4th Grade Animal Adaptations Final Version

4th Grade Animal Adaptations Northside Outdoor Wonder & Learning Initiative
4th Grade Animal Adaptations
Overarching Unit Question

How can animals meet their habitat needs to survive in changing environments?
Essential Questions
Arc 1: How do changes to an animal’s habitat affect its ability to survive, and how do animal populations respond
these changes over time?
Arc 2: How can adaptations enable animals to survive in changing habitats?
Arc 3: What positive impacts can we have on our schoolyard and surrounding habitats to support the needs of a
wide variety of animals?
Transfer Goals
o Use scientific thinking to understand the relationships and complexities of the world around them.
o Identify real-world dilemmas and opportunities and apply scientific thinking to develop solutions for them.
Enduring Understandings (Science)

 The world has many different environments, and distinct environments support the life of different types of
organisms.
 Organisms within ecosystems are interdependent and can survive only in environments in which their
needs can be met.
 All organisms cause changes in the environment where they live and they, in turn, are affected by changes
in their environment.
Enduring Understandings (Social Studies)

 Physical changes in community, state, and region affect plants and animals.
 The discovery and use of resources hold benefits and problems.
Target Science Essential Standards

4.L.1 Understand the effects of environmental changes, adaptations and behaviors that enable animals
(including humans) to survive in changing habitats.
4.L.1.1 Give examples of changes in an organism’s environment that are beneficial to it and some that are
harmful.
4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the
environment.
4th Grade Animal Adaptations 1 Northside Outdoor Wonder & Learning Initiative
4.L.1.3 Explain how humans adapt their behavior to live in changing habitats (e.g., recycling wastes, establishing
rain gardens, planting trees and shrubs to prevent flooding and erosion).
4.L.1.4 Explain how differences among animals of the same population sometimes give individuals an advantage
in surviving and reproducing in changing habitats.
Secondary Target Standards (ELA, Math, Social Studies)

ELA
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.7 Interpret information presented visually, orally, or quantitatively and explain how the information
contributes to an understanding of the text in which it appears.
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably.
W.4.2 Write informative /explanatory texts to examine a topic and convey ideas and information clearly.
W.4.6 Recall relevant information from experiences or gather relevant information from print and digital sources;
take notes and categorize information, and provide a list of sources.
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Math
4.OA.3 Solve two-step word problems involving the four operations with whole numbers.
4.MD.4 Make a representation of data and interpret data in a frequency table, scaled bar graph, and/or line plot.
Social Studies
4.G.1 Understand how human, environmental, and technological factors affect the growth and development of
North Carolina.
Unit Overview
This unit explores animal adaptations and how they are connected to an animal’s survival in its habitat and
environment. Students investigate their schoolyard and surrounding habitats, learning about how these habitats
meet animals’ needs and how animals are adapted to survive in them. Students interact with these habitats
through observations, nature journaling activities, and hands-on explorations.
Arc 1 focuses on habitats and how an animal’s habitat can affect its survival. After gaining some background
knowledge, students investigate their schoolyard habitats through observations and nature journaling. Using two
Project WILD activities, students delve further into how animals depend on their habitats for survival. Then
students focus on bird adaptations and the specific example of Darwin’s finches on the Galapagos Islands through
activities and lessons. To wrap up Arc 1, students return to their schoolyard to more thoroughly assess their
schoolyard habitat and then their home habitat to learn how each meets the needs of its inhabitants.
Physical and behavioral adaptations are studied in Arc 2. This arc looks at some specific adaptations including
physical adaptations such as opposable thumbs, camouflage, and mimicry, and behavior adaptations such as
hibernation and migration. Students experience how hard a simple task can be without the use of their thumbs.
Camouflage and mimicry are explained through activities and books about butterflies and other animals that use
these adaptations to survive. Students make connections between an animal’s physical adaptations that help it
move and the habitat in which it lives. Students learn about migration and hibernation through a presentation,
books, and videos before focusing on two species that migrate. Students go outside to see if these migrating
species are in their schoolyard.
Habitats and environments are constantly changing, with potential for positive or negative impacts on animals
and animal populations. Arc 3 begins with students examining stream habitats near their schoolyard and
connections with the larger watershed. Students then learn more about pollution and other potentially negative
impacts that humans may have on habitats through books, pictures, and a nature journaling assignment. To wrap
up this arc and unit, students go back outside to study a stream habitat and its occupants, illuminate positive and
negative impacts that humans have made, and create (and hopefully conduct) a plan to reduce negative impacts.
Duration
22 days of 45 minute lessons
Vocabulary*
Abiotic factors, biotic factors, environment, habitat, natural selection, organism, predator, prey, population,
adaptation, behavioral adaptations, camouflage, hibernation, instinct, learned behavior, migration, mimicry,
physical adaptations, pollution
* Definitions of vocabulary words can be found on the arc overview pages. Relevant vocabulary is listed on each
learning activity page.
Go Outdoors! Tips & Tools
Taking your class outside for science or any lessons can be rewarding and challenging. Along with behavior and
materials management tips with each lesson, this section is intended to help you have the tools you need to
successfully take your class outside.
Before You Go Outside

• Create ground rules with students for all outdoor lessons. Post the rules for students to be able to easily see.
• Ask for parent volunteers. Extra help can make an outdoor learning experience much more manageable.
• Teach students proper use, including safety, of the science tools they will be using.
• Set expectations before go. Give instructions both inside and repeat once outside.
• Have a clear objective for going outdoors. This will help focus students’ attention.
• Be flexible. Structure lessons to take advantage of opportunities and challenges.
• Establish a meeting spot and emergency plan. Have a signal for emergency situations.
• Take students outside for short exercises to practice rules before longer outdoor lessons.
• Use same door to always go outside for learning. Emphasize this is different than going outside for recess.
While You Are Outside

• Model the activities and outdoor skills for students. Show them what you expect them to be doing.
• Participate in the activity. Get down on your students’ level. Get your hands dirty.
• Model respect for nature with your students.
• The outdoors is full of teachable moments. Use “I wonder” statements to engage students in questioning the
experience. Have students write down questions to be researched back in the classroom.
• Allow students to be leaders in the activity. Ask students to volunteer as teacher assistant or materials manager.
• Acknowledge that students want to explore and can do so once the assigned task is complete.
Safety First!
• Scout outdoor areas ahead of time if possible, to note potential hazards such as poison ivy.
• Students should never be alone. If a student needs to go back to the building, send 2 students.
• Take a first aid kit and phone/walkie-talkie. Consider bringing along staff trained in first aid/CPR.
• Let office staff know where you and your class are going if headed out on a walking field trip.
• Stay on the trail/path, unless otherwise directed. On the greenway, stay on the right side of path.
• Do not eat wild plants, unless harvesting in the garden with a teacher.
• Set boundaries for the students to stay within. You have to be able to see me and I have to be able to see you!
A Note on Nature Journaling

Nature journals that you use with your class should be small composition books or other blank books that students
use to make outdoor observations, including writing, drawing, and painting. Students can use colored pencils,
watercolor pencils, or other materials to remember details of plants, animals, and habitats they are investigating
around the schoolyard. This is different from a science notebook. However, some teachers may choose to have
students paste blank pages into their science notebook to use for nature journaling pages.
Essential Questions
NC Science Essential Standards – Unpacked Content
Lessons in this Arc

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Opportunities for Extended Learning
Behavior Management Tips

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How Many Bears Live in This Forest?
How Many Bears Live in This Forest?
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Habitat Survey Chart
Habitat Survey Chart
Essential Questions
Lessons in this Arc

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Physical and Behavioral Adaptations
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Arc 3- Humans & Environment
Essential Questions
What positive impacts can we have on our schoolyard and surrounding habitats to support the needs of a wide
variety of animals?

4.L.1.3 Students know that humans can adapt their behavior in order to conserve the materials and preserve the
ecological systems that they depend on for survival.
Lessons in this Arc

 Learning Activity 10: From the Rivers to the Sea: Stream Study Part 1
 Learning Activity 11: Impacts of Pollution on a Habitat
 Learning Activity 12: Humans & Changing Habitats
 Learning Activity 13: From the Rivers to the Sea: Stream Study Part 2

 Learning Activity 10: From the Rivers to the Sea:  Learning Activity 10: From the Rivers to the Sea:
Stream Study Part 1 Stream Study Part 1
 Learning Activity 11: Impacts of Pollution on a  Learning Activity 11: Impacts of Pollution on a
Habitat Habitat
 Learning Activity 13: From the Rivers to the Sea:
Stream Study Part 2
Duration:
• 8 days of 45 minute learning activities
Humans rely on the natural world to provide resources for survival. Humans can use learned behaviors to conserve
materials and protect ecological systems, thereby, having a positive impact on an environment. Recycling,
participating in litter clean-ups, reducing consumption of resources, and conserving energy are some ways
humans can take responsibility. Pollution, on the other hand, negatively impacts an environment. Pollution is any
substance that enters the environment and has a harmful effect. Pollution can affect any part of an environment –
land, water, or air. The negative impacts on the abiotic factors in a habitat may then have a negative impact on the
biotic factors. Over consumption, invasive species, deforestation, and climate change can cause changes to
habitats that may have negative impacts on biodiversity.
Vocabulary
• Pollution
Books
The Lorax by Dr. Seuss (E Seu)*
*currently available in Northside library
Learning Activity 10
From the Rivers to the Sea:
Stream Study Part 1
Adapted from Exploring Your Watershed by Jenna Hartley, part of the US EPA’s EnviroAtlas Educational Modules.
Lesson Prep
 If desired, watch an overview of these lessons.
Learning Objectives:
 Preview the “What is a Watershed” video (1:15). Describe a watershed and how
 Make copies of the Wax Paper Watersheds handout, one per student. humans can impact their watershed.
Choose whether you are using the student-led or teacher-led
version. Nutshell/Skills:
 Make copies of the EnviroAtlas handout, one per student or one per Students can define and explain the
concept of a watershed.
group. Choose whether you are using the student-led or teacher-led
version. If computers are unavailable, use the paper map version. Science Essential Standards:
 Follow the instructions for the EnviroAtlas lesson to be sure you can 4.L.1.1, 4.L.1.3
easily assist students as needed.
 Walk the path of a raindrop as created in EnviroAtlas to identify ELA Essential Standards:
W.4.2, W.4.6, SL.4.1
where it goes and to mitigate any safety hazards.
 Print paper maps of the school from the EnviroAtlas Interactive Map Social Studies Essential Standards:
online, if using. 4.G.1
 Note: all materials are available in Spanish.
Time:
2 sessions of 45 minutes each
Vocabulary Teacher Materials:

o Exploring Your Watershed
Pollution curriculum from US EPA
o “What is a Watershed” video
Procedure Student Materials:

o Spray bottle with water, 1 per
Students will complete the US EPA’s EnviroAtlas Curriculum Exploring Your group
Watershed. Note: these lessons were written by Jenna Hartley who o Wax paper
o Washable markers
provided onsite professional development during the summer of 2018 at o Baking pan or other container for
Northside Elementary School. wax paper watershed
o Wax Paper Watersheds handout
Mini-Lesson o Chromebooks
o EnviroAtlas handouts
• Introduce what a watershed is using the “Engage, Option 1: Video”.
Guided Practice/ Independent Group Work

• Complete the Wax Paper Watersheds Lesson.
o Have students work in small groups.
o Decide if you want to complete the activity as a guided practice
using the teacher-led handout or as independent group work
using the student-led handout.
• Have students work in pairs or small groups to complete the
EnviroAtlas Lesson.
• Take students outside to complete the “Elaborate: EnviroAtlas
Lesson – Follow Your Raindrop!” portion of the curriculum.
o Before returning inside, have students respond to the Nature Journaling prompt:
 How can you have a positive impact on your watershed?
Assessment
• Handouts from the Wax Paper Watersheds and EnviroAtlas activities can be used as assessments.

• Complete the Exploring Your Watershed by Getting Outdoors activity using the teacher handout on p. 19-
21 of the Exploring Your Watershed curriculum.
• Explore the extension options at the end of the procedure’s description on p. 9 and at the end of the
description for Exploring Your Watershed by Getting Outdoors on p. 21 of the Exploring Your Watershed
curriculum. Note: students will be going outside in Stream Study Part 2 to observe macroinvertebrates and
other aspects of a local stream.
• Watch and discuss the Mystery Doug video “Why can’t fish breathe on land?” (4:55).

♦ Review expected behaviors for outdoor learning activities prior to going outside.
♦ Remind students of boundaries and expectations during Nature Journaling.
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Learning Activity 12
Humans & Changing Habitats
Lesson Prep
 Preview the Changing the Faces of the Earth: Before and After Learning Objectives:
Images slideshow. Describe human impacts on the
 Preview the Humans & the Environment BrainPop video (4:36). habitats and the animals living there.
 Make copies of the Human Impact on the Environment graphic
organizer, one per student. Nutshell/Skills:
Students can interpret how changes
to a habitat can impact that habitat
Vocabulary
and its inhabitants.
Pollution Science Essential Standards:

4.L.1.1, 4.L.1.3
Procedure ELA Essential Standards:

W.4.6, SL.4.1
Mini-Lesson
Social Studies Essential Standards:
• Show Changing the Faces of the Earth: Before and After Images
4.G.1
slideshow.
• The slideshow contains discussion questions about changes to the Time:
ecosystem including impacts to wildlife and impacts caused by 45 minutes
humans.
Teacher Materials:
• Watch the Humans & the Environment BrainPop video (4:36). o Changing the Faces of the Earth:
• Ask students “What can we do to reduce pollution and help the Before and After Images
environment?” slideshow
o Humans & the Environment
BrainPop video
Independent Work
• Students will use the Human Impact on the Environment Interactive Student Materials:
website to answer the questions on the Human Impact on the o Human Impact on the
Environment graphic organizer. Environment graphic organizer
• Show students the website and where to click on “Launch
Interactive”. Briefly demonstrate how the interactive works and how
to check the boxes under impacts per their instructions.
Assessment
• Exit Ticket: 3 things I learned, 2 things I want to know more about, 1 thing that surprised me

• Watch the BrainPop videos on Air Pollution (3:31) and Water Pollution (3:15).
• Watch the BrainPop Jr. Reduce, Reuse, Recycle video (4:48).
• NASA’s Earth Observatory website has images showing natural and man-made impacts to our world.
• Show students pictures of pollution. Ask the following question for each one:
o What type of pollution do these pictures show?
o How does it affect people? Animals? Plants?
o What can we do to reduce pollution and help the environment?
Name: _____________________________________________ Date: _____________________________
Human Impact on the Environment

Directions: Go to https://www.biointeractive.org/classroom-resources/anthropocene-human-impact-environment
Click “Launch Interactive” above the mountain picture. Follow the directions below and answer each question.
1. Read the Introduction.

2. Describe the picture. ________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. Next to the word atmosphere click on the box, making a check appear. What happens to the picture?
__________________________________________________________________________________________
4. Next to the word biodiversity click on the box, making a check appear. What happens to the deer?
__________________________________________________________________________________________
5. Next to the word cities click on the box, making a check appear. What happens to the trees and little house?
__________________________________________________________________________________________
6. Next to the word coastal habitats click on the box, making a check appear. What happens to the coastal
habitat? ____________________________________________________________________________
7. Next to the word farms click on the box, making a check appear. What happens along the river?
__________________________________________________________________________________________
8. Next to the word forests click on the box, making a check appear. What happens to the forest?
__________________________________________________________________________________________
9. Next to the word invasive species click on the box, making a check appear. What happens along the coast?
_________________________________________________________________________________
10. Next to the word mining click on the box, making a check appear. What happens to the mountain?
________________________________________________________________________________
11. Next to the word ocean click on the box, making a check appear. What happens to the ocean?
__________________________________________________________________________________________
12. Next to the word water use click on the box, making a check appear. What happens to the area between the
mountains? _______________________________________________________________________________
13. With all the boxes checked, what does the picture look like now? ____________________________________
__________________________________________________________________________________________
14. How have people changed this environment? ___________________________________________________
__________________________________________________________________________________________
15. How do you think this affects the animals? ______________________________________________________
__________________________________________________________________________________________
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4th Grade Animal Adaptations Final Version

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How do changes to an animal's habitat affect its ability to survive?

How do changes to an animal's habitat affect its ability to survive?

How can adaptations enable animals to survive in changing habitats?

How can adaptations enable animals to survive in changing habitats?

4th Grade Animal Adaptations Northside Outdoor Wonder & Learning Initiative

4th Grade Animal Adaptations

Overarching Unit Question

Enduring Understandings (Science)

Enduring Understandings (Social Studies)

Target Science Essential Standards

Secondary Target Standards (ELA, Math, Social Studies)

Before You Go Outside

While You Are Outside

A Note on Nature Journaling

NC Science Essential Standards – Unpacked Content

Lessons in this Arc

Go Outdoors! Nature Journal Connection

Opportunities for Extended Learning

Behavior Management Tips

Opportunities for Extended Learning

Behavior Management Tips

Opportunities for Extended Learning

Behavior Management Tips

How Many Bears Live in This Forest?

B-10 B-10 B-10

B-10 B-10 B-10

B-10 B-10 B-10

B-10 B-10 B-10

Opportunities for Extended Learning

Behavior Management Tips

Habitat Survey Chart

NC Science Essential Standards – Unpacked Content

Lessons in this Arc

Go Outdoors! Nature Journal Connection

Behavior Management Tips

Opportunities for Extended Learning

Opportunities for Extended Learning

NC Science Essential Standards – Unpacked Content

Lessons in this Arc

Go Outdoors! Nature Journal Connection

*currently available in Northside library

Vocabulary Teacher Materials:

Procedure Student Materials:

Guided Practice/ Independent Group Work

Opportunities for Extended Learning

Behavior Management Tips

Pollution Science Essential Standards:

Procedure ELA Essential Standards:

Opportunities for Extended Learning

Human Impact on the Environment

1. Read the Introduction.

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