Colorado Agriscience Curriculum

Section Animal Science

Unit Unit 7: Animal Behavior and Environment

Lesson Title Lesson 5: Animal Adaptations

Agricultural Education StandardsStandard AGS 11/12.3 The student will demonstrate an understanding of physiological processes in agriculturally important animals.

Enabler AGS 11/12.3.37 Describe how animals adapt to environments and how that affects management practices.

Science StandardsStandard SCI 3.0 Life Sciences: The students know and understanding the characteristics and structure of living things, processes of life and how things interact with each other and their environment.

Competency SCI 3.1 Students know and understand the characteristics of living things, the diversity of life, and how things interact with each other and with the environment.

Competency SCI 3.13 Explain how adaptations of an organism determine its niche in the environment.

Competency SCI 3.14 Explain how changes in an ecosystem can affect biodiversity and biodiversity contributes to an ecosystem’s stability.

Competency SCI 3.40 Students know and understand how organisms change over time in terms of biological evolution and genetics.

Student Learning Objectives (Enablers)As a result of this lesson, the student will …

1. Students will develop a basic understanding of the relationship between environment and adaptations of an animal.

2. Students will begin to infer characteristics of an animal’s habitat and lifestyle based off their physical attributes.

3. Students will begin to see the role of adaptations in the viability of a population.

Time Instruction time for this lesson: 50 minutes.

Unit 7, Lesson 5: Animal Adaptations 1

Resources Biology, The Dynamics of Life Textbook www.biologycorner.com (birds, peppered moth worksheet) http://puzzlemaker.com (crossword puzzle)

Tools, Equipment, and Supplies White Paper Newspaper Colored Pencils One Hole Punches Copies of Worksheets PowerPoint Presentation / Equipment for viewing

Key Terms. The following terms are presented in this lesson and appear in bold italics:Environment, Simulus, Response, Adaptation, Homeostasis, Biotic factors, Abiotic factors.Interest Approach

Have this discussion with your students.

Here’s the $10,000 question of the day: Do you know how to adapt? (Take student input) Tell me about this scenario. You are used to temperate fall temperatures and all the sudden on October 25 it begins to snow and have below zero temperatures. How are your actions changed? (They begin to wear coats and hats outside, maybe spend less time outside, etc.) If you did that, you have adapted to your environment. Tell me about this scenario. You are used to the small town of _________ (your area), where you can cross the street without looking most days. Suddenly you are transplanted into downtown New York City. Can you cross the street without looking? (NO! You would be run over.) Your environment changed – and hopefully you adapted. All living things are constantly affected by their environment and all environments are constantly being effected by the living things there. Today, we’re going to focus on these interactions.

Summary of Content and Teaching Strategies

Objective 1. Students will develop a basic understanding of the relationship between environment and adaptations of an animal.

Use the PowerPoint presentation to address basic concepts and vocabulary about adaptation and environment. Students should record appropriate definitions on the Notes worksheet. After you have finished the slides give students 5-10 minutes to complete the short crossword puzzle below the definitions.

Unit 7, Lesson 5: Animal Adaptations 2

PowerPoint Presentation Information: Animal Adaptations

SLIDE #2I. Living things live in a constant interface with their surroundings, or environment!

a. Environment: air, water, weather, temperature, any organisms in the area, and many other factors.

i. We all adjust to the external environment we live in1. Food sources change2. Shelter or protection changes

ii. We also adapt to their internal environment.1. Infection from bacteria2. External temperatures 3. Changes in quantities of water

SLIDE #3II. Living things respond to a stimulus.

a. Stimulus: Any condition in the environment that requires an organism to adjust.b. Response: A reaction to a stimulus.

i. The ability to respond to stimuli is very important and obvious.ii. It is a large part of natural selection.

1. Example: hydroid animals have delicate, flowerlike forms that they only display when the tide is up and they are underwater. When the tide goes out and conditions are hot and dry, hydroids withdraw their bodies into shell-like structures that seal them off from the external environment.

SLIDE #4III. Adaptation is Vital!

a. Adaptation: any structure, behavior or internal process that enables an organism to respond to stimuli and better survive in an environment.

b. Examplesi. Sharp spines of cactus are really reduced leaves that enable them to

conserve water and protect themselves from predators.ii. Humans sweat in response to an elevated body temperature in order to

cool the body.

SLIDE #5IV. All living things are working towards homeostasis.

a. Homeostasis: the regulation of an organism’s internal environment to maintain conditions suitable for life.

SLIDE #6Includes some examples of adaptations to maintain homeostasis.

SLIDE #7

Unit 7, Lesson 5: Animal Adaptations 3

V. Organisms and their environments interact.a. Ecology: the scientific study of interactions between organisms and their

environments.i. Reveals interrelationships between the living and nonliving parts of the

world1. Biotic factors: All the living organisms that inhabit an

environment.2. Abiotic factors: The non-living parts of the environment.

a. Air currents, temperatures, light, soil, moisture.

SLIDE #8VI. The Organization of Life

a. Ecology deals with these levelsi. Organisms

ii. Populationsiii. Communitiesiv. Ecosystemsv. Biosphere

SLIDE #9VII. Organisms and Populations

a. We study the daily movements, feeding or breeding behavior of individual organisms.

i. Individuals compete against each otherb. A population is a group of organisms of one species that interbreed and live in the

same place at the same time.i. Growth rates of populations are often studied to predict future problems

SLIDE #10VIII. Communities and Ecosystems

a. All organisms in a community depend in some way on the other organisms living there.

i. What happens when a species is added or removed?b. Ecosystems include biotic and abiotic factors that must stay stable.

SLIDE #11IX. Biosphere

a. The highest level of organizationb. Make up of entire planet surface.c. Includes all interactions

Unit 7, Lesson 5: Animal Adaptations 4

Objective 2. Students will begin to infer characteristics of an animal’s habitat and lifestyle based off their physical attributes.

After the PowerPoint presentation distribute copies of the Animal Adaptations: Bird Beaks and Feet worksheets.

Since you know a little bit about animal adaptations and ecology, we’re going to start to use that knowledge. A bird's beak and feet can tell us much about their habitat and lifestyle. Most birds are even classified according to structural similarities between their beaks and feet. On the worksheet I give you, you’ll use what you know about classifying animals and animal adaptations to analyze some pictures and answer questions about some birds. This exercise should take you about 20 minutes. (Students may like to listen to music while they work. After students have completed the worksheet, you may choose to discuss it as a class or have them turn it in for a grade.

Objective 3. Students will begin to see the role of adaptations in the viability of a population.

After 20 minutes are up, check the progress of students and introduce this activity for students to begin as they are ready. Hand out the Peppered Moth Simulation Activity.

There are many times when entire populations of a species have adapted to a drastically changed environment. One such example is the peppered moth. Industrial Melanism is a term used to describe the adaptation of a population in response to pollution. One example of rapid industrial melanism occurred in populations of peppered moths in the area of Manchester, England from 1845 to 1890. Before the industrial revolution, the trunks of the trees in the forest around Manchester were light grayish-green due to the presence of lichens. Most of the peppered moths in the area were light colored with dark spots. As the industrial revolution progressed, the tree trunks became covered with soot and turned dark. Over a period of 45 years, the dark variety of the peppered moth became more common.

You’re job is to find out how this effected the predator/prey relationships in that environment and how successful the adaptation was. Read over the directions for this activity with the students. Give students about 20 minutes to complete this activity.

Review/SummaryAt the end of the period, bring students back together to synthesize the learning from the day. Summarize the vocabulary words on their worksheets and talk about the analysis questions on both the worksheets. Verify that students have done these things: Objective #1 Students will develop a basic understanding of the relationship between

environment and adaptations of an animal.Objective #2 Students will begin to infer characteristics of an animals habitat and

lifestyle based off their physical attributes.Objective #3 Students will begin to see the role of adaptations in the viability of a

population.

Unit 7, Lesson 5: Animal Adaptations 5

ApplicationExtended classroom activity:

Students could create a food web drawing for the ecosystems in their area. Similar to the beaks and feet worksheet, students could begin to classify breeds of livestock species by their physical characteristics and imply information about their lifestyle.

FFA activity: Adaptations are also a necessary part of every chapter’s programs. Develop a group of students to modify the current calendar to better meet the needs of students in your school.

SAE activity: Revisions to a student’s SAE plan is also a form of adaptation. Encourage students to revise their plans.

EvaluationGrades for the analysis portion of the two worksheets as well as the graphs and tables completed will serve as an evaluation of the student’s effort.

Answers to AssessmentAnimal Adaptations: Bird Beaks and Feet Key

Bird Type of Feet Type of Beak Probable Diet Probable Habitat

Bluebird 3 toes in front Chisel, flat, pointed insects Tree, perching

Chicken Short legs, blunt claws Short and rounded Insects, seeds Roost, ground

Duck Webbed Flat, square shaped Algae Water

Eagle Large talons, 3 toes in front Hooked Rabbits, mice, fish Tree, perching

Sparrow 3 toes in front Chisel, flat, pointed insects Tree, perching

Flamingo Long, skinny legs Hooked Fish, water plants Water

Heron Long, skinny legs Hooked Fish, water plants Water

Kingfisher Tiny short legs, 3 toes in front Spear shaped Fish

Owl 3 toes in front Hooked Rabbits, mice, fish Tree, perching

Pelican Webbed Long and fat, scoop Fish Water

Hummingbird Tiny short legs Long and tubular Nectar Trees

Woodpecker 2 toes in front, 2 behind

Chisel shaped, flat and pointed Insects Trees

Unit 7, Lesson 5: Animal Adaptations 6

1. What features of a hummingbird make it adapted for its style of feeding?  Tiny legs for hovering, shape of beak for nectar 2. Imagine an ideal flying predator. What type of beak and feet would it have?   Large talons, hooked beak.3. Different birds may have similar beaks and diets. Loons, herons, and kingfishers, for

instance, all have long sharp pointed beaks for spearing fish. Their feet, however, are quite different. Describe how the loon, heron, and kingfisher differ in the method by which they hunt for fish (using their feet to help you answer)

  Herons wade, kingfishers don’t4. Owls have large eyes that enable it to see well at night. Both the hawk and the owl hunt

similar things: small rodents or snakes. How do the hawk and the owl avoid competing with each other?

   They hunt at different times.5. Birds the live on the prairie have short but muscular legs (like the pheasant). Prairies are

large grasslands that have few numbers of trees. What do you think the legs of a pheasant are adapted for?Running to escape predators.

Peppered Moth Simulation Key1. What did the experiment show about how prey is selected by predators?  Prey is primarily selected by sight.2. What moth coloration is the best adaptation for a dark (newspaper) background? How do you know?The newspaper coloration, because it camouflages the animals. 3. What would you expect the next generation of moths to look like after trial 1? What about the next generation after trial 3? 4. How does the simulation model natural selection? Survival of the fittest!6. Explain in your own words what the graph shows. The type of moths that were not camouflaged decreased in population because they were preyed on more. 7. Describe a situation where this type of selection might occur.In many animals that use camouflage as a natural defense.

Unit 7, Lesson 5: Animal Adaptations 7

Animal Adaptation Notes

Record definitions for these words.

Environment:

Stimulus:

Response:

Adaptation:

Homeostasis:

Biotic factors:

Abiotic factors:

The Organization of Life: _________________, _________________, _________________, _________________, _________________

Complete the following crossword puzzle by using the clues below.

Unit 7, Lesson 5: Animal Adaptations 8

Across4. reaction to stimulus

5. condition in the environment that requires adjustment

Down1. regulation of an organism’s internal environment

2. air,water,weather,temperature

3. structure, behavior or internal process that enables an organism to respond to stimuli

Unit 7, Lesson 5: Animal Adaptations 9

Animal Adaptations: Bird Beaks and FeetName _________________________________________ Date _______________________

Introduction: A bird's beak and feet can tell us much about their habitat and lifestyle. Most birds are even classified according to structural similarities between their beaks and feet. In this exercise, you will look at pictures of birds and make inferences about their lifestyles.

Description FunctionBeaksshort & rounded multipurpose, eating insects and seeds

spear shaped spearing fishchisel shaped, flat & pointed drilling for insects

flat and square-shaped straining algaelong and fat, like a scoop scooping up fish

Hooked catching and tearing preylong and tubular sucking nectar from flowers

Feetlong muscular legs running

long skinny legs wadingshort legs with blunt claws scratching, ground walking

three toes in front, one behind perchingWebbed swimming

large hooklike claws (talons) grasping preytiny short legs hovering

two toes in front, two behind climbing

Unit 7, Lesson 5: Animal Adaptations 10

Examine the images of birds and write your inference about what the bird eats, and where it lives in the data table on the following page.

Bluebird Chicken Duck

Eagle Sparrow Flamingo

HeronKingfisher Owl

Pelican HummingbirdWoodpecker

Unit 7, Lesson 5: Animal Adaptations 11

Data Table

Bird Type of Feet Type of Beak Probable Diet Probable Habitat

Bluebird

Chicken

Duck

Eagle

Sparrow

Flamingo

Heron

Kingfisher

Owl

Pelican

Hummingbird

Woodpecker

Unit 7, Lesson 5: Animal Adaptations 12

Analysis: Answer the following questions about the birds you observed.

1. What features of a hummingbird make it adapted for its style of feeding?

 

 

 

2. Imagine an ideal flying predator. What type of beak and feet would it have?

 

 3. Different birds may have similar beaks and diets. Loons, herons, and kingfishers, for instance, all have long sharp pointed beaks for spearing fish. Their feet, however, are quite different. Describe how the loon, heron, and kingfisher differ in the method by which they hunt for fish (using their feet to help you answer)

 

  

4. Owls have large eyes that enable it to see well at night. Both the hawk and the owl hunt similar things: small rodents or snakes. How do the hawk and the owl avoid competing with each other?

  

 

5. Birds the live on the prairie have short but muscular legs (like the pheasant). Prairies are large grasslands that have few numbers of trees. What do you think the legs of a pheasant are adapted for?

Unit 7, Lesson 5: Animal Adaptations 13

 www.biologycorner.com

Peppered Moth Simulation www.biologycorner.com

Materials

Sheet of white paperNewspaperForcepsColored PencilsClock with Second Hand30 newspaper circles (made with hole punch)30 white circles (made with hole punch)

Purpose: In this lab, you will simulate how predators locate prey in different environments. You will analyze how color affects and organism's ability to survive in certain environments.

Industrial Melanism is a term used to describe the adaptation of a population in response to pollution. One example of rapid industrial melanism occurred in populations of peppered moths in the area of Manchester, England from 1845 to 1890. Before the industrial revolution, the trunks of the trees in the forest around Manchester were light grayish-green due to the presence of lichens. Most of the peppered moths in the area were light colored with dark spots. As the industrial revolution progressed, the tree trunks became covered with soot and turned dark. Over a period of 45 years, the dark variety of the peppered moth became more common.

Procedure.

1. Place a sheet of white paper on the table and have one person spread 30 white circles and 30 newspaper circles over the surface while the other person isn't looking.2. The "predator" will then use forceps to pick up as many of the circles as he can in 15 seconds.3. This trial will be repeated with white circles on a newspaper background, newspaper circles on a white background, and newspaper circles on a newspaper background. Record the data in chart below.

Starting Population Number Picked up

Trial Background Newspaper White White Newspaper

1 white 30 30

2 white 30 30

3 newspaper 30 30

4 newspaper 30 30

Unit 7, Lesson 5: Animal Adaptations 14

Analysis

1. What did the experiment show about how prey is selected by predators?

 

2. What moth coloration is the best adaptation for a dark (newspaper) background? How do you know?

 3. What would you expect the next generation of moths to look like after trial 1? What about the next generation after trial 3?

 

4. How does the simulation model natural selection?

 

5. Examine the table and construct a graph. Plot the years of the study on the X-axis, and the number of moths captured on the Y axis. You should have 2 lines on your graph - one for light moths, and one for dark moths.

Unit 7, Lesson 5: Animal Adaptations 15

                                       

                                       

                                       

                                       

                                       

                                       

                                       

                                       

                                       

                                       

                                       

                                       

                                       

                                       

                                       

                                       

                                       

                                       

                                       

                                       

                                       

                                       

Year# of Light

Moths Captured

# of Dark Moths

Captured

2 537 112

3 484 198

4 392 210

5 246 281

6 225 337

7 193 412

8 147 503

9 84 550

10 56 599

6. Explain in your own words what the graph shows.

 

 

 

7. Describe a situation where this type of selection might occur.

 

Unit 7, Lesson 5: Animal Adaptations 16