Animal Adaptations With the Jackalope

Learning Resource Type

Learning Activity

Subject Area

Science

Grade(s)

3, 4

Overview

Students listen to a book about a jackrabbit that wishes for horns so that he can be fierce. After listening to the read aloud, the students discuss animal adaptations for survival, including physical characteristics, habitat, and diet.

This activity results from the ALEX Resource Development Summit.

Phase

Before/Engage
Science (2015) Grade(s): 3

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Investigate how variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing (e.g., plants having larger thorns being less likely to be eaten by predators, animals having better camouflage coloration being more likely to survive and bear offspring).

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Vocabulary

  • Investigate
  • Evidence
  • Explanation
  • Variation
  • Characteristics
  • Individuals
  • Species (plants and animals)
  • Advantages
  • Surviving
  • Finding mates
  • Reproducing

Knowledge

Students know:
  • Patterns of variation of a given characteristic among individuals in a species (e.g., longer or shorter thorns on individual plants, dark or light coloration of animals).
  • Potential benefits of a given variation of the characteristic (e.g. the light coloration of some moths makes them difficult to see on the bark of a tree).
  • Certain variations in characteristics makes it harder or easier for an animal to survive, find mates, and reproduce (e.g., longer thorns prevent predators more effectively and increase the likelihood of survival; light coloration of some moths provides camouflage in certain environments, making it more likely that they will live long enough to be able to mate and reproduce).

Skills

Students are able to:
  • Collaboratively investigate the variations in characteristics among individuals of the same species.
  • Describe evidence needed to explain the cause-and-effect relationship between a specific variation in a characteristic and its effect on the individual to survive, find mates, and reproduce.
  • Use reasoning to connect the evidence to support the explanation

Understanding

Students understand that:
  • Cause and effect relationships exist between a specific variation in a characteristic (e.g., longer thorns, coloration of moths) and its effect on the ability of the individual organism to survive and reproduce (e.g., plants with longer thorns are less likely to be eaten, darker moths are less likely to be seen and eaten on dark trees).

Scientific and Engineering Practices

Planning and Carrying out Investigations

Crosscutting Concepts

Cause and Effect
Science (2015) Grade(s): 4

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Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

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Vocabulary

  • argue
  • articulate
  • evidence
  • internal
  • external
  • structure
  • survival
  • function
  • behavior
  • reproduction

Knowledge

Students know:
  • Internal and External structures serve specific functions within plants and animals.
  • The functions of internal and external structures can support survival, growth, behavior and/or reproduction in plants and animals.
  • Different structures work together as part of a system to support survival, growth, behavior, and/or reproduction.

Skills

Students are able to:
  • Articulate an explanation from evidence explaining how the internal and external structures of plants and animals function to support survival, growth, behavior, and reproduction.
  • Determine the strengths and weaknesses of the evidence collected, including whether or not it supports a claim about the role of internal and external structures of plants and animals in supporting survival, growth, behavior, and/or reproduction.
  • Use reasoning to connect the relevant and appropriate evidence to support an argument about the function of the internal and external structures of plants and animals.

Understanding

Students understand that:
  • Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.

Scientific and Engineering Practices

Engage in Argument from Evidence

Crosscutting Concepts

Systems and System Models; Structure and Function

Learning Objectives

Students will be able to explain how animal characteristics support survival, growth, behavior, and reproduction.

Activity Details

Read aloud a copy of the book, Jackalope by Janet Stevens. In the book, a jackrabbit wishes for horns and is granted them by a Fairy Godrabbit. The horns cause him to get captured and almost eaten by a coyote because he no longer fits in his escape hole.  

After reading the book, lead a discussion on animal adaptations. Ask the students why the horns were such a problem for the Jackalope. Discuss the other animals mentioned in the book (horned toad, squirrel, coyote, etc.) and how those animals use their particular features for survival. You might discuss how animals use traits such as skin/fur color, size, and home-building to hide from predators, how sharp teeth and claws are designed for eating meat, and how animals have adapted to survive in extreme environments (blubber on polar bears, water storage in camels, etc.).

Assessment Strategies

Use formative assessment strategies and observation to determine if students are developing an understanding of the purpose of various animal adaptations.

Variation Tips

You might have students Think-Pair-Share to come up with other animal adaptations and their advantages not mentioned in the book. Students can continue the lesson by doing research on a specific animal.

Background / Preparation

Find a copy of the book Jackalope by Janet Stevens.

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