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Amazing Animal Adaptations

Grade 2, Science

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Description of Unit

In this science and arts task, second-grade students will explore the physical traits of animals, develop an understanding of animal adaptations, and explore how these adaptations relate to an animal’s survival in their environment. Students will analyze different kinds of adaptations to determine which are most effective. Finally, students will use their new knowledge to design their own animal, illustrate the animal’s adaptations, and explain how their animal benefits from each adaptation.

This guide links the Amazing Animal Adaptations unit to the Texas Essential Knowledge and Skills (TEKS) for second graders. Amazing Animal Adaptations is a science unit that allows students to explore animals and how they adapt to survive. Amazing Animal Adaptations also teaches skills in the subject areas of English language arts, mathematics, social studies, and art. For example, students will use writing as a tool for learning and research, as covered by the English Language Arts and Reading TEKS. They will also use critical thinking skills, as covered by the Social Studies TEKS. Students will practice creative expression while challenging the imagination, as covered in the Art TEKS. The following document includes the applicable TEKS and the details of the Amazing Animal Adaptations unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Read the book What Do You Do with a Tail Like This? by Steve Jenkins and Robin Page to the class. As you read, make a class chart of all the animals with different noses, ears, tails, eyes, feet, and mouths found in the book.

    2. Nose Ears Tail Eyes Feet Mouth
    alligator bat giraffe bush baby

    blue-footed booby

    		 anteater
    elephant cricket lizard eagle chimpanzee archerfish
    hyena hippopotamus monkey chameleon gecko mosquito
    mole humpback scorpion fish mountain goat pelican
    platypus jackrabbit skunk horned lizard water strider snake

     

    Explain that there are two basic ways that animals adapt to their habitats. One way is by changing the way that they look. These are called physical adaptations and they make the animals well suited to their environment. For example, a deer can camouflage itself (i.e., blend in) with its brown forest surroundings. Ask students to share some other physical adaptations that they already know. Add them to the chart.

    Another way animals adapt to their habitat is by changing the way they act. These are called behavioral adaptations. For example, a bear hibernates in the winter. Geese fly south for the winter. Have student share any behavioral adaptations that they know about and add them to the chart.

  2. Students will work with a partner or in a small group to select three physical and behavioral animal adaptations from the compiled list. Students will combine their chosen adaptations to create a new creature. The student pairs or groups will draw a picture of the creature they created and decide on a creative animal name. Students will fill out the “Adaptations Planning Page” worksheet, listing the animal name, habitat, adaptations, and how the adaptations help the animal survive.
  3. Based on the combined adaptations, students will determine what environment best suits their new creature and add visual aspects of the environment to their picture.
  4. Assign each group of students a biome (e.g., desert, ocean, rainforest, savanna, tundra). The students will research what animals thrive in their assigned habitat because of adaptations specific to that climate. The following questions can guide their research:
    • What are the animal’s survival needs?
    • What are the animal’s strengths and weaknesses?
    • What could happen to the animal if it doesn’t adapt?
    • What are the animal’s habitat-specific adaptions?
    • How does the animal benefit from its adaptations?
    • How do the adaptations help the animal survive in its habitat?

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Students will choose one of the biomes discussed in Phase I and research at least three animals that can survive in that environment.
  2. Asking guiding questions. Once students have selected a biome, they should think of three to five guiding questions, such as the following:
    • What makes this biome unique?
    • What are the challenges to survival in this biome?
    • How do animals survive in this biome?
    • What would happen if this biome disappeared?
  3. Creating a research proposal. Students will use the “Research Proposal” worksheet as a study aid. The students should follow the scientific research process:
    • Identify the biome
    • List the guiding questions
    • Describe the hypotheses
    • Discuss the steps in the research process used to find answers to the guiding questions
  4. Conducting the research. Students will use books and the Internet to gather the necessary information on their animals. Students will need to take notes on their findings in order to create their biome/animal report.
  5. Sharing findings. As part of their research, students can create a “Who Am I?” game to show what they have learned about the animals in their biome. Provide students with 10 note cards each, and have them write 10 facts (one per card) about the animals found in their biome. Students can present their facts to the class or to peers in small groups. Encourage other students to guess the animal based on the facts.

    6. Students can use the answers to these questions to supply facts in their “Who Am I?” game:

    • Where does your animal live?
    • What does your animal eat?
    • What is unique about your animal?
    • Does your animal depend on other animals?
    • What are threats to your animal?
    • What noises does your animal make?
    • How would the world be different if your animal didn’t exist?

B. The product

Each student will create a report on his or her biome and the researched animals. The report should detail the pros and cons of the environment, list three animals that live there, and explain why these animals can survive. Included in the report will be drawings of the animals, explanations of their strengths and adaptations, descriptions of how they survive in the habitat, explanations of how their needs are met, and predictions of what will happen to the animals in the future.

C. Communication

Each student will present what he or she has learned to the class through the completed biome/animal report. The audience should be given time for questions and answers. The Q&A session should be impromptu and unscripted in order to reflect student learning accurately.

D. A completed project consists of:

  1. A drawing of an animal created from the list of adaptations
  2. A research proposal
  3. A research log, planning page, note cards, or resource process sheet
  4. The biome/animal report, including pictures of animals and references or works cited
  5. A final presentation

This unit may address the following TEKS.

110.4., English Language Arts and Reading, Grade 2, Adopted 2017

110.4(b)(1)(E)
develop social communication such as distinguishing between asking and telling.
110.4(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
110.4(b)(2)(A)(iv)
manipulating phonemes within base words;
110.4(b)(2)(A)(iii)
recognizing the change in spoken word when a specified phoneme is added, changed, or removed
110.4(b)(2)(A)(ii)
istinguishing between long and short vowel sounds in one-syllable and multi-syllable words;
110.4(b)(2)(B)(v)
decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
110.4(b)(2)(B)(ii)
decoding words with silent letters such as knife and gnat;
110.4(b)(2)(C)(v)
spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word
110.4(b)(3)(A)
use print or digital resources to determine meaning and pronunciation of unknown words;
110.4(b)(6)(G)
evaluate details read to determine key ideas;
110.4(b)(6)(H)
synthesize information to create new understanding
110.4(b)(7)(F)
respond using newly acquired vocabulary as appropriate.
110.4(b)(9)(F)
recognize characteristics of multimodal and digital texts.
110.4(b)(9)(D)(iii)
organizational patterns such as chronological order and cause and effect stated explicitly;
110.4(b)(10)(C)
discuss the author's use of print and graphic features to achieve specific purposes;
110.4(b)(10)(B)
discuss how the use of text structure contributes to the author's purpose;
110.4(b)(11)(B)(ii)
developing an idea with specific and relevant details;
110.4(b)(13)(E)
demonstrate understanding of information gathered;
110.4(b)(13)(B)
develop and follow a research plan with adult assistance;
110.4(b)(6)
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
110.4(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
110.4(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.4(b)(9)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.4(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
110.4(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.4(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.4(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.4(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

112.13, Science, Grade 2

112.13(b)(3)
Scientific investigation and reasoning. The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions.
112.13(b)(8)
Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky.
112.13(b)(9)
Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment.
112.13(b)(10)
Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments.

113.13, Social Studies, Grade 2

113.13(b)(18)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.13(b)(19)
Social studies skills. The student communicates in written, oral, and visual forms.
113.13(b)(20)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

117.108, Art, Grade 2

117.108(b)(1)
Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks.
117.108(b)(2)
Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.

128.4., Spanish Language Arts and Reading, Grade 2, Adopted 2017

128.4(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
128.4(b)(1)(E)
develop social communication such as distinguishing between asking and telling.
128.4(b)(3)(A)
use print or digital resources to determine meaning and pronunciation of unknown words;
128.4(b)(6)(G)
evaluate details read to determine key ideas;
128.4(b)(6)(H)
synthesize information to create new understanding
128.4(b)(7)(F)
respond using newly acquired vocabulary as appropriate.
128.4(b)(9)(D)(iii)
organizational patterns such as chronological order and cause and effect stated explicitly;
128.4(b)(9)(F)
recognize characteristics of multimodal and digital texts.
128.4(b)(10)(B)
discuss how the use of text structure contributes to the author's purpose;
128.4(b)(10)(C)
discuss the author's use of print and graphic features to achieve specific purposes;
128.4(b)(11)(B)(ii)
developing an idea with specific and relevant details;
128.4(b)(13)(B)
develop and follow a research plan with adult assistance;
128.4(b)(13)(E)
demonstrate understanding of information gathered;
128.4(b)(6)(I)
monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
128.4(b)(6)(A)
establish purpose for reading assigned and self-selected texts;
128.4(b)(6)(B)
generate questions about text before, during, and after reading to deepen understanding and gain information;
128.4(b)(6)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
128.4(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
128.4(b)(3)(D)
identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context
128.4(b)(3)(C)
use affixes, including re-, pre-, -ción, and ísimo/ísima, to determine the meaning of words and subsequently use the newly acquired words;
128.4(b)(9)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
128.4(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
128.4(b)(9)(D)(i)
the central idea and supporting evidence with adult assistance;
128.4(b)(9)(D)(ii)
features and graphics to locate and gain information
128.4(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.4(b)(11)(D)(viii)
coordinating conjunctions to form compound subjects and predicates;
128.4(b)(11)(D)(ix)
capitalization of proper nouns and the salutation and closing of a letter;
128.4(b)(11)(D)(x)
punctuation marks at the end of declarative sentences and the beginning and end of exclamatory and interrogative sentences
128.4(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.4(b)(11)(D)(vii)
pronouns, including personal, possessive, and objective, and the difference in the use of formal pronoun usted and informal pronoun tú;
128.4(b)(11)(D)(v)
adverbs that convey time and adverbs that convey place;
128.4(b)(11)(D)(i)
complete sentences with subject-verb agreement;
128.4(b)(11)(D)(ii)
past, present, and future verb tense, including the difference between ser and estar;
128.4(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.4(b)(11)(D)(iv)
adjectives, including articles;
128.4(b)(11)(D)(vi)
prepositions and prepositional phrases;
128.4(b)(12)(A)
compose literary texts, including personal narratives and poetry;
128.4(b)(12)(B)
compose informational texts, including procedural texts and reports
128.4(b)(13)(C)
identify and gather relevant sources and information to answer the questions;
128.4(b)(13)(A)
generate questions for formal and informal inquiry with adult assistance;
128.4(b)(13)(D)
identify primary and secondary sources;
128.4(b)(13)(G)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
128.4(b)(1)(B)
follow, restate, and give oral instructions that involve a short, related sequence of actions;
128.4(b)(1)(A)
listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
128.4(b)(1)(C)
share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.2
Use creativity and insight to recognize and describe patterns in natural phenomena.
S.I.A.3
Formulate appropriate questions to test understanding of natural phenomena.
S.I.A.4
Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.V.C.1
Recognize patterns of change.
S.V.D.1
Understand that scientists categorize things according to similarities and differences.

Social Studies:

SS.I.B.2
 Identify and evaluate sources and patterns of change and continuity across time and place.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.B.2
Distinguish between and among primary and secondary sources.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.C.1
Integrate and organize material effectively.
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