Professional Documents
Culture Documents
Must
Be
Genetic!
Introduction
Real
Science
Application
This
introduction
is
going
to
focus
on
things
that
animals
and
humans
have
in
common
in
order
to
survive
their
habitats.
It
will
include
what
the
One
Health
Initiative
is
and
what
its
focused
concerns
are.
The
One
Health
program
will
be
introduced
through
a
video,
slide,
and
a
summarization
of
a
One
Health
Initiative
project.
The
video
will
be
an
introduction
into
talking
about
One
Health
as
an
organization,
the
Power
Point
slide
will
talk
about
One
Health
being
interdisciplinary,
having
a
clear
focus
that
they
are
targeting,
and
their
vision
statement
as
a
company.
After
the
introduction
into
One
Health,
the
students
will
be
introduced
to
what
adaptations
are,
examples
of
insane
adaptations,
and
then
doing
an
adaptation
activity
online.
It
is
meant
for
the
students
to
explore
and
learn
how
a
bird
or
a
fish
adapt
to
their
environment.
This
activity
online
will
be
interactive
and
will
be
graded
based
on
participation
in
following
the
instructions
and
fully
completing
the
activity.
The
second
day
will
focus
on
explaining
types
of
adaptations
in
more
detail
such
as
warm
versus
cold-blooded
animals
and
hibernation
as
well
as
using
an
IR
Temperature
Gun
to
do
an
activity
on
heat
exchange/transfer
due
to
adaptations.
The
lesson
will
finish
up
on
the
final
day
with
the
students
doing
a
short
research
project
and
then
presenting
their
information
as
a
poster
in
front
of
the
classroom.
All
of
the
different
ecosystems
in
the
world
(terrestrial,
forest,
desert,
grassland,
mountain,
aquatic,
marine,
and
fresh
water)
have
a
unique
set
of
animals
that
live
in
that
system.
However,
due
to
intense
and
extreme
temperature
changes
from
time
to
time,
animals
have
evolved
adaptations
to
help
them
survive
in
terrain
that
may
not
be
ideal.
Students
will
realize
how
valuable
these
adaptations
are
and
if
they
were
no
longer
present
how
many
animals
would
suffer
and
die
from
harsh
climate
changes
or
ecosystem
destruction.
One
of
the
best
examples
to
share
with
the
students
is
about
the
Ice
Age
that
happened
a
long
time
ago.
There
were
many
animals
that
had
to
travel
into
different
terrains
because
of
their
homes
becoming
inhabitable.
Interesting
Facts
relating
to
the
Ice
age
are
at
this
link:
http://listverse.com/2013/09/07/10-cool-
facts-about-the-ice-age/
It
Must
Be
Genetic!
Curriculum
Alignment
Learning
Outcomes
Time
Required
and
Location
Science
MS-LS4-4:
Construct
an
explanation
based
on
evidence
that
describes
how
genetic
variations
of
traits
in
a
population
increase
some
individuals
probability
of
surviving
and
reproducing
in
a
specific
environment.
Content
Area
It
Must
Be
Genetic!
Materials
Needed
Teacher List:
YouTube
Videos:
1.
One
Health:
https://www.youtube.com/watch?v=TG0pduAYESA
2.
Insane
Survival
Adaptations:
https://www.youtube.com/watch?v=wNqiclBUxdY
Two
Websites
for
the
Adaptation
Activity:
1.
Bird
adaptations:
http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS16/LS16.html
2.
Fish
adaptations:
http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS15/LS15.html
Four
IR
Temperature
Sensors
(1
per
station)
a.
Two
gallon
size
zip-lock
bags
per
station
b.
Lard
c.
Ice
d.
Wool
e.
Feathers
Research
Lab
Website:
http://pbskids.org/wildkratts/
Student
List:
Safety
1.
Make
sure
to
properly
operate
the
IR
Thermal
Sensor
by
following
instructions
given
by
the
teacher.
2.
Do
not
hit
anyone
with
the
sensor
or
smack
it
across
a
table.
3.
Properly
use
the
zip-lock
bags
for
the
purpose
of
the
activity
and
not
to
create
holes
in
them
for
foul
play.
Student
Prior
Knowledge
Teacher
Preparations
In
6th
grade,
the
students
should
have
learned
about
the
flow
of
energy
through
ecosystems
and
the
responses
of
populations
to
the
biotic
and
abiotic
factors
in
their
environment.
This
lesson
is
meant
to
build
upon
those
concepts
and
discuss
how
animals
not
only
live
in
the
ecosystems
but
how
they
adapt
in
order
to
ensure
their
survival.
The
teacher
should
be
familiar
with:
1.
One
Health
Initiative:
http://www.onehealthinitiative.com
2.
The
reasons
for
animals
having
adaptations.
3.
The
types
of
adaptations.
4.
The
adaptation
activity
with
the
bird
and
the
fish.
Walk
through
the
activity
with
yourself
in
order
to
make
sure
you
know
it
well
enough
to
answer
questions
that
students
may
ask.
5.
Warm-blooded
versus
Cold-blood
Animals.
6.
How
the
IR
Thermal
Temperature
Sensor
Works.
7.
The
Wildkratts
website:
http://pbskids.org/wildkratts/
for
the
Research
Project.
Go
onto
it
and
play
around
with
different
parts
in
order
to
help
your
students
know
how
to
navigate
it.
It
Must
Be
Genetic!
8.
Be
familiar
with
the
poster
and
presentation
rubrics.
Note:
The
teacher
should
physically
prepare
the
items
for
the
IR
Temperature
Sensor
Activity.
Instructions
will
be
given
in
the
Activities
section
of
this
lesson
plan.
Activities
5
minutes
8
minutes
Teacher
Notes:
This
lesson
plan
will
take
approximately
five
50-minute
class
periods
to
complete
it.
Feel
free
to
modify
it
according
to
classroom
time
periods
being
different.
This
lesson
is
using
the
5-E
Model.
The
teacher
will
need
to
pull
up
the
power
point
at
this
time.
This
lesson
is
closely
tied
to
the
power
point
attached
to
this
lesson.
At
this
time
the
teacher
will
need
to
refer
to
the
power
point
for
lead
on
what
he/she
should
say
or
do.
The
students
should
have
access
to
a
tablet
or
computer
for
the
end
of
the
lesson
activity.
Essential
Question:
How
do
animals
adapt
in
order
to
ensure
survival
in
their
habitats?
Day
One:
Engage:
What
do
animals
and
humans
have
in
common
that
they
need
for
survival?
o Ask
students
to
write
their
answer
down
in
their
notebook.
o Then,
students
should
talk
in
groups
on
their
response.
o The
teacher
should
be
walking
around
getting
a
response
from
each
group.
Teacher
Notes:
Some
possible
ideas
are
food,
water,
shelter
(protection
from
the
environment),
and
other
animals
of
the
same
type.
Explore:
What
is
One
Health?
(video:
2:34
minutes)
o
o
https://www.youtube.com/watch?v=TG0pduAYESA
One
Health
Background
(http://www.onehealthinitiative.com)
o Interdisciplinary:
health
care
for
humans,
animals,
and
the
environment.
o Focus:
individual,
population,
and
ecosystem
health.
o Vision
Statement:
One
Health
(formerly
called
One
Medicine)
is
dedicated
to
improving
the
lives
of
all
specieshuman
and
animalthrough
the
integration
of
human
medicine,
veterinary
medicine
and
environmental
science.
Example
of
One
Health
Project
at
NC
State.
For
teachers
talking
about
this
part,
there
is
a
scaled
down
version
of
this
project
that
is
included
in
the
Power
Point
and
also
here:
o Focus:
Creating
a
Wearable
Device
for
a
medium-sized
dog
that
would
help
to
better
monitor
their
health
and
stress
levels.
o Why
are
stress
levels
a
concern
for
a
dog?
It
is
widely
known
that
dogs
will
continue
working
or
running
far
past
the
point
where
their
health
is
in
danger.
o Criteria:
o Must
be
wearable
(comfortable)
and
durable
o Must
fit
tightly
enough
to
accurately
measure
pulse
and
breathing.
o Pulse
Sensor
measures
heart
rate
o Flex
Sensor
measures
chest
expansion
for
breathing
rate
o Battery
included
as
the
source
of
energy.
o Arduino
Lily
Pad
circuit
where
the
wires
are
plugged
into
and
all
of
the
information
is
stored
as
an
output.
It
Must
Be
Genetic!
37
minutes
5
minutes
Day
Two:
Teacher
Notes:
begin
the
second
day
with
opening
up
the
Power
Point
to
slides
12-13
that
are
a
quick
overview
on
what
was
previously
touched
on
from
the
first
day
before
beginning
new
material.
Review
these
concepts
with
students
and
then
mention
the
type
of
sensor
listed
as
the
last
part
of
the
quick
review.
It
will
lead
into
the
activity
that
will
be
done
towards
the
end
of
class
today.
Below
are
the
notes
that
are
on
slides
12-13
in
the
Power
Point.
o The
One
Health
Initiative
focuses
on
the
interconnectedness
of
the
health
of
humans,
animals,
and
the
ecosystem.
o This
lesson
is
going
to
focus
on
just
animals
and
how
they
can
adapt
in
order
to
survive.
It
Must
Be
Genetic!
10
minutes
http://www.acs.org/content/acs/en/education/resources/highschool/chemmatters/past-
issues/archive-2013-2014/animal-survival-in-extreme-temperatures.html
o Warm-Blooded
Animals
Info:
o Examples:
Mammals
and
birds
o Require
a
lot
of
energy
to
maintain
a
constant
body
temperature.
o Heat
lost
is
proportional
to
surface
area
of
their
body.
o Heat
gained
is
proportional
to
their
mass.
o Larger
warm-blooded
animals
generate
more
heat
then
they
lose
and
can
keep
their
body
temperature
more
stable.
o Smaller
warm-blooded
animals
lose
heat
more
quickly.
o Energy
produced
->
comes
from
food
(stored
chemical
energy).
o They
are
present
in
a
wide
variety
of
environments
and
for
longer
throughout
the
year
than
cold-blooded
animals.
o Hibernate
during
the
winter
if
they
dont
migrate.
They
have
fat
reserves
that
keep
them
alive
during
hibernation.
o Interesting
fact:
a
black
bear
loses
15%-30%
of
its
weight
while
hibernating.
o Rely
on
insulation
to
prevent
heat
loss.
o Cold-Blooded
Animals
Info:
! Examples:
Turtles,
Reptiles,
! Require
less
energy
to
survive
because
much
of
their
energy
comes
from
their
surroundings
and
not
from
food.
! Interesting
fact:
Some
reptiles,
such
as
the
python,
can
go
a
year
without
eating,
because
they
do
not
use
food
to
produce
body
heat.
It
Must
Be
Genetic!
35-40
minutes
! Disadvantage:
when
the
temperature
is
lowered,
all
chemical
reactions
slow
down
quicker
in
cold-blooded
animals.
If
their
metabolism
reaches
a
certain
temperature
then
it
just
wont
work.
! The
farther
north
you
go,
the
more
rare
these
animals
are.
! They
can
hibernate
as
well
but
they
dont
need
to
store
as
much
fat
because
they
require
less
energy.
Teacher
Preparation
Notes:
The
teacher
should
prepare
this
activity
before
the
students
come
into
class.
Here
are
the
following
instructions:
1.
Take
eight-gallon
size
zip-lock
bags
and
place
two
of
the
bags
at
each
station.
2.
Make
signs
that
say:
Station
1:
Ice,
Station
2:
Feathers,
Station
3:
Lard,
and
Station
4:
Wool.
3.
Place
all
four
signs
at
the
different
stations
and
then
place
the
materials
needed
at
each
station.
4.
Station
1:
take
ice
and
place
it
in
one
of
the
zip-lock
bags
and
then
take
the
other
zip-lock
bag
and
turn
it
inside
out.
The
bag
that
is
inside
out
should
be
placed
inside
of
the
bag
with
ice
to
make
the
appearance
of
a
glove.
Zip
together
the
two
sides
of
bags
in
order
to
finalize
the
glove
appearance.
5.
Station
2:
Take
some
feathers
and
place
them
into
the
bottom
of
the
first
zip-lock
bag
and
then
repeat
the
process
of
turning
the
second
bag
inside
out
and
zipping
the
sides.
6.
Station
3:
Take
some
lard
and
place
it
into
the
bottom
of
the
first
zip-lock
bag
and
then
repeat
same
process
from
the
other
stations.
7.
Station
4:
Take
some
wool
and
place
it
into
the
bottom
of
the
first
zip-lock
bag
and
then
repeat
same
process
from
the
other
stations.
8.
Once
all
the
bags
are
in
place
at
the
correct
stations
take
the
IR
Temperature
Sensors
and
place
one
at
each
station.
9.
Pull
up
an
online
timer
and
set
it
for
10
minutes.
Each
station
will
take
no
longer
than
10
minutes
to
complete
and
then
the
teacher
will
be
in
charge
of
letting
the
students
know
when
to
move
on
to
the
next
station
and
which
direction
to
go
in.
If
it
looks
like
the
students
are
completing
the
activity
It
Must
Be
Genetic!
10
minutes
quicker than 10 minutes then just at the discretion of the teacher tell them when to switch.
There
are
four
stations
set
up
in
the
classroom:
Ice,
Wool,
Feathers,
and
Lard.
There
should
be
no
more
than
7-8
people
at
each
station
at
a
time.
Each
station
will
take
10
minutes
to
complete.
Determine
which
task
each
group
member
will
have:
o Holding
the
Sensor
(this
person
can
change
at
each
station)
o Recording
the
Temperature
values
(everyone
should
record
their
own)
o Time
Keeper
(have
one
person
be
in
charge
of
this
task)
o Reporter
(this
person
will
tell
the
temperature
values
to
each
person
as
he/she
sees
it
on
the
sensor)
o Everyone
else
should
make
sure
to
stay
on
task.
The
Sensor
Holder
should
turn
the
IR
Temperature
Sensor
on.
Point
the
IR
Temperature
Sensor
at
the
students
hand
before
he/she
puts
it
into
the
bag.
Record
that
value.
Have
the
same
student
place
his/her
hand
into
the
prepared
glove
zip-lock
bag
for
a
few
seconds.
Take
the
Sensor
and
point
it
directly
at
the
bag
inside
to
record
the
changing
temperature.
Record
Final
Temperature.
Each
person
should
record
their
change
in
temperature
data.
After
your
group
has
been
to
all
four
stations,
go
back
to
your
tables
and
INDIVIDUALLY
answer
the
reflection
questions.
*Note
to
Teacher:
this
is
the
data
sheet
that
the
students
will
be
recording
their
own
data
onto:
Item
Initial Temperature
Final
Temperature
Change in Temperature
(Final-Initial)
Ice in a bag
Wool in a bag
Feathers in a bag
Lard in a bag
Day
Three:
Engage:
Teacher
Notes:
Have
the
students
begin
the
third
day
by
completing
the
reflection
questions
from
the
IR
Sensor
Activity
in
only
ten
minutes.
Some
students
might
have
already
started
answering
the
questions,
but
the
majority
of
them
have
probably
not
had
a
chance
yet
to
begin
answering
them.
The
reflection
questions
below
are
included
in
the
second
page
of
their
activity
sheet:
Reflection
Questions:
1.
Name
an
animal
that
would
live
in
a
cold
ecosystem.
Explain
why
they
would
live
there.
___________________________________________________________________________________
It
Must
Be
Genetic!
40
minutes
__________________________________________________________________________________.
2.
Name
an
animal
that
would
live
in
a
hot/dry
ecosystem.
Explain
why
they
would
live
there.
___________________________________________________________________________________
___________________________________________________________________________________.
3.
Name
an
animal
that
has
a
layer
of
fat
tissue.
___________________________________________
4.
Based
upon
the
different
items
in
the
above
chart,
which
one
is
the
best
insulator?
Why?
__________________________________________________________________________________
___________________________________________________________________________________.
th
5.
Lets
see
if
you
can
remember
your
knowledge
from
6
grade!
Which
ecosystem
contains
the
majority
of
animals
that
dont
sweat?
________________________.
6.
This
activity
was
meant
to
show
you
how
your
skin
would
have
felt
in
different
environments
without
adapting
to
keep
your
internal
body
temperature
the
same.
Pick
one
environment
from
the
bags
above
and
talk
about
what
type
of
adaptation
you
would
need
in
order
to
keep
your
bodys
internal
temperature
the
same.
_______________________________________________________.
Teacher
Note:
If
there
is
a
few
minutes
left
then
discuss
with
the
students
some
of
their
answers
by
picking
a
few
of
them
to
share
or
just
have
them
share
with
the
people
at
their
table.
Explore:
Research
Project
Teacher
Preparation
Notes:
the
teacher
will
need
to
have
a
copy
for
each
student
of
the
instructions
for
the
project,
rubric
for
poster,
and
rubric
for
presentation
stapled
together.
It
should
be
three
pages
total
stapled
together
for
each
student
when
they
come
into
class.
A
recommendation
is
to
pick
two
helpers
to
hand
out
the
project
to
each
student.
Teacher
Notes:
pull
up
slide
17
on
the
Power
Point
and
talk
about
the
research
project.
It
may
be
useful
to
go
ahead
and
have
the
wild
kratts
website
pulled
up
on
the
computer
in
case
a
few
students
have
a
hard
time
getting
to
it.
Students
should
have
access
to
a
computer,
tablet,
or
an
I-pad
to
share.
Below
is
the
information
on
slide
17.
o
Animals change over time as inherited traits are passed from parents to offspring.
Go to: http://pbskids.org/wildkratts/
After
exploring
all
of
the
habitats,
pick
one
with
your
partner
and
review
the
animals
from
that
habitat.
Teacher
Notes:
when
it
appears
that
all
of
the
students
are
on
the
right
website
for
their
research,
then
click
onto
slide
18
and
begin
to
talk
about
the
expectations
for
the
rest
of
the
project.
Explain
to
them
that
the
goal
is
to
get
all
of
the
questions
answered
and
in
their
scientific
notebooks
today.
If
they
take
longer
to
get
the
research
and
complete
it,
then
it
may
need
to
be
homework
for
some
of
them.
Below
is
the
information
for
slide
18.
o
Once
you
and
your
partner
have
found
an
animal
that
interests
you
both,
write
down
and
answer
the
following
information
in
your
interactive
notebooks
individually:
It
Must
Be
Genetic!
50
minutes
50
minutes
! Explain
two
different
ways
that
the
animal
is
physically
adapting
to
its
environment.
! Explain
two
different
ways
that
the
animal
is
behaviorally
adapting
to
its
environment.
! Note:
Both
of
you
need
to
write
down
the
info
into
your
notebooks.
You
cannot
copy
each
others
answers.
It
must
be
in
your
own
words
the
different
ways
(physically
and
behaviorally)
that
the
animal
adapted
to
its
environment.
Note: Both of you need to write down the info into your notebooks.
Assessment
There
will
be
formative
assessments
given
throughout
this
five-day
lesson
plan.
1.
The
reflection
questions
from
the
IR
Thermal
Sensor
Activity.
2.
The
Adaptation
Research
Lab
Poster
and
Presentation
Rubrics.
It
Must
Be
Genetic!
their
responses.
c.
Different
poster
requirements
and
shorter
time
on
presentation.
2.
ESL
Modifications:
a.
For
the
reflection
section
of
the
IR
Thermal
Sensor
Activity,
the
students
could
be
given
fewer
questions.
b.
For
the
research
lab
on
adaptations,
the
students
could
be
more
creative
with
their
responses
and
not
as
detailed
or
descriptive
in
the
wording.
c.
Different
poster
assignment
and
shorter
time
on
presentation.
Alternative
Assessments
References
It
Must
Be
Genetic!
References
Comments
Author
Information
This
lesson
plan
was
written
with
the
intent
of
doing
it
for
five
50-minute
class
periods.
However,
some
ways
that
you
could
shorten
the
lesson
plan
would
be
to
have
the
students
create
a
poster
but
not
present.
Another
way
would
be
to
leave
out
some
of
the
interactive
activities
such
as
the
bird
or
fish
adaptations.
The
teacher
lengthen
this
lesson
if
they
were
to
have
them
do
another
research
project
about
an
animal
that
lives
in
North
Carolina
and
how
it
adapts
to
its
environment.
It
could
be
made
more
personal
and
interactive
but
it
is
not
necessary.
It
just
depends
on
what
the
teachers
end
goal
is
with
the
lesson.
My
name
is
Crystal
Pennypacker
and
I
teach
at
Carroll
Magnet
Leadership
in
Technology
Magnet
Middle
School
in
Raleigh,
NC.
I
will
be
starting
my
third
year
of
teaching
7th
grade
Science
in
the
fall.
I
graduated
from
North
Carolina
State
University
with
a
degree
in
Middle
School
Science
Education.
This
lesson
was
created
as
part
of
a
Research
Experience
for
Teachers
(RET)
at
NC
States
ASSIST
center
alongside
Dr.
Jesse
Jur
and
Dr.
Elena
Veety.
The
ASSIST
center
focuses
on
creating
wearable
sensor
technology
that
is
self-powered.
Dr.
Jesse
Jur,
Assistant
Professor
in
the
College
of
Textiles,
and
Dr.
Elena
Veety,
Education
Director
for
the
ASSIST
Center
have
provided
many
strategies
to
create
lesson
plans
that
are
engaging,
dynamic,
and
innovative
in
using
the
Engineering
and
Design
Process.
It
is
a
great
program
that
has
challenged
me
to
become
a
better,
more
effective
teacher
in
the
classroom
by
utilizing
the
latest
nanotechnology
and
energy
harvesting
concepts
into
my
lessons.
If
you
have
any
questions
about
the
lesson
or
implementing
it
in
any
way
please
contact
me
at
cpennypacker@wcpss.net.
It
Must
Be
Genetic!
Name:
_________________
Date: ______________
IR
Temperature
Activity
Purpose:
To
better
understand
how
animals
adapt
to
different
environments
by
specifically
looking
at
heat
transfer.
Background
Information:
Cold
itself
doesnt
exist
it
is
simply
the
absence
of
heat.
Animals
without
hair
use
fat
tissue
to
help
insulate
their
bodys
temperature.
Air
is
one
of
the
best
insulators.
Cold-blooded
animals
do
not
need
insulation
because
it
would
slow
down
the
heat
transfer
into
their
bodies.
Instructions:
There
are
four
stations
set
up
in
the
classroom:
Ice,
Wool,
Feathers,
and
Lard.
There
should
be
no
more
than
7-8
people
at
each
station
at
a
time.
Each
station
will
take
about
10
minutes
to
complete.
Determine
which
task
each
group
member
will
have:
o Holding
the
Sensor
(this
person
can
change
at
each
station)
o Recording
the
Temperature
values
(everyone
should
record
their
own)
o Time
Keeper
(have
one
person
be
in
charge
of
this
task)
o Reporter
(this
person
will
tell
the
temperature
values
to
each
person
as
he/she
sees
it
on
the
sensor)
o Everyone
else
should
make
sure
to
stay
on
task.
The
Sensor
Holder
should
turn
the
IR
Temperature
Sensor
on.
Point
the
IR
Temperature
Sensor
at
the
students
hand
before
he/she
puts
it
into
the
bag.
Record
that
value.
Have
the
same
student
place
his/her
hand
into
the
prepared
glove
zip-lock
bag
for
a
few
seconds.
Take
the
Sensor
and
point
it
directly
at
the
bag
inside
to
record
the
changing
temperature.
Record
Final
Temperature.
Each
person
should
record
their
change
in
temperature
data.
After
your
group
has
been
to
all
four
stations,
go
back
to
your
tables
and
INDIVIDUALLY
answer
the
reflection
questions.
Item
Ice in a bag
Wool in a bag
Feathers in a bag
Lard in a bag
Initial Temperature
Final Temperature
Change in Temperature
(Final-Initial)
It
Must
Be
Genetic!
Reflection
Questions:
1.
Name
an
animal
that
would
live
in
a
cold
ecosystem.
Explain
why
they
would
live
there.
___________________________________________________________________________________
____________________________________________________________________________________.
2.
Name
an
animal
that
would
live
in
a
hot/dry
ecosystem.
Explain
why
they
would
live
there.
___________________________________________________________________________________
___________________________________________________________________________________.
3.
Name
an
animal
that
has
a
layer
of
fat
tissue.
___________________________________________
4.
Based
upon
the
different
items
in
the
above
chart,
which
one
is
the
best
insulator?
Why?
__________________________________________________________________________________
___________________________________________________________________________________.
5.
Lets
see
if
you
can
remember
your
knowledge
from
6th
grade!
Which
ecosystem
contains
the
majority
of
animals
that
dont
sweat?
________________________.
6.
This
activity
was
meant
to
show
you
how
your
skin
would
have
felt
in
different
environments
without
adapting
to
keep
your
internal
body
temperature
the
same.
Pick
one
environment
from
the
bags
above
and
talk
about
what
type
of
adaptation
you
would
need
in
order
to
keep
your
bodys
internal
temperature
the
same.
__________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________.
It
Must
Be
Genetic!
Name: ___________
Date: ______
Animals
change
over
time
as
inherited
traits
are
passed
from
parents
to
offspring.
Some
animals
can
adapt
in
several
different
types
of
habitats
Instructions:
1.
No
more
than
2
people
per
group.
2.
Go
to:
http://pbskids.org/wildkratts/
3.
Click
on
Habitats
and
explore
many
different
kinds.
4.
After
exploring
all
of
the
habitats,
pick
one
with
your
partner
and
review
the
animals
from
that
habitat.
5.
Once
you
and
your
partner
have
found
an
animal
that
interests
you
both,
individually
write
down
and
answer
the
following
information
in
your
interactive
notebook:
! Explain
two
different
ways
that
the
animal
is
physically
adapted
to
its
environment.
! Explain
two
different
ways
that
the
animal
is
behaviorally
adapted
to
its
environment.
! Note:
Both
of
you
need
to
write
down
the
info
into
your
notebooks.
You
cannot
copy
each
others
answers.
It
must
be
in
your
own
words
the
different
ways
(physically
and
behaviorally)
that
they
adapt
to
their
environment.
6.
Finally,
create
a
poster
with
your
partner
to
present
to
the
class.
You
both
will
be
given
a
rubric
for
the
poster
and
presentation
piece.
Since
you
both
are
writing
down
your
answers
in
your
own
words,
if
your
reasons
are
different
in
how
they
adapt
physically
and
behaviorally
then
just
pick
two
for
each
to
include
in
your
poster.
7.
Focus
on
talking
at
least
2
minutes
but
not
any
longer
than
4
minutes.
It
Must
Be
Genetic!
Animal Adaptation Poster Grading Rubric
Poster Component
Group work
Possible
Score
5
5
10
20
Organization
Flow of material
Content
Grammar
Grade:
Comments:
15
10
10
10
Your
Score
It
Must
Be
Genetic!
Animal Adaptation Presentation Grading Rubric
Presentation Component
Possible
Score
10
Volume
Eye Contact
10
Clear Speech
10
10
Enthusiasm
10
Preparedness
15
20
Grade:
Comments:
15
Your Score