Fourth graders identify behavioral and structural adaptations to plant and animal life. In this unit overview, 4th graders discuss the importance of variation and adaptation in a species survival. This is a unit overview and does not...

Students complete several activities that stimulate their assessment of time. They consider the term 'biological clock' and how animals in the wild depend on their own internal clocks for survival.

Pupils identify various species of anurans by their skin coloration. They describe how coloration contributes to survival.

Students study about the survival and hunting strategies of several different kinds of spiders. They also be introduced to scientific classification of spiders and write a brief report about one of the spider families they observe.

Students explore what young cranes need to do to survive.

Young scholars study the concept that genetic variation of offspring contributes to population control. They create a presentation showing natural selection and survival of the fittest.

Students create a collage investigating different strategies animals use for keeping warm. This instructional activity is part of a multi-segmented unit on animal survival.

Students examine the types of adaptations that animals use to survive. They research the animals and report their findings to the class.

Students investigate items for basic survival, needed for survival, and luxury items. They compare what they need to what Indians and Pioneers needed in the 1700's and 1800's.

Students explore how an organism perceives its landscape and how changes to its landscape can effect its survival. Of particular focus is the effect of urbanization and the organisms survival in the cities.

Second graders discuss the term "endangered". They identify the reasons some animals are in danger of being wiped out. They discover ways humans can help the species survive.

Middle schoolers examine different organisms in various marine habitats. They identify any adaptations that have allowed the organisms to survive. They develop an imaginary organism and describe its life cycle.

High schoolers examine the functions of the different systems in the body. They discover how different systems must work together to make the body function correctly. They identify the needs of the body to help it survive.

Students discover how the land and people we develop relationships with in Nebraska affect our survival--past, present, and future. They write about and interview their grandparents, parents and peers and compare them with people on the...

Students examine the given characteristics of a previously unknown dog-like creature, Canis pedatus, to decide if the creatures would survive when relocated to a new environment. They work in small groups to decide whether or not the...

Students demonstrate that living organisms may possess incredible adaptations which enable them to survive. They observe bacteria that are able to orient themselves using the Earth's magnetic field and formulate a hypothesis as to how...

High schoolers, in groups, examine the given characteristics of a previously unknown dog-like creature, Canis pedatus. They discuss whether or not this species would show adaptations and survive if it were relocated to a new environment.

Third graders make inquiry about the adaptations that help a frog to survive in its environment. They identify the adaptations and define how they work. They also research the idea of how species have common characteristics.

Fourth graders investigate the adaptations that occur in bats. The benefits of adaptations are discussed with them and the probability of survival is measured. The specific adaptations are written and defined.

Fifth graders describe the reasons for, nature of, and outcomes of the Second Seminole War. They determine that Seminole women and men faced many hardships as they fought for their survival. They relate a story of a Seminole "first"...

Students illustrate the results of natural selection by identifying the specific adaptation of an organism that allows the species to survive in that environment. They illustrate the results of natural selection by recognizing examples...

Seventh graders explore how disasters affect animals.  In this animal habitats lesson students create an animal that will survive in Point Reyes habitats. 

Students identify and discuss the adaptive characteristics and behaviors of fish. They view slides of fish, and design and create a model of a fish of the future, listing the ways their fish adapt to survive.

Learners design an ideally adapted macroinvertebrate to live in a water habitat. They illustrate their animal, name it and specify the adaptations it has that enable it to survive.