Relate characteristics and functions of observable body parts to the ability of animals to live in their environment (sharp teeth, claws, color, body coverings).

1—Desired Results

Students will be able to independently use their learning to describe how an animal uses its body parts in order to live in their environment and survive by staying safe, gathering/eating food and water and being able to move around.

• Essential Question: How do animals survive in their environment?
• Understandings: Students

  will understand that animals have specific body structures to help them survive (structures to help animals get food, eat, get water, drink, stay safe and move) in their environment.

Students will know that not all animals have the same structures in order to do the same thing (i.e. a fish breathes through gills and a rabbit breathes through lungs).

Students will be able to identify specific body parts on a given animal and identify what the structures’ functions for survival are.

Two – Assessment Evidence

Choose ONE project from the list below to complete with your partner: (designed to be motivating tasks based on student preferences and creativity)

ART ANIMAL PROJECT- Design an animal of your choice on a poster board.  Use any art supplies provided to you by the teacher.  Label the structures of the animal that help it survive including structures to help it move, stay safe and get food and water.

During your presentation you will be asked to explain each structure and its purpose for survival.

STORY ANIMAL PROJECT- Write a realistic, short story about a day in the life of an animal of your choice.  Be sure to answer these questions in your story:

·  What does your animal eat and how does it get food?

·  What does your animal do to protect itself when there is danger?

·  What does your animal do if it starts storming or the weather becomes extreme?

During your presentation, one person will read the story and one person will pretend to act out the motions.