Adaptations of Animals

Educators Information

• Teacher needs to know vocabulary terms prior to lesson. (ecosystem, population,
endangered, threatened.)
• Teacher also needs to know information about these animals (Carolina Northern Flying
Squirrel, Red Wolf, Indiana Bat, Loggerhead Turtle, Saint Francis Satyr Butterfly, Tar River
Spiny Mussel.)

Procedure

1. At the start of the lesson introduce the vocabulary for the unit.
Vocabulary: ecosystem, population, endangered, threatened
2. Place students in groups that will be able to work together for the duration of the unit.
This will enable them to jigsaw their learning with the rest of the class as they work through
the lessons. These groups should be either 2 or 3 members (no more than 4) in order to be
manageable when they get to the culminating task in Step 6.
3. Students will identify and research a population of organisms that has been impacted by
changes in the environment. It may be a current endangered or threatened population or
one that has adapted and survived without human intervention. Some examples of species
are:
• Carolina Northern Flying Squirrel
• Red Wolf
• Indiana Bat
• Loggerhead Turtle
• Saint Francis Satyr Butterfly
• Tar River Spiny Mussel

Other examples of threatened and endangered species in North Carolina can be found on
the US Fish and Wildlife Service web site. Another resource is the NC Wildlife Resource
Commission web site with information by species and pictures. Species are also labeled as
threatened or endangered by state and/or federal guidelines.

4. Students will complete a graphic organizer with the name of the species (plant or animal),
its region of habitat in North Carolina (or elsewhere at the teacher’s discretion), the
environmental factors that have impacted its survival, and any other information that will
help the student develop ideas on how to help the species survive. Students will also include
changes in the population over time, finding a baseline population and showing current
population. Finally, students will need to include a prediction for the population.

5. Students will create a plan of how to help a population survive. Students will identify at
least two things that humans can do to help an organism survive. The plan should include
how to get people to support their ideas. For example, for the red wolf population, students
could include the benefits of the red wolf reintroduction. Students could include a section to
dispel myths about the red wolf. This would help people understand that red wolves are
beneficial and not the detrimental species they were thought to be.

6. Students will create a presentation of their plan including data for changes in population.
Students will create a line graph of the change in populations over time.
Note:

• Students will be given an opportunity to review their work and may even conduct peer
  reviews. Show students how to check their spelling and grammar in a digital application.
  Students could also work in small groups or with a partner to complete the research and
  presentation.
• Review the graphic organizers before students begin preparing their presentations. Students
  with developmental or physical limitations can be partnered with another student to
  complete the research and project.
• As students research and prepare presentations, the teacher may need to adjust the
  timeline. Formatively assess the students’ progress on research and interpretation of data.
  As students progress through the steps in the lesson, offer direction for the graphing tasks.
  Students should have previous knowledge of creating a line graph but may need some
  assistance identifying the axis names and period markings.

Extensions

Students who need extension activities will evaluate various programs already in place to
protect species. Students could also prepare a poster, brochure or video designed to get
community support for protecting a species.

Resources

http://www.ncwildlife.org/

https://www.fws.gov/raleigh/es_tes.html