Lesson Overview

The guiding question for the activity was “How do the diverse characteristics of different animals make them more likely to survive after a change in their ecosystem?” Students were asked to join an expedition of scientific explorers whose mission was to discover an animal species that survived after a human-induced disturbance or natural disaster. The activity was an engineering design challenge intended to help students apply the concept of how changes in an ecosystem can affect the survival of an animal species (see Table 1 for learning objectives and scoring guide). Working within an assigned biome, students were given an environmental disturbance (this could be any of the following: pandemic, forest fire, pollution, extreme cold, drought, blackout, hurricane, tornado, or earthquake). Using their acquired knowledge of animals that already exist in this biome, students were asked to design an animal species that survived the disturbance and describe the features that aided them in survival. Specific criteria and constraints were provided: The criteria was to design an animal that has at least three unique internal or external features (adaptations) that helped it survive this particular environmental disturbance. Constraints of the design included: the animal must be well suited for its biome and its adaptations must be specific to aiding in survival of the assigned environmental disturbance.

Introduction to Adaptations

To introduce the idea of adaptations, teachers performed a variety of tasks (e.g., peel a banana, open a can or bottle, write something on the board) and asked students what physical structure (part of the body) was allowing them to complete all these activities. Students identified the hands and particularly the use of grasping fingers. Students were then asked to try to do some tasks around their room without the use of their thumb. Tasks could include: get a drink of water, tie their shoe, make their bed, type on the keyboard, etc. Students were invited to share in the chat bar the task they chose and the consequences of not being able to use their thumb (for example, one student noticed that without the use of her thumbs, she needed to use two hands to hold a drink of water rather than one). If in a synchronous environment, a few students can volunteer to report their experiences.

To encourage further discussion, teachers posed the following reflective question, “What other adaptations do humans have for their environment?” The group reflected on structural adaptations, and group discussion yielded examples such as human hair and behavioral adaptations such as mothers caring for their young.

Animal Adaptations

The students explored animal adaptations through a brief Studyjams video (see Online Resources), which discussed specific topics related to adaptations including camouflage, hibernation, natural selection, and instinct. Through a subsequent discussion, the group analyzed why adaptations such as camouflage make sense for certain animals, discussed how adaptations can be inherited, and considered how unnecessary or unfavorable traits gradually disappear in a population over time.

Next, students explored a selection from NSTA’s “I Live Where I Live Because…” interactive ebook. In this exploration, students studied specific physical characteristics such as how different bird species have different beak shapes to adapt for needs such as scooping, tearing, probing, and cracking. Students explored a variety of animals, considering guided questions such as “Why are elephant feet so big and broad?”

Common Misconception

When teaching about plant or animal adaptations, it is important to be aware of a common misconception. Teachers should remind students that adaptations do not occur in a short period of time and that animals do not make an intentional decision to change. Teachers should ensure students are able to articulate that though the environmental disturbance might be short-term, it will affect different species differently based on their existing characteristics (and not that the animal is changing based on the disturbance). For example, a long-haired animal doesn’t decide that the climate is too hot and start growing shorter hair to stay cooler; however, when climate temperature increases (perhaps due to global warming or a temporary fire), organisms who already have short hair may be better suited to survive these disturbances. Biological adaptation involves genetic variation that allows some individual animals to survive in a changed environment. The animals that survive pass on their genes to their offspring, which impacts the next generation’s chances of survival. In a lesson that involves students describing structural and behavioral adaptations that enabled an animal to survive a disturbance, it is essential teachers directly address this common misconception.

Biomes

The notion of environmental impact on animal adaptations evolved naturally through the discussions of physical and behavioral attributes. To formalize this understanding, the teachers introduced the term biome and students engaged in the “Build a Biome” game (see Online Resources) to study the six biomes: tundra, taiga, deciduous forest, tropical rainforest, grass savannah, and desert. Through the game, each student selected a biome to explore, read a brief overview, and used their knowledge to select the plants and animals that were adapted to the biome. The game included consideration of climate and weather in the biomes and provided interactive feedback. We noticed students tended to be unfamiliar with the taiga, so some time was spent reviewing that biome. To summarize the big ideas, students discussed and were asked to create a list of animals specific for their selected biome. The group discussed which adaptations might allow the animal to survive in its ecosystem. These ideas (shared both orally and in the chat bar) provided inspiration for the culminating design challenge.

Events

It is essential to discuss what beyond the environment necessitates animal adaptations. This discussion included both human-created events and natural disasters. Students explored an interactive map of human impacts on the environment and consequent impacts on animal species in their ecosystems using an interactive tool (see Online Resources). This tool allowed for consideration of the impacts of cities, mining, water use, invasive species introduction, and other human-made disturbances. Students were also able to see geologic epochs, which reinforced the concept of adaptations developing over time rather than suddenly. Students were instructed to study the impacts of changes humans make in the ecosystem and the consequential impact on animal species. To collaboratively summarize this exploration, the group used a shared document with a T-chart connecting environmental disturbances to their impacts on animals (Figure 2).