Students design and create their own hypothetical animal. In this biology lesson, students identify the factors organisms need to survive. They classify their animals according to its correct phylum.

Students discuss ways in which dinosaurs adapted to their environments. They apply the same logic to an analysis of human habitat, survival needs, and survival need fulfillment to explain how people have adapted to their environment.

Second graders explore the difference between needs and wants. They explore the three important things that people need to survive.

Students investigate the needs that need to met in order for a family to survive and flourish.

First graders explore how most living things, big and small, need food for survival.

Young scholars analyze and discuss how they would prepare for a trip to a desert island. They write a paragraph explaining why they chose their three items and how each help them to survive.

Students, in groups, create a historical fiction story of a Great Chicago Fire survivor by writing a survival narrative.

Young scholars explore the different ways which animals survive the winter months, and sort animals into correct categories using a Venn diagram.

Students examine the hunting and gathering aspects of the Washoe culture. They are assigned roles, and participate in a simulation of surviving through the seasons by competing for food with other people and tribes.

Students identify the body parts in Ice Age mammals that allowed them to survive. They answer questions as a class and discuss. They examine photographs of the animals as well.

Students study the life, adaptations, and habitats of giraffes. They investigate the issue of giraffe survival in the wild or in a wildlife sanctuary. They conduct a class debate and present position papers.

Young scholars enact the life cycle of a sessile animal and quantify the possibility of survival under the conditions given. They then present to the class a new adaptation which will increase the animals chance of survival.

Students identify and present the effects on humans when the body temperature falls, demonstrate and explain how the body loses heat, and understand hypothermia and cold water survival techniques.

High schoolers investigate natural selection and differential survival among divergent phenotypes of a population. Using everyday items , they model adaptations of camouflage and protective coloration in two very different...

Sixth graders draw a habitat and write about what they would need to survive in the habitat. They define the input of items such as materials, energy, and information, and what goes out of the habitat. They play a "Habitat Address" game,...

Students create a plant or animal that would be well adapted to a habitat they selected. They first learn about Mangroves and their specific adaptations that help them survive in their habitat.

Third graders explore cooperation between British settlers and Native Americans in the Jamestown Colony. They describe how the colonists and Powhatan Indians depended on the environment for their survival. Students write a report on the...

Students examine what mountain men wore, and what the clothing looked like. They determine what the special features and purposes had to been included in the clothing. They examine the shirts, breeches, hats, and gloves that were...

Learners examine the relationship between specific fish adaptations and their function for survival. They design a fish based on certain adaptations and then decide to which habitat their fish would be best suited. Individual students...

Fifth graders use scientific skills and processes to recognize how living things depend on one another and on the environment for survival and that the human use of natural resources impacts the environment. They research how Earth's...

Fifth graders use scientific skills and processes to recognize how living things depend on one another and on the environment for survival and the human use of natural resources impacts the environment. Explain how Earth's surface...

Students are able to define habitat. They are able to identify the four things that living things need to survive. Students are able to describe how living things are adapted to their habitats.

Pupils are able to define habitat, and identify the four things that living things need to survive. They are able to describe how living things are adapted to their habitats.

Young scholars compare and contrast local environments with the extreme environment of the Dry Valleys, Antarctica. Students explore and gain knowledge of the adaptations organisms use to survive extreme conditions and the diverse...