a power point presentation.

Materials:

Reference sources such as encyclopedias, nature books (Eyewitness), the Internet or texts.

Time Needed:

Will vary depending on form of presentation.

Procedure:

1. Explain the assignment to the students. Describe how you wish them to present their findings. If they are doing power point, they may need instruction first.

2. Students should pick an animal and if you donÕt want to all pick the same one, have them write them name on the board and instruct them that no two people can have the same one.

3. Students should answer the following questions from their research:

a. What is your animal?

b. What type of environment does it usually live in?

c. What are three adaptations the animals has physically?

d. What does each adaptation help the animal do?

e. What are two behavioral adaptations?

f. What do the behaviors help the animal do?

g. If the environment became warmer how would it affect your animal?

4. If students are doing a poster or picture they should show the animal and its environment to illustrate their report.

5. Allow students time to research their animal, prepare the poster or power point display and then to present their findings. Reports should be under 5 minutes in length.

Scoring Guide:

1. Student writes report and answers all the questions in research. 30 points

2. Student makes visual aid on poster or power point. 20 points

3. Student gives oral report and uses visual aid to help explain. 10 points.