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S3ETS: Supporting Science Success for Elementary Teachers and
Students
Session 3
Today’s Agenda: March 15, 2016
Element
Content Focus
Content
Objectives
Details
Standard 5: Students will understand that traits are passed from the parent organism to
their offspring, and that sometimes the offspring may possess variations of these traits
that may help or hinder survival in a given environment.
Objective 2: Describe how some characteristics could give a species a survival advantage
in a particular environment.
Teachers will support a claim with evidence on why or why not a particular organism
would survive an environmental change to their habitat
Teacher will construct an explanation for why a specific trait could give a species a
survival advantage in its particular environment.
Teachers will compare traits of Pika and Black Rosy Finch that help each survive in an
Alpine habitat.
Language
Objectives
Lesson Sequence
&
ILO Alignment
Teachers will correctly use higher level vocabulary when communicating survival
advantages in organisms.
Teachers will correctly define behavior adaptation, morphological adaptation and
physiologic adaptation.
1. Welcome: Update on coaching
2. Assessment Probe: The Pika Problem
3. Simulation: What will survive?
4. Types of Traits/ Survival Advantages
5. Poster Session
6. Will the Pika survive?
7. Revisit Assessment Probe
8. 5 E Model of Inquiry Instruction
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Homework: Lesson based on 5 E Mode
Left Blank- Use for Notes
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The Pika Problem
The Pika, a small, furry member of the rabbit
family, makes its home in the Alpine region of
the Wasatch Mountains. This high elevation
provides all that the Pika needs for survival:
cooler temperatures, plentiful vegetation and
talus slopes (slopes with fragments of rocks).
The Pika stores its food as “hay piles” on the
talus in order to prepare for the scarcity of
winter. The “hay piles” include grasses,
thistles and plants. More importantly, Pika
are temperature-sensitive. They are intolerant
of high temperatures and can die from
overheating (above 78°F) when exposed for
just a few hours.
One year the Pika’s habitat experienced a drastic change. A forest fire devastated the area and
destroyed all the vegetation. Since all the vegetation was destroyed, the ground absorbed more
incoming solar radiation, causing the temperature in the area to increase by 2°F. Ants also
moved into the area and became quite abundant.
Circle any of the things you think happened to most of the Pika living in the talus slopes of the
Wasatch Mountain after their habitat changed.
A The Pika’s fur thinned and shed.
B The Pika switched to eating ants.
C The Pika dug holes to live deeper in the Earth.
D The Pika sweat glands enlarged to cool down better.
E The next generation of Pika were born with shorter fur and longer tongues.
D The Pika died.
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What’s The Effect?
Wings that spread
Webbed foot
Low altitude/Sea level
Wings that flutter
Hoofed foot
Fur as a body covering
Deep roots on plants
Grass with seeds
Shallow roots on plants
Tree with cones
High Altitude
Scales as a body covering
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Part 1: Match each trait or environmental condition with the “effect” from the boxes below.
Wings spread out for flying Warmer, more resources
Can renew itself every year
and diving and feathers
available
with seeds that it produces
make wings silent
Holds air near the animal’s Protects skin of animal
Foot acts like a paddle in
skin
the water
Foot is protected by a hard
hoof
Colder, more wind, less
oxygen, less resources
available
Fast-moving wings allow
bird to move forward and
backwards
Roots can gather water
quickly from surface
Roots can reach ground
water, anchor the plant
Produces cones filled with
seeds after several years
Part 2: Support your matching with a reason of WHY this effect is important.
Example: Wings that spread are important to a bird of prey so that it can swoop down and pick
up its prey. The feathers keep the wings quiet so that the prey (ex: a mouse or rabbit) cannot
hear the bird coming to catch it!
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High
altitude
Colder, more wind, less oxygen,
less resources available
Low altitude/Sea level
Warmer, more resources
available
Fur as a body covering
KEY: What’s The Effect?
Wings that spread
Wings spread out for flying and
diving and feathers make wings
silent
Wings that flutter
Foot acts like a paddle in the
water
Fast-moving wings allow bird to
move forward and backwards
Foot is protected by a hard
hoof
Deep roots on plants
Grass with seeds
Holds air near the animal’s skin
Scales as a body covering
Protects skin of animal
C Penrod and J Paul 2016
Webbed foot
Roots can reach ground water,
anchor the plant
Shallow roots on plants
Roots can gather water quickly
from surface
Hoofed foot
Can renew itself every year
with seeds that it produces
Tree with cones
Produces cones filled with
seeds after several years
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WHY is this important? (some ideas, not necessarily inclusive!)
Wings spread out for flying Warmer, more resources
Can renew itself every year
and diving and feathers
available
with seeds that it produces
make wings silent
Less competition for
Maintains the population
Bird of prey can swoop
resources, less harsh
from year to year without
down and catch prey; also
conditions so survival is
the plant using resources
silent wings so prey is not
optimal
to winter over
aware of danger
Holds air near the animal’s Protects skin of animal
Foot acts like a paddle in
skin
Animal is protected from
the water
Animal is kept warm in
rough and sharp surfaces it Animal can propel self in
colder climates
may move over (rocks,
water to find food or to
etc.)
escape predator
Foot is protected by a hard Fast-moving wings allow
Roots can reach ground
hoof
bird to move forward and
water, anchor the plant
Foot is not cut by hard
backwards
Plant is held up and does
objects; animal able to
Bird can move in and out
not easily fall over; roots
protect self through
and among flowers to feed can reach water deep in the
kicking; used to break
soil even if the surface is
through snow and rocks
dry
Colder, more wind, less
Roots can gather water
Produces cones filled with
oxygen, less resources
quickly from surface
seeds after several years
available
More surface area for plant Uses less resources over
Harder for organism to
to gather water from so
time since tree grows
survive; less organic
that plant takes full
slowly; must use energy to
matter so less soil; must
advantage when rare rains winter over
survive harsher climate
come
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Activities from S3ETS Session 3
1. Newsprint activity: Which organisms have a survival advantage?
 Our “habitat” is a sheet of newsprint. Our organisms are hole-punched circles of white
paper and newsprint. Let’s see how a predator can affect a population.
 Give each team a half sheet of newsprint. Some should be plain (want ads, notices, etc.)
others should have color photos as at least part of the print.
 Give each team hole punched circles – 20 from newsprint, 20 from plain white paper.
 Spread the 40 circles onto the newsprint. Now a predator comes along. Use tweezers
to pick up as many of the circles as possible in 10 seconds. (You can have one student do
this, or several – add more circles for more students)
 Call time. Students discard the circles they picked off the paper. They then pair up the
circles (by color) that remain on the newspaper. Add one extra circle of that color for
each pair. Non-paired or odd paired (one white, one newsprint) do NOT get an extra
circle.
 Repeat the drop and tweeze activity once more. Pair and add the extra circles.
 If this goes as it should, the newsprint circles should be more abundant after only 2
rounds. This is because they have an “adaptation” of camouflage that protects them
from predators (the tweezers).
 You can also try spreading the circles onto a piece of white paper for a different
outcome.
 How did the different types of newsprint change the outcome? The white paper?
 From our core: this is how animals with one variation would have a survival advantage
in a particular environment.
2. Environmental change and arguing from evidence: What would survive?
 Give student groups a large sheet of paper. Have them divide it into three sections.
 Give them the sets of animal cards with the descriptions. Explain that some of these
animals could live in the same environment while others need a different environment.
Students should work together to determine three groups of animals, each with a
distinct environment in which it fits. Note: There is one duplicated card. This animal
can live in two different environments. Do not reveal this to students. Let them work
through what to do with the extra card. Just assure them that it is supposed to be
there. Students should use the information on the card to inform their choices. Argue
from evidence within their group. Possible sentence frames: “I think the _animal___
belongs in the __environment__ because __evidence from card__ . “I agree because
__more evidence from card__. (or I disagree because…) Encourage students to describe
the animals’ specialized structures and behaviors that allow it to live in a particular
environment. Use the appropriate science words for Standard 5 – Heredity.
 Once students have divided the cards, have them describe the environment they believe
the animals belong to. They should include information about climate, water, land, and
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



plants that might be found in that environment. Once again, argue from evidence. The
most likely environments are listed below. We are using desert, wetland and forest as
they have prior knowledge from 4th grade about these particular environments.
Desert environment – burrowing owl, coyote, jackrabbit, rattlesnake, desert tortoise
Wetland environment – catfish, mallard duck, American kestrel, muskrat, leopard frog
Forest environment – porcupine, black chinned hummingbird, rattlesnake, flying
squirrel, elk
A brief description of each environment is given below.
Each group is assigned one of the environments.
Next, students select a change card at random.
Together, they determine which of the animals in environment would be likely to
survive such a change and which would not. Once again, encourage them to explore
which of the animals’ physical, structural and behavioral adaptations would aid in their
survival. Use evidence on the cards.
As a whole class, have students present their work and defend their choices.
Ecosystem Information
Desert
 Between 5 and 10 inches of water per year
 Summer temperatures 60 - 110° F. Winter temperatures 0 - 60° F.
 Sandy, rocky soil
 Less biodiversity, fewer plants/animals overall
Forest
 Between 30 and 50 inches of water per year
 Summer temperatures 30 - 80° F. Winter temperatures 0 - 40° F.
 Rich, dark soil with lots of organic matter
 More diverse than deserts, less diverse than wetlands
Wetland (Jordan River)
 Between 10 and 20 inches of water per year
 Summer temperatures 60 - 105° F. Winter temperatures 0 - 50° F.
 Mixed soils, rocky, muddy
 High diversity, especially in non-urban stretches
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Desert Animals
The burrowing owl breeds in southwestern Canada, the western
United States, northern Mexico, Florida, and parts of the West
Indies. It winters from the southwestern United States to Honduras.
Its habitats are open grassland and prairies, but it also utilizes other
open situations, such as golf courses, cemeteries, and airports. It
eats mainly invertebrates such as bugs and worms, but also
consumes a variety of small vertebrates, including small mammals,
birds, frogs, toads, lizards, and snakes. The nest is usually in a
prairie dog, ground squirrel, badger, or armadillo burrow; owls will
sometimes excavate their own nest burrow. Three to eleven eggs are
incubated by the female parent. The young are tended by both
parents and fledge after about 40 to 45 days.
Burrowing Owl
Coyote
White tailed jackrabbit
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Coyotes now occurs throughout most of North America, as well as in
parts of Latin America. The range of the coyote has greatly
expanded in recent years as habitats have been altered and wolves
have been eliminated from many areas. Coyotes are common in
Utah, occurring in open deserts, grasslands, forests, urban settings,
and other habitats. Female coyotes may produce one litter of four to
seven pups during the spring. The young are typically born in
earthen dens, where they remain for eight to ten weeks. Both
parents tend to the pups until fall, when the young leave the family
and head off on their own. Coyotes are opportunistic feeders that
mainly consume small animals and carrion (animals already dead),
although plant material is occasionally consumed. Coyotes are
active year round and are primarily nocturnal.
The white tailed jackrabbit is the largest of the hares, growing up to
26 inches and weighing up to nine pounds. In summer, this jackrabbit
is a light brownish gray over the back and sides, lighter on the belly.
The tail is completely white. In winter, the entire body is usually
white, except the tips of the ears and top of the head which are
grizzled gray or black. In some areas, it may not turn completely
white. This species inhabits mountains, foothills, and valley areas in
northern Utah. It is restricted to higher mountain areas in southern
Utah. It is generally found in open areas, even when found at high
elevations. It eats forbs, grasses, and the bark and twigs of many
shrubs and trees. This species bares several litters of three to six
young during warmer months of the year.
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Great Basin rattlesnake
Desert tortoise
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The Great Basin rattlesnake is found in much of western Utah,
where it occurs in a variety of habitats ranging from prairie and
desert areas to open mountain forests. This species is primarily
found on the ground, but will occasionally climb into trees and
shrubs. During periods of cold weather, Great Basin rattlesnakes
occupy mammal burrows, crevices, and caves, where they become
inactive. The Great Basin rattlesnake is live bearing; females give
birth to approximately four to twelve young in the late summer or
fall. The diet of this species consists of small mammals, birds,
lizards, and occasionally amphibians. Prey are subdued by injecting
venom through large hollow fangs at the front of the upper jaw.
Great Basin rattlesnakes are typically light tan, yellowish, or light
gray in color, with dark blotches on their backs.
Utah's Beaver Dam Slope population of desert tortoise is listed as
threatened by the U.S. Fish and Wildlife Service. Within its range,
the desert tortoise can be found near water in deserts, semi arid
grasslands, canyon bottoms, and rocky hillsides. Desert tortoises
often construct burrows in compacted sandy or gravelly soil.
Females nest under a large shrub or at the mouth of a burrow, and
lay one to three clutches of two to fourteen eggs from May to July;
eggs hatch in late summer or fall. Burrows, which may contain
many tortoises at once, are used for hibernation during cold winter
months. The typical diet of the desert tortoise consists of perennial
grasses, cacti, shrubs, and other plant material.
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Wetland Animals
Channel catfish
The channel catfish, is a popular sport fish that is currently found in
many of Utah's warmer waters, such as Utah Lake, but is not native
to the state. The channel catfish is native to many areas of North
America east of the Rocky Mountains. Channel catfish eat many
types of foods, including plant matter, detritus, and a large variety
of invertebrates, although adult fish are primarily piscivorous (they
eat fish). The species spawns in late spring and summer, with eggs
hatching in about one week. Eggs are guarded by the males, who
also guard young fish after hatching.
The wood duck breeds in scattered areas across the United States.
Northern populations migrate south for the winter. The species
occurs year round in Utah, although it is more common in the state
during winter. Wood ducks prefer marshes and ponds near
woodlands, and are especially fond of flooded forests. The wood
duck typically nests in hollow trees or manmade nest boxes; nests
are almost always near water. Nine to fifteen eggs are laid and
incubated by the female alone. Young are able to fly at about nine
weeks of age. Wood ducks eat primarily plant material during the
winter, and insects during the spring and summer.
Wood duck
The American kestrel breeds throughout much of North America.
Some populations migrate south, but some may remain in the same
area year round. In Utah, this is a common species found statewide
at all times of the year. American kestrels are usually found in open
habitats, such as prairies, deserts, and farmlands. Nests are made
in natural holes in trees, abandoned woodpecker holes, cliffs, and
nest boxes. Usually four or five eggs are laid and incubated for 29 to
31 days. Young are tended by both parents and leave the nest about
29 to 31 days after hatching. In summer, American kestrels feed
mainly on insects, especially grasshoppers and crickets, and small
vertebrates. During the winter, its foods are mainly birds and mice.
American kestrels often hover in the air while looking for prey.
American kestrel
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The muskrat is a large rodent that spends much of its time in the
water. Muskrats are native to most of the United States, almost all
of Canada, and a small area of northern Mexico. In addition, the
species has been introduced to areas of Europe and Asia. In Utah,
muskrats are common throughout the state in marshes, ponds, and
other areas with shallow, slow moving water. Muskrats primarily
feed on aquatic plants, but mollusks, fishes, and land plants are also
eaten. Breeding occurs in the spring and summer, with females
capable of producing several litters of one to twelve offspring each
year. Muskrats are active throughout the year, and are primarily
nocturnal, although daytime activity is not unusual. Muskrats are
trapped for their fur throughout much of their range.
Leopard frog
C Penrod and J Paul 2016
The northern leopard frog is found in the northern, Rocky
Mountain, and Intermountain areas of the United States. The
northern leopard frog is fairly common in Utah, but some reports
indicate that its numbers may be going down. This frog lives near
cattails and other aquatic plants, but it may be found foraging for
food relatively far from water. During cold winter months, this
species is inactive, and takes cover underwater or in damp burrows.
Females lay eggs in the spring, typically on vegetation just below the
surface of the water in areas with sunlight. Leopard frogs eat a
variety of small invertebrates. Tadpoles eat algae, organic debris,
and small invertebrates. The northern leopard frog is a slim, long
legged frog with a green or brownish colored back that has dark oval
or round spots. Their bellies are white or cream colored.
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Forest Animals
The North American porcupine is a large rodent that is common in
Utah, where it prefers coniferous forest and mixed forest areas.
Porcupine dens may be found in hollow trees, hollow logs, and
small caves. The porcupine is active throughout the year and is
mainly nocturnal, but is often visible during the day. Breeding
occurs in the fall, and females may give birth to one young in late
spring. The porcupine eats bark, roots, berries, buds, fruits, leaves,
and other plant material. The needles and bark of coniferous trees
are often consumed during the winter. Porcupines are covered in
sharp spines, or quills, that are used for protection from predators.
Quills are loosely attached to the body and may detach from the
porcupine and lodge into a predator if touched.
North American Porcupine
Black chinned hummingbird
Great Basin rattlesnake
C Penrod and J Paul 2016
The black chinned hummingbird is a common hummingbird in
Utah. It is found across the western United States, and it migrates
south to Mexico for winter. As is typical for hummingbirds, the
black chinned hummingbird feeds primarily on nectar and also eats
insects and spiders. Nesting areas are often in canyons along stream
beds. Except for mating, males do not participate in nesting or
raising young. Females construct nests that are bound together with
spider silk. Two eggs are laid in early April and incubated for 13 to
16 days. Young leave the nest after 21 days. The female often
produces a second brood and sometimes even a third.
The Great Basin rattlesnake is found in much of western Utah, where
it occurs in a variety of habitats ranging from prairie and desert areas
to open mountain forests. This species is primarily found on the
ground, but will occasionally climb into trees and shrubs. During
periods of cold weather, Great Basin rattlesnakes occupy mammal
burrows, crevices, and caves, where they become inactive. The Great
Basin rattlesnake is live bearing; females give birth to approximately
four to twelve young in the late summer or fall. The diet of this
species consists of small mammals, birds, lizards, and occasionally
amphibians. Prey are subdued by injecting venom through large
hollow fangs at the front of the upper jaw. Great Basin rattlesnakes
are typically light tan, yellowish, or light gray in color, with dark
blotches on their backs.
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The Northern Flying Squirrel occurs in part of Alaska, across most
of Canada, in parts of the eastern and western United States, and in
the Great Lakes region of the United States. The species occurs in
many of Utah's mountainous areas, primarily in mature coniferous
forests. Females may produce one or two litters of two to six young
during spring and summer each year. Northern flying squirrels eat
fungi and lichens, as well as nuts, seeds, insects, and fruits. Nests
are usually constructed inside hollow trees, but are sometimes
constructed on tree branches. Flying squirrels are nocturnal and
active throughout the year. Northern flying squirrels cannot fly, but
they can use the loose folds of skin on their sides to glide from tree
to tree.
Flying squirrel
The elk is native to North America. Elk are common in most
mountainous regions of Utah, where they can be found in mountain
meadows and forests during the summer, and in foothills and valley
grasslands during the winter. The seasonal changes in elevation
allow elk to avoid deep snow and find food year round. Elk may be
active during both day and night, but most activity occurs at dusk
and dawn. Dominant males gather and protect harems of females.
Males emit loud vocalizations, called bugles, which keep the females
in a group and warn other males to stay away from the harem.
Females typically give birth to one (sometimes two) calves in the
late spring. Elk are grazers, primarily eating grasses, but forbs,
woody plants, and mushrooms may also be consumed.
Elk
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Change Cards
The overall temperature in your environment
slowly increases until it is 5 degrees warmer
than historic averages.
The overall amount of precipitation in your
environment decreases over time until it is
10% less than average.
The overall temperature in your environment
slowly decreases until it is 5 degrees cooler
than historic averages.
The overall amount of available surface water
decreases over time by 20%.
A non-native species is introduced to your
environment that competes with several of
the plants available in the environment.
A road is built through your environment,
fragmenting it into two separate pieces.
A developer builds on 20% of your
environment, replacing the native plants with
houses, lawns, roads, and sidewalks.
Weather conditions in your environment
become more volatile. Storms are stronger,
with more wind and lightning.
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What is an American Pika?
Description
American pikas are small, furry animals related to rabbits and
hares. Pikas have short, stout bodies with big, round ears.
They have sharp curved claws and padded toes to scamper
around alpine rocks. Excellent hearing and vision keep them
aware of any danger in their surroundings.
Pikas have brown and black fur, camouflaging them against
rocks. Thick fur keeps Pika warm in the winter, while furry
paws provide traction in the snow. Jo Varner, a biologist
reports, “[Pikas] are basically shaped like spheres, which is optimal for conserving heat. They
have thick fur coat and a high metabolic rate, which means they generate a lot of heat. The
thick fur traps it (heat), so does there spherical shape.” During the summer, they grow a much
lighter coat of fur, but the fur is still thick enough to overheat if temperatures are too high.
Diet
Pika are herbivores that love grasses,
weeds and tall flowers. Pikas do not
hibernate in the winter, so they must
collect food throughout the summer in
“haypiles.” Pikas collect extra wildflowers
and grasses and the sun's heat dries the
plants so they do not get moldy. The plants
are stored in a pika's den until winter.
This behavior is called “haying”
Habitat
American Pikas are found in mountainous alpine
habitat, 8,200 feet or more in elevation and above the
tree line. They live on talus, a pile of rock fragments,
and cliffs near mountain meadows. This cool and
moist alpine terrain helps protect pikas from
temperatures above 78 degrees Fahrenheit-a
temperature at which a pika will die after only two
hours. Snow cover over the talus provides insulation
and warmth during the winter, while the rocks
provide a cooling effect in the summer.
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How Pikas Communicate
American pikas are often heard before they are seen. They
make calls and sing to define and protect their territory,
alert others to the presence of dangers and attract mates.
The call sounds like the bleat of lamb, but is more highpitched and squeaky.
Adaptations
American pikas have adapted to living in very
inhospitable environments. They live where most other
mammals do not venture to go--the treeless slopes of mountains.
It is very cold, rocky and treacherous for the tiny pika.
Pikas help protect themselves by living in colonies. They live near
other pikas and will alert the group to predators by sending out a
warning call. Weasels, hawks and coyotes can prey on pikas.
Although pikas live in
colonies, they are very
territorial over their den
and surrounding area.
They will give off territorial calls to define the
boundaries between each pika neighbor. They make
their dens among rocks.
Pikas are active in the daytime and they do not
hibernate in winter. They are active throughout the year,
but they tend to spend most of their time inside the den
in the winter. Pikas eat stored grasses to survive and
venture out to forage when the weather permits.
Unlike other mountain species that can move to higher
altitudes in warming climates, pikas live so high on the
mountain that there is nowhere for them to go. Without
our protection and help, American pikas could be
the first species with the distinction of going
extinct due to global warming.
C Penrod and J Paul 2016
Map of Pika locations in Utah.
Circles = Since 1983
Squares = Before 1983
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Will the Pika Survive?
You are a conservation biologist studying a small
member of the rabbit family named Pika. Reports have
shown that Pika populations are decreasing. You are to
find out what characteristics give the Pika a survival
advantage in an Alpine habitat and suggest possible
reasons for the decline in Pika populations. Start by
reading about the Pika and recording your observations
in the chart below
Part 1: Gather Information
Specialized body
structures
What body parts does a
Pika have that help it
survive?
Physical abilities
How does a Pika adapt
to the immediate
environment?
Instinctive
behaviors
What does a Pika do to
survive in its
environment?
Part 2: Reasoning- Questions for Thinking and Discussion:
1. How are a Pika’s traits (physical abilities. specialized structures, instinctual behaviors)
specialized for survival in the Alpine environment?
2. How do these traits give the Pika a survival advantage in the Apline environment?
3. How can the Pika’s traits become a survival disadvantage in the Alpine environment?
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Part 3: WHY are these traits important?
Type of Trait
Specialized
body
structures
Specific Adaptations
Physical
abilities
Instinctive
behaviors
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WHY is this trait important?
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Part 4: Reasoning- Data Analysis/ Looking for Patterns
Number of Pika in Three Locations by Year 1995-2005
Number of Frost-free Periods and Number of Pika by Year
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Map of Pika Distribution in Utah
Red circles= Since 1983
Yellow squares= Before
1983
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Writing a Scientific Argument
Name _______________________________
Phenomenon: __________________________________
______________________________________________
Claim: _________________________________________
______________________________________________
Support claim with evidence
Evidence # 1
Evidence # 2
Evidence # 3
Conclusion
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Pika Videos:
Collared Pika Prepares for Winter-Alaska (3:13)
https://www.youtube.com/watch?v=F8edS07_Cys
The Rare and Elusive Pika (18:15)
https://www.youtube.com/watch?v=XLUGzXAgiqI
Pikas in Utah (4:53)
https://www.youtube.com/watch?v=czMoUzBUkTE&feature=channel_pageDNR
C Penrod and J Paul 2016