After learning about and exploring plant and animal adaptations, students research local …
After learning about and exploring plant and animal adaptations, students research local organisms with interesting adaptations and share findings with their classmates. Students identify adaptations globally by analyzing a documentary.
Educators Guide for this unit: http://education.eol.org/lesson_plans/2-5_Adaptations_LessonOverview.pdf
Lessons in this unit: Adaptations Activity 1: Adapting to the Environment Adaptations Activity 2: Physical Adaptations Adaptations Activity 3: Behavioral Adaptations Adaptations Activity 4: Go Adapt! Adaptations Activity 5: Create a Creature
Students explore the adaptations that allow beavers to thrive in aquatic environments, …
Students explore the adaptations that allow beavers to thrive in aquatic environments, then make observations and inferences about the functions of diverse bird beaks.
Students discuss the migration of monarch butterflies as an example of behavioral …
Students discuss the migration of monarch butterflies as an example of behavioral adaptations, then act out the behavioral adaptations of organisms in charades.
Students synthesize their understanding of adaptations by playing a “go fish” style …
Students synthesize their understanding of adaptations by playing a “go fish” style game to collect sets of organisms with physical and behavioral adaptations.
Educators Guide for this unit: http://education.eol.org/lesson_plans/2-5_Adaptations_LessonOverview.pdf
Lessons in this unit:
Adaptations Activity 1: Adapting to the Environment Adaptations Activity 2: Physical Adaptations Adaptations Activity 3: Behavioral Adaptations Adaptations Activity 4: Go Adapt! Adaptations Activity 5: Create a Creature
Students explore the importance and process of classification. Students apply the concept …
Students explore the importance and process of classification. Students apply the concept of biological classification to a real hierarchy of birds, analyzing bird photos and organizing them into groups based on physical characteristics.
Students use EOL Species Cards to sort and make observations of animals, …
Students use EOL Species Cards to sort and make observations of animals, then use the RAFT writing strategy to create short presentations about the characteristics of each major group of animals.
After learning about and observing the differences between flowering and nonflowering plants, …
After learning about and observing the differences between flowering and nonflowering plants, students go outside and search for plants in schoolyard, keeping notes and drawings of their observations.
Students apply their understanding of physical characteristics and biological classification of different …
Students apply their understanding of physical characteristics and biological classification of different organisms through a game of classification "Go Fish!"
After making observations and inferences about predator-prey relationships in their schoolyard, students …
After making observations and inferences about predator-prey relationships in their schoolyard, students work together to build food chains of the organisms they observe.
Students become “experts” and make creative presentations about the different ecological roles …
Students become “experts” and make creative presentations about the different ecological roles of producers, consumers, and decomposers at local and global scales.
Students synthesize their understanding of energy flow and trophic relationships through “Food …
Students synthesize their understanding of energy flow and trophic relationships through “Food Chains Rummy,” a modified version of the classic card game using Species Cards.
Students become “experts” and make creative presentations about the different ecological roles …
Students become “experts” and make creative presentations about the different ecological roles of producers, consumers, and decomposers at local and global scales.
Students model how a complex system operates and how some parts of …
Students model how a complex system operates and how some parts of a complex system have more leverage or influence on the rest of the system. Students relate this to the interconnectedness of food webs.
Students practice making observations, describing physical characteristics of organisms, and interpreting information. …
Students practice making observations, describing physical characteristics of organisms, and interpreting information. In pairs, students sit back to back; one student describes a creature and the other draws based on the partner’s description.
Educators Guide for this unit: http://education.eol.org/lesson_plans/2-5_ScienceSkills_BioblitzSkillbuilderOverview.pdf
Lessons in this unit: Biodiversity Skillbuilder 1: Meet a Creature Biodiversity Skillbuilder 2: ID That Bird! Biodiversity Skillbuilder 3: How Diverse is Biodiversity? Biodiversity Skillbuilder 4: Modeling Classification Biodiversity Skillbuilder 5: ID Using a Dichotomous Key
Students observe cutouts of birds around the classroom, sketch and describe field …
Students observe cutouts of birds around the classroom, sketch and describe field markings, and use field guides to make identifications.
Educators Guide for this unit: http://education.eol.org/lesson_plans/2-5_ScienceSkills_BioblitzSkillbuilderOverview.pdf
Lessons in this unit: Biodiversity Skillbuilder 1: Meet a Creature Biodiversity Skillbuilder 2: ID That Bird! Biodiversity Skillbuilder 3: How Diverse is Biodiversity? Biodiversity Skillbuilder 4: Modeling Classification Biodiversity Skillbuilder 5: ID Using a Dichotomous Key
Students explore biodiversity statistics by hypothesizing the number of animal species and …
Students explore biodiversity statistics by hypothesizing the number of animal species and comparing to scientific estimates.
Educators Guide for this unit: http://education.eol.org/lesson_plans/2-5_ScienceSkills_BioblitzSkillbuilderOverview.pdf
Lessons in this unit: Biodiversity Skillbuilder 1: Meet a Creature Biodiversity Skillbuilder 2: ID That Bird! Biodiversity Skillbuilder 3: How Diverse is Biodiversity? Biodiversity Skillbuilder 4: Modeling Classification Biodiversity Skillbuilder 5: ID Using a Dichotomous Key
Students classify themselves into different groups based on observable characteristics of clothing …
Students classify themselves into different groups based on observable characteristics of clothing and accessories, then apply to biological classification systems.
Educators Guide for this unit: http://education.eol.org/lesson_plans/2-5_ScienceSkills_BioblitzSkillbuilderOverview.pdf
Lessons in this unit: Biodiversity Skillbuilder 1: Meet a Creature Biodiversity Skillbuilder 2: ID That Bird! Biodiversity Skillbuilder 3: How Diverse is Biodiversity? Biodiversity Skillbuilder 4: Modeling Classification Biodiversity Skillbuilder 5: ID Using a Dichotomous Key
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