Teacher Resource Guide
Essential Questions:
What are animal adaptations?
Why do animals need to adapt to their surroundings?
Why should we learn about animal adaptations?
Introduce your students to this webquest as a class to get them used to navigating around the site. Show them where each daily activity tab is located and how to find directions for their partner project at the end.
It is recommended to teach minilessons that coincide with each of the daily activities. This will help the students define unknown vocabulary they will come across during the webquest, as well as answer any questions the students may have. It is important to activate background information before letting the students work on their own. Below are suggested lessons for each daily activity to do with the whole class before allowing computer/work time:
Day 1- Introduction
Day 2- Physical Changes
Day 3- Behavior Changes
Day 4- Habitat
Day 5- Predator/Prey
Standards:
11.A.2b Collect data for investigations using scientific process skills including observing, estimating and measuring.
11.A.2c Construct charts and visualizations to display data.
11.A.2e Report and display the results of individual and group investigations.
12.B.2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs)
12.B.2b Identify physical features of plants and animals that help them live in different environments (e.g., specialized teeth for eating certain foods, thorns for protection, insulation for cold temperature).
13.B.2b Describe the effects on society of scientific and technological innovations (e.g., antibiotics, steam engine, digital computer).
Assessment:
Accommodations for ELLs
Click on this link for a comprehensive overview of Animal Adaptations content!
http://www.zoosociety.org/pdf/GuidedTours/AnimalAdap.pdf
What are animal adaptations?
Why do animals need to adapt to their surroundings?
Why should we learn about animal adaptations?
Introduce your students to this webquest as a class to get them used to navigating around the site. Show them where each daily activity tab is located and how to find directions for their partner project at the end.
It is recommended to teach minilessons that coincide with each of the daily activities. This will help the students define unknown vocabulary they will come across during the webquest, as well as answer any questions the students may have. It is important to activate background information before letting the students work on their own. Below are suggested lessons for each daily activity to do with the whole class before allowing computer/work time:
Day 1- Introduction
Day 2- Physical Changes
Day 3- Behavior Changes
Day 4- Habitat
Day 5- Predator/Prey
Standards:
11.A.2b Collect data for investigations using scientific process skills including observing, estimating and measuring.
11.A.2c Construct charts and visualizations to display data.
11.A.2e Report and display the results of individual and group investigations.
12.B.2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs)
12.B.2b Identify physical features of plants and animals that help them live in different environments (e.g., specialized teeth for eating certain foods, thorns for protection, insulation for cold temperature).
13.B.2b Describe the effects on society of scientific and technological innovations (e.g., antibiotics, steam engine, digital computer).
Assessment:
Accommodations for ELLs
Click on this link for a comprehensive overview of Animal Adaptations content!
http://www.zoosociety.org/pdf/GuidedTours/AnimalAdap.pdf