LIFE SCIENCE 12/13
Course A
ESSENTIAL UNIT 6 (E06)
(Animal Adaptations and Behaviors)
(June 2011)
Unit Statement: In this unit the student will examine the different adaptations of animals
that allow them to move, obtain energy and reproduce in the context of a larger
environment and in relationship to other organisms.
Essential Outcomes:
1. The Student Will describe the framework for protection and support in animal
bodies. (5.1)
2. TSW explain the function of muscles in animal bodies. (5.1)
3. TSW explain the function of the nervous system and compare and contrast nervous
systems of different animal groups. (5.2)
4. TSW state what causes animals to move and compare adaptations for movement
among different animal groups. (5.3)
5. TSW identify and compare the different ways animals obtain and digest food. (6.1)
6. TSW explain how animals exchange oxygen and carbon dioxide with the
environment and compare different respiratory structures of animals. (6.2)
7. TSW describe the two types of circulatory systems and compare the different
closed circulatory systems found in vertebrates. (6.3)
8. TSW explain how different animals get rid of waste products. (6.3)
9. TSW compare asexual and sexual reproduction in invertebrates and vertebrates
and explain how internal and external fertilization differ. (7.1)
10. TSW compare and contrast embryonic development in different vertebrates,
development of young in different vertebrates and how different vertebrates
care for their young. (7.2)
11. TSW apply the process of scientific inquiry by making informal and formal
observations, asking questions, doing background research, developing
hypotheses and discussing materials and methods that would be needed to
conduct experiments.
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QSI 12/13 LIFE SCI E06
Copyright © 1988-2011
Introduced and Practiced:
1. The Student Will explain how muscles, the skeleton and the nervous system
interact to allow animal movement. (5.3)
2. TSW recognize different types of animal behavior and explain their functions or
purposes. (7.3)
3. TSW explain the difference between instincts and learned behavior and define the
four types of learned behavior. (7.3)
4. TSW list three ways animals communicate and give examples of competitive and
cooperative behavior. (7.3)
Key Terms:
Molting
Jointed appendage
Neuron
Water vascular system
Cartilage
Radula
Crop
Gizzard
Gill
Lung
Excretory system
Larva
polyp
metamorphosis
SUGGESTED RESOURCES & RUBRIC FOUND ON FOLLOWING PAGES…………..
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QSI 12/13 LIFE SCI E06
Copyright © 1988-2011
Suggested Materials:
Pearson The Diversity of Life, chapters 5, 6 and 7.
Ancillary materials are listed in the Course Outcome Statement
Suggested Resources:
1. Choose from Lab Zone® hands-on inquiries (see list of different inquiries of
varying length and difficulty in teacher’s edition, p T10 – T12.
2. Purchase or obtain from nature a variety of live or freshly dead animals for
comparison of symmetry and body structures.
3. In-text section reviews and enrichment
4. Pearson published activities: “Scenario-based Investigations,” “Interdisciplinary
Activities,” “Chapter Activities,” “Inquiry Skill Activities, “Reading Strategies”
for English Language Learners,” and “Math Skill and Problems-Solving
Handbook.”
5. Students interested in further investigation may explore topics in animal behavior,
animal structures or animal organ systems such as the suggestions on p 200, 201,
238, 239, 284 and 285.
Technology Resources:
1. Destiny Webpath Express (found on school’s automated library system)
2. View “Untamed Science” videos.
3. Students complete “Planet Diary” on www.myscienceonline.com
4. Students perform activities in “Interactive Art” and “Virtual Lab” on
www.myscienceonline.com
5. Simulations: http://phet.colorade.edu
6. Visuals, virtuals and animations: www.myscienceonline.com
Suggested Assessment Tools and Strategies:
1. Students may create a comparative display of any of the processes/ systems in
TSW’s 3, 5, 6, 7, 9, 10, or 11.
2. Students may write an essay comparing two different animals in the same
environment with regard to any or all of the functions named in TSW’s 5, 6, 7, 9,
10, and 11.
3. Students may observe one or more animals in or out of its natural habitat and
collect data on its behavior with respect to any of the systems in TSW’s 2, 5 and 6.
4. Students may write a one page essay for any of TSW’s 2-5, 7-12.
5. Observe images or video of animal behavior and use the information to respond to
any of the TSW’s 5, 6, 10, 11 and/ or 12.
6. Students complete questions and activities in spaces provided in the text.
7. Students participate in class discussions of text material.
8. ExamView® Computer Test Generator
9. Teacher generated or published Pearson Interactive Science Assessments including
Chapter Test, Performance Assessment and Progress Monitoring Assessments
(TSW’s 2-10)
RUBRIC FOUND ON FOLLOWING PAGE………………….
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QSI 12/13 LIFE SCI E06
Copyright © 1988-2011
ESSENTIAL UNIT 6 (E06)
(Animal Adaptations and Behaviors)
Suggested Rubric
The following rubric may be used by the teacher to distinguish between ‘A’-level and ‘B’-level work in E06.
TSW’s which do not lend themselves to ‘A’-level work do not have suggestions.
Statement
‘A’-level
‘B’-level
Student is able to describe the framework for support and
protection in animal bodies, recognizing that some animals
have exoskeletons, which require periodic molting, and some
have endoskeletons made of cartilage, bone or both.
TSW 1
Animal body
frameworks
TSW 2
muscles
Student can explain that muscles help
animals move their body parts by
contracting and relaxing, recognizing
that muscle fibers cannot extend,
therefore they must work in pairs.
Student can explain that muscles help animals move their
body parts.
TSW 3
Nervous systems
In addition to B-level work, student can
describe the different types of cells
involved in impulse transmission.
Student can explain that the nervous system allows animals to
respond to stimuli in the environment and can compare the
three different types of nervous systems presented in the text.
Student can recognize that the muscular, skeletal and nervous
systems work together to create movement and can compare
adaptations for movement on land, in water and in the air.
TSW 4
Animal
movement
TSW 5
Obtaining food
Student can identify animals as
herbivores, omnivores or carnivores and
describe different adaptations in animals
for obtaining, eating and digesting
different types of foods.
Student can identify animals as herbivores, omnivores or
carnivores and recognize that those eating habits determine
adaptations in animals for obtaining, eating and digesting.
TSW 6
Obtaining O2
Student can explain why animals need to
exchange O2 and CO2 with the
environment and can describe at least
three different methods for obtaining O2.
Student can recognize that animals need to exchange O2 and
CO2 with the environment for cellular respiration and can
name at least three different methods for obtaining O2.
TSW 7
Circulatory
systems
Student can describe open and closed circulatory systems and
compare the three different patterns of closed circulatory
systems in vertebrates (1 or 2 loop/ 2, 3 or 4 chambered
hearts)
TSW 8
Wastes
Student can explain that animals have an excretory system for
ridding the body of waste products of cellular respiration
TSW 9
Reproduction
Student can perform al B-level work and
provide two detailed examples of
asexual and sexual reproduction
involving either internal or external
fertilization.
Student can explain that sexual reproduction involves the
union of gametes and produces offspring with DNA different
from parent, whereas asexual reproduction produces offspring
identical to parent. Student can also recognize the difference
between internal and external fertilization.
TSW 10
Development
and nurturing of
young
Student can complete B-level work and
describe the processes of metamorphosis
as well as give examples of degrees of
parental care in amphibians, reptiles and
mammals.
Student can compare the three different ways embryos
develop, recognize that all animals undergo changes between
birth and maturity and care for young can range from ‘not at
all’ to nurturing to complete maturity.
TSW 11
Scientific inquiry
Student will show evidence of the steps of scientific inquiry
as appropriate throughout the course of the unit.
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QSI 12/13 LIFE SCI E06
Copyright © 1988-2011