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Adaptations:
Living in a
Changing
World
By:
Suzanne Massey, Laurie
Skrobola, Kim Loye
Unit Summary
 Students
will learn about the relationship
between a changing environment and an
animal’s need to adapt to that change and
then use this information to complete tasks.
Students will create an imaginary animal, and
then design and build a model of its habitat,
while showing at least three adaptations that
will enable its survival in that constructed
habitat. Students will use Glogster to present
projects to the class. Students in small groups
will then complete a Venn diagram to show
relationships between their animals.
Curriculum-Framing Questions
Essential
Question
Unit Questions
Content
Questions

How do I adapt to the changes in the world around me?

What affects living things?


What is adaptation?
How do animals meet their needs by using behaviors in response
to information received from the environment?
Adaptations Project
This project will help my students develop 21st
century skills by:
 Collaborating with peers through Web 2.0
tools
 Analyzing data about animal habitats and
drawing conclusions to answer unit questions
 Solving problems and making decisions about
their animal and its adaptations
 Communicating ideas with others through a
Glogster presentation
Goals for the Unit
 To
gather information about what
students already know and what they
want to know about an animal’s
adaptation
 Extend knowledge through research and
then using higher order thinking skills in
order to create a unique animal
 Use technology to communicate ideas
with others
Helpful Resources
 Intel
 Animal
Ark
 Build Your Own Caterpillar
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