THIRD GRADE LIFE SCIENCE: HABITATS AND ADAPTATIONS
For schools who have access to the Full Option Science System (FOSS) kit: Structures of Life, you will
find that this kit addresses all of the life science standards for grade three. Throughout this document
there will be an attempt of alignment with the FOSS kit along with possible ways to extend
understanding.
Session 1: What Are Organisms?
Standard 3-2.1 Illustrate the life cycles of seed plants and various animals and summarize how they
grow and are adapted to conditions within their habitat
 What are organisms and what do we already know about them? Unit Introduction
NOTE: This lesson is designed to revisit previous learning on plants (First Grade) and animals
(Second Grade) and lay the foundation for learning about the structures, characteristics, and
adaptations of plants and animals. Ask students the following questions:
 What is an organism? (An organism is anything that is alive)
 What is the difference between something living (like an animal) and something nonliving (like
a rock)?
 NOTE: Organisms grow and develop, can reproduce, and can respond in some way to their
environment while nonliving objects cannot. We commonly think of Plants and Animals when
we refer to organisms.
 Below is a link to a quick video of The Biology Song that students will enjoy. The song
provides the seven characteristics of all organisms: http://safeshare.tv/w/HYZevzVsNx
Explain that students will be exploring three key aspects of plants and animals (structures,
characteristics, and adaptations) that allow those plants and animals to function and survive within the
area (habitat) in which they live.
 Ask students to think about what they have learned previously about the basic needs of plants
and animals.
 Work together to create a list of basic needs (food, water, air, space) and discuss how plants
and animals meet these needs.
 [FOSS: Investigation 3: Meet the Crayfish- Creating a habitat for crayfish in the classroom
correlates with this session’s main idea]
Review and discuss the similarities and differences between plants and animals by creating a Venn
diagram/chart.
Some possible entries to the diagram are:
Plants
Make their own food
Do not move around on their own
Usually reproduce through seeds
Gets energy from the sun
develop
Are usually green
Animals
Have to find food
Most can see and hear
Most can make sounds
Most can move on their own
Both
Need food
Need air
Need water
Grow and
Gets energy by eating plants
and/or animals
Reproduce
Need space
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Session 2: Life Cycles
Standard 3-2.1 Illustrate the life cycles of seed plants and various animals and summarize how they
grow and are adapted to conditions within their habitat
From the SC Science Support Document- It is essential for students to know that every plant and
animal has a pattern of growth and development called a life cycle. As seed plants and animals go through
their life cycles, they grow within a habitat for which their needs can be met. Plants and animals have
adaptations that allow them to survive the conditions within habitats in which they live.

adaptation is a characteristic that improves the organism’s ability to survive.

habitat is a place where an organism or groups of organisms live and obtain the air, food,
water, shelter or space, or light needed to survive.
Life Cycle of Seed Plants
It is essential for students to know the stages of growth in seed plants that are part of their life cycle.
Seed
 After pollination (the spreading of pollen from flower to flower) occurs, seeds are produced and
may be stored in fruits.
 Seeds contain tiny undeveloped plants and enough food for growth to start.
 Seeds need water and warmth to germinate (begin to grow).
Seedling
 Seedlings produce the parts of the plant that will be needed for the adult plant to survive in its
habitat.
 Roots begin to grow and take in nutrients and water from the habitat.
 The stem starts to grow towards light and the first leaves form on the stem.
 Later, more leaves will form that help the plant make its food.
Mature Plant
 Mature plants have the same structures (for example roots, stems, and leaves) as seedlings, but in
addition they develop flowers or cones, which produce seeds.
Life Cycles of Various Animals
It is essential for students to know the stages of growth that are part of the life cycles in a variety of
animal types. These stages are not the same for all animals.
 Ask students to identify the various animal groups that they learned about in second grade.
 List these on chart paper (mammals, birds, reptiles, amphibians, fish, and insects). Have
students describe the key characteristics of each group.
 Remind students to include information they already know about the life cycle of each
group.
 Work together to create life cycle diagrams for each of the animal groups. Students could
also work in small groups to do this.
 Post student created diagrams around the classroom to anchor learning. Discuss
comparisons among the life cycles.
The following video can provide helpful review of the life cycles of various animals. Animal Life
Cycles (14:00) http://player.discoveryeducation.com/index.cfm?guidAssetId=53F4F60C-99B6-4E0B-85C4B6491BFF8137&blnFromSearch=1&productcode=US
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Session 3: Webcam Observations
3-2.1: Illustrate the life cycles of seed plants and various animals and summarize how they grow and
are adapted to conditions within their habitat
3-2.2: Explain how physical and behavioral adaptations allow organisms to survive
3-2.3: Recall the characteristics of an organism’s habitat that allow the organism to survive there
Video/Webcams- try to visit the following site for great live images of animals. The National Zoo’s
webcam at www.nationalzoo.si.edu/Animals?WebCams/default.cfm- You can visit the exhibits (under
the animals tab) or view live animal cams. Choose at least one of the animal webcams from the
National Zoo site and have students make observations.
Bookmark the site on available computers and have students write observations as a daily routine. This
allows you the opportunity to discuss the difference between observations and inferences. During share
time, use questioning as an instructional strategy to support students to prove their thinking based on
the text (webcam). In this learning event, the webcam is the digital “text”. This will lead them back to
their initial observations that led them to make inferences. Encourage students to look for patterns
(variables) within the daily observations. Teachers should encourage them to also think about the
changes observed, the time observed, etc.
Support students in improving their quantitative skills by problem posing. Are there any variables they
could change while making webcam observations? ie: time of day. What variables cannot be changed?
ie: location of camera, aspects of habitat.
 Students could use digital timers to measure repetition of behavior; create sketches of what is
being observed, etc.
 Be creative with your students and share all of the different strategies for collecting data.
 Think like scientists!!! Share as often as possible.
 Hopefully students will notice how these physical structures and behavioral adaptations are
used for survival and also begin connecting that we think like scientists all the time-NOT just
during “SCIENCE” class time!!!
Chart actual observations that students share. Be sure to include the following:
 What physical structures (legs, antennae, etc.) are observed of the animal?
 What is available for the animal in its environment (both living and nonliving factors)?
Students should make the connection that all structures have specific functions necessary for survival.
For those using FOSS, use Investigation 3, Parts 1 and 3: behavioral adaptations and structures. The
following image shows a crab molting, which could be useful with the crayfish as students may
observe them molting.
http://www.dfw.state.or.us/mrp/shellfish/crab/images/molt_series_SG.jpg
This is a video clip showing a blue crab molting- “Arthropod: Blue
Crab Molting” (2:28) https://vimeo.com/37438364 This would
provide an additional example of a behavioral adaptation.
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Session 4: How Physical and Behavioral Adaptations Help Animals Survive
3-2.2: Explain how physical and behavioral adaptations allow organisms to survive
3-2.3: Recall the characteristics of an organism’s habitat that allow the organism to survive there
From the SC Science Support Document: It is essential for students to know that plants and
animals have physical and behavioral adaptations that allow them to survive in their particular habitats.
Adaptation
a characteristic or trait that helps an organism survive in its environment
Physical adaptation
body structures that an organism has that allows it to meet its needs in its
habitat
Behavioral adaptation an activity or action that helps an organism survive in its habitat
Some adaptations are physical. Physical adaptations help animals get food and water or protect
themselves. Animals also adapt to their environments through behaviors or actions. Some of these
adaptations are
Hibernation
A resting state that helps animals survive winter. During hibernation, the
animal’s body processes, like breathing, slow down, and they survive on stored
food or fat. Many animals, for example insects, birds, reptiles and some
mammals, eat a lot of food in the autumn months to store up fat. Then they
burrow into the ground or curl up under leaves, or hide themselves in dens, safe
from the winter cold and enemies. When the temperature rises in the spring, the
animal wakes up and leaves its hiding place.
Defense
Animals have special adaptations to protect themselves from being hurt, killed,
or eaten. These special defense mechanisms fall into one of three basic groups:
taking flight, tricking, or fighting.
Locomotion
In order for animals to find the resources they need for food, shelter, or space,
they must be able to move around. Animals have special structures for moving
depending on where they live, for example above ground (swinging, climbing
and flying), on the ground (crawling, walking, hopping), or in the water
(floating, swimming and diving).
Movement
The movement of animals over the same route in the same season each year is
called migration. This behavior allows animals to take advantage of resources
(like food or water) in one location when they run low in another location.
Food obtainment
Animals have special structures used for getting food, for example the beaks of
birds, mouths of insects or teeth that are shaped in different ways depending on
the type of food they eat.
Camouflage
Camouflage is an animal’s color or pattern that allows it to blend into its
environment and protects animals from being seen by their enemies or allows
them to sneak up more easily on their food.
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 Revisit chart from Session 3 regarding webcam observations.
 Lead students in discussing how the animals they observed used those physical structures.
 Guide students in discovering that their observations can be classified in two ways: physical
adaptation (structures) and behavioral adaptations.
 Using a T-chart, list the behavioral adaptations observed that were dependent upon these
special structures (ie: a crayfish has walking legs for navigating muddy banks).
 Discuss further how these adaptations support the animal’s ability to survive.
 Guide students in making the connection that an animal’s structures are specific to their
habitat.
 FOSS kit, Investigation 3, Parts 1-4 (structures and adaptaions)
View the following video clips of crabs and have students identify the various physical and
environmental structures observed. Physical structures include: pincers, walking legs, mouth parts,
antennae, eyes. Environmental structures include mud, sand grains, water, plant life, etc. Students can
use the ANIMAL ADAPTATIONS handout to record their data.
o https://vimeo.com/37438364 “Arthropods: Blue Crabs Molting” (2:23) There is also an
image posted below of the sequence of a molting crab.
o http://youtu.be/aoRWtGaWHYc - (2:00) Atlantic Sand Fiddler Crab- pincher claw for
reproduction (and to make us laugh!)
o European Green Crab Eating (Blaine’s “How Crabs Feed”) (1:21) changed its diet and
quit eating animals due to interactions with an invasive species brought by shipping
boats and is now dying out
o Sand Fiddler Crab (Blaine’s #14)- (1:26)
o Long-legged crab (Blaine’s )- legs adapted to environment due to walking in mud
o Blue crab legs (Blaine’s #61) (1:08) -legs are shaped more like paddles since they are a
swimming crab
o http://youtu.be/ALrq9_fuzEk (2:24) -Crayfish Atack- are amphibious and have walking
and swimming legs- tail can propel it/provide locomotion as well as trap food
o Mud/ghost crab- for camouflage (Carcinus Newly Settled) (0:58)
o http://app.discoveryeducation.com/player/view/assetGuid/9AF173ED-57A2-4FEC8500-8734EE1AE3BA (4:38) This video discusses other behavioral adaptations such
as migration. Paul Fuqua, (2003). Animals Around Us: Animal Adaptations: What Are
They? [Full Video]. Available from http://www.discoveryeducation.com/
After viewing the video clips, have students share observations.
 Remind students to pay attention to the environmental structures that support the survival of the
animals in these clips.
 What adaptations do the different crabs you observed have in common?
 How do these adaptations help them survive?
Pose these questions to students: What characteristics (physical structures) do you have? How do your
“structures” help you?
 Discuss responses.
 Have students write their personal adaptations on sentence strips or sticky notes.
 Create a place where students can continually collect and record ADAPTATION
CONNECTIONS.
 Again, it is essential for teachers to emphasize these connections across content areas.
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
Scaffolding students’ conceptual understanding will result in them noticing examples in content
areas, as well as books they read, interactions in the classroom, etc. Applying conceptual
understanding is evidence of depth of knowledge.
Assessment: On a half sheet of notebook paper or in their Science notebooks, have children reflect and
respond to the following: Explain what an adaptation is and why adaptations are important.
NOTE: This standard (3-3.2) can directly relate/connect to the 3rd grade SS units on Native
Americans (housing structures, clothing, food obtainment, tools), Early Exploration and Colonization
(adapting to/ coexisting with other groups of people).
 Native Americans example: Yemassee tribe built houses using palmetto trees, fished for foodused oysters for tools- using the resources that their environment provided.
 Colonization example: Europeans adapted to their new environment as they settled in the New
World; adapted to living near Native Americans (whether hostile or friendly)- just as the Native
Americans had to adjust to Europeans moving in on their land. This could also be a connection
when you get to the invasive species sessions  since the Europeans were similar to an
invasive species who had a direct behavioral effect on the Native Americans.
 All living organisms adapt to changes in their environment in order to survive.
 By intentionally and consistently pointing out interdisciplinary connections to students, it will
deepen their conceptual understanding.
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Animal Adaptations
From Video Clips
Name: ______________________________
After each video clip, record the most important points/facts about that particular adaptation along with some
specific examples.
Adaptations for Food Obtainment
Adaptations for Camouflage
Adaptations to Get Oxygen
Adaptations for Locomotion
Adaptations for Protection/Defense
Adaptations for Reproduction and Raising Young
Adaptations for Working Together
Adaptations for Movement (ie: migration)
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Session 4: Specific Characteristics of a Habitat That Make it Suitable for Specific Animals
3-2.3: Recall the characteristics of an organism’s habitat that allow the organism to survive there.
3-2.4: Explain how changes in the habitats of plants and animals affect their survival.
Call on a student to name an animal.
 As a group, identify the type of animal it is and what kind of habitat it is found in.
 Describe the habitat.
 Identify the animal’s basic needs and identify how the habitat provides those needs.
 What habitat would not be appropriate for this animal? Why not?
For whatever animal is being discussed, ask students to describe what would happen to the animal if a
change in the habitat reduced the supply of a basic need. (Drought, flood, increase in predators, etc.)
Example: A zebra is a mammal that lives in the grasslands of Africa. Zebras are grazing animals that
live in herds and eat grasses and vegetation. The habitat has to provide plenty of vegetation for the
whole herd plus plenty of water. Since zebras are mammals and are warm-blooded with a covering of
hair, they need a climate that is not drastically cold or hot. A rainforest would not be an appropriate
habitat for zebras because it would not provide enough open space for zebras to roam and find grass
to eat. What would happen if the grasslands did not get the needed rain during the rainy season?
The zebra herd would have to move to another location in order to find water and vegetation to eat. If
they couldn’t find enough of either, they would die.
 Repeat the process naming another animal, but this time indicate a specific habitat and let students
select an animal that lives there. (Rainforest, desert, deciduous forest or woodlands, mountains, ocean)
 Animal and habitat
 Animal Classification
 How the habitat provides for the animal’s basic needs
 Name a habitat that would not be appropriate for this animal and explain why it would not.
 Small Group Task: Have students work in pairs or small groups to create a diagram, chart, or
other visual to display the same type of information on an animal of their choosing. Display the four
key points from step 2 as a reminder of what to include. Tell students that they will present their work
during the next session.
NOTE: If students need some review on characteristics of habitats, the following video will provide
such a review. Elementary Video Adventures: Habitats of the World (Segments include Grasslands,
Salt marshes, Temperate Forests, Tropical Rainforests, Polar Ice)
http://player.discoveryeducation.com/index.cfm?guidAssetId=E8538C42-0B7B-4020-8BA52C802803A244
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Session 5: Changes in a Habitat and its Effect
3-2.4 Summarize the organization of simple food chains (including the roles of producers,
consumers, and decomposers).
From the SC Science Support Document: It is essential for students to know that all living things
need energy to survive. The sun provides the energy for almost every habitat on Earth.
When scientists describe the way that energy is passed from one organism to another they use a model
called a food chain. The food chain uses arrows to show the order in which energy is passed and
usually contains no more than six organisms. Food chains have three types of organisms. Organisms
can be described by their specific roles in their habitat depending on how they obtain their energy.
Producers
Any green plant that uses sunlight to make food for energy. Producers are listed first in
a food chain, understanding that the sun provides the initial energy.
Consumers
An organism, usually an animal, which obtains its energy by consuming other
organisms for example plants and/or animals.
Decomposers An organism whose primary role is to break down dead plants and animals and use
them for food.
 Review and extend foundational knowledge on the cause/effect relationship of habitat changes to
plant and animal populations through the use of the HABITATS CHANGE sheet (found at the end of
this session. This can be used several ways:
 Display it on the SMART Board and use as large group task, OR
 Have students work in small groups to complete and then share in large group, OR
 Have students work individually to complete the sheet and then share in a large group
discussion.
 Refer to scenario #4 on the Habitat Changes sheet.
 Where do we find grasshoppers? (in almost every land habitat except those that are
extremely cold)
 Ask students to identify what grasshoppers eat. (vegetation)
 Does anything eat grasshoppers? (lizards, small snakes, frogs and smaller reptiles and
amphibians)
 Does anything eat a lizard?
 Point out that these are FACTORS that influence changes in populations or in the basic
needs. Some factors may be living (plants, animals, grass, people) and others are nonliving
(rocks, soil, temperature, water).
 This can also lead to another content connection with math in that factors are the numbers
that we multiply together to get a product. They are a structure to a multiplication table just
like living and nonliving factors could be considered structures in an ecosystem.
Draw or write the names of these plants and animals on the board and ask students if they can
identify what this creates…a FOOD CHAIN. Question and probe to determine the students’ prior
knowledge of food chains.
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View the United Streaming Video: The Food Chain Mystery: (15:00)
http://player.discoveryeducation.com/index.cfm?guidAssetId=020DAEF5-FCDA-4996-B414-0FA0657E82CD&blnFromSearch=1&productcode=US
After viewing, discuss the following VIPs (Very Important Points)
 What is a food chain? (A model that shows the flow of energy from one organism to
another)
 What do all food chains begin with? (The sun and plants-producers) Name some
producers.
 What are consumers? (An organism that gets energy from eating other organisms- plants
and/or animals) Name some consumers.
 What are decomposers? (Organisms that obtain energy by feeding on and breaking down
dead plants and animals: they are always the final link in the food chain)
 What do the arrows in a food chain show? (The direction that the energy flows.)
 Assessment/Exit Slip: Name an animal and have the students create a food chain for it.
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Habitat Changes
Describe the effect of each of these habitat changes.
CAUSE
EFFECT
1. Ben bought some property that
had lots of trees on it. He cut
down the trees and cleared the
land to make farmland.
2. A forest fire has burned a large
portion of a forest area.
3. Heavy rains caused a flood
along a river.
4. The population of grasshoppers
has drastically increased within
a certain area.
5. Erosion is occurring on one
portion of a large hill.
6. Because of a severe drought, a
large population of deer has
moved into an area that was
already the home to a large
population of deer.
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Session 6: Discovering the Salt Marsh
3-2.2: Explain how physical and behavioral adaptations allow organisms to survive
3-2.3
Recall the characteristics of an organism’s habitat that allow the organism to survive
there.
 Have students turn and talk with a partner about what they already know about the beach. Remind
them to think of all the plants and animals that might be there, as well as the nonliving aspects of this
environment. Students then share responses with the whole group making sure to not be repetitive.
 Show image of salt marsh (image is below) and video (0:42) showing the time lapse of the sky and
clouds as the tide comes in at a South Carolina salt marsh http://vimeo.com/65729509 . Have students
turn and talk with a partner, notice and name observations. Share with whole group. Guide students to
construct a definition of this ecosystem. DEFINE salt marsh as a low coastal grassland that is
frequently overflowed by the tide.
http://marinebio.org/i/saltmarsh.jpg
Show 4 video clips “Baruch 9, 10, 11, and Fiddler Crabs Retreat” All 4 clips together are less than 3
minutes in length. During each clip have students talk to a partner and make observations. Chart
noticings (observations) as well as wonderings that are shared. Remind students to pay attention to all
aspects of this environment (living/nonliving things).
Pose question: How is this environment providing basic needs for these fiddler crabs? What type of
food provides energy for these fiddler crabs? Do the fiddler crabs provide energy for another animal?
Brainstorm possibilities. Show video clip Baruch 63 of egret foraging (0:16). Again, have students
share what they are noticing and wondering. Lead students to the understanding of how food provides
energy and is passed between animals.
Assessment: Have students complete an exit slip by sketching and describing a salt marsh. How does
this environment support the life of the animals that live there?
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Session 7: Salt Marsh Ecosystem
3-2.2: Explain how physical and behavioral adaptations allow organisms to survive
3-2.3
Recall the characteristics of an organism’s habitat that allow the organism to survive
there.
Revisit charts from previous sessions to recap what students are coming to know regarding habitats,
adaptations, and food chains. Having students reflect on what they are coming to know will support
them as they continue to construct new learning.
Ask students: What are some different kinds of game systems? (PS3, Wii, Xbox, etc…)
What makes these game systems work in order for you to play them?
(Power cord, game disc/cartridge, game controller, TV, etc)
What happens when one or more of these “structures” doesn’t work?
(You can’t play your games)
Guide students to make the connection that habitats work like a game system. Systems are a
collaboration of specific structures that have specific functions. When one or more of these structures
don’t work, the system doesn’t work. In biology we call these “systems” of living and non-living
things ECOSYSTEMS.
Have students view video clips Baruch 14 and 63 (1:26 and 0:16). Students share out
noticings/observations while the teacher charts responses. Guide students towards noticing all aspects
(living/nonliving features) of the salt marsh ecosystem. Students understanding of plant adaptations
should support this connection.
Describe the salt marsh habitat.
Identify the animals in the video clips (fiddler crabs, egret).
Identify basic needs and how the habitat provides those needs.
If habitats support survival, how do non-living features support the living features?
What habitat would not be appropriate for this animal? Why not?
Ask students to describe what would happen to the animals if a change in the habitat reduced the
supply of a basic need. (Drought, flood, increase in predators, etc.)
From the video clips you will notice the fiddler crabs at the edge of the water foraging for food. Fiddler
crabs are deposit feeders. They eat microscopic organisms that are between the grains of sediment
found in the muddy banks of a salt marsh. These microorganisms are called meiofauna (my-o-fawnuh). Below is a link to an interesting video (9:32) about meiofauna!
http://safeshare.tv/w/FKfAWFikSS “Life between Grains”
After discussion, have students sketch a food chain in the salt marsh ecosystem. Use the images
below as needed. Emphasize that a food chain represents the passing of energy from one consumer to
another, as well as the fact that ecosystems are a network of many food chains that create a food web.
Assessment: In small groups, students create tableaus to represent a food chain in this ecosystem.
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http://web.bryant.edu/~langlois/coastal/saltmarsh2.jpg
http://3.bp.blogspot.com/_gQJFyssdtaw/S1DYewVlCxI/AAAAAAAAAWY/Sm34Dh7sGpc/s400/mural.jpg
Co-created by Kendall Donald and
her 3rd grade students, 2012
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Session 8: Invasive Species
3.2-5 Explain how changes in the habitats of plants and animals affect their survival.
In this session students will discover how container ships displace a group of sea animals from one
environment to another. This can cause an invasion of space having adverse effects on ecosystems.
SC invasive species: lionfish
•
Believed to have been
unintentionally released
from private aquaria
 Background Info: The Lionfish is a poisonous fish found in the Indonsian/ Pacific area of the world.
It is a massive predator to many fish but they will avoid it when it is near (their hiding would be
considered a limiting factor). The lionfish therefore has adapted to being avoided since the other fish
are hiding in fear. Therefore, when it is around food, the Lionfish will gorge itself.
Today we are now finding the Lionfish along the Caribbean areas up the East coast of North America.
However, fish in these areas have not recognized it as a predator. What do you think this means for
these fish and the Lionfish? The Lionfish swims around and eats all the time now due to inability of
fish recognizing it as a predator. Its limiting factor has been removed. But the Lionfish is having an
effect on the quantities other species of fish, like the grouper and snapper, two of the most common
commercial fish in the area. Since it is new to the area and other fish don’t recognize it as a predator, it
basically has free reign in the waters. It is a quick reproducer as well, reproducing thousands every 2
weeks!
How did the Lionfish get in this area of the world? We believe it is an aquarium trade issue (where
people dump fish from their aquariums into the ocean) or maybe due to a major hurricane form the
1980s that spilled a tank.
It is a poisonous fish. But once it is cooked, the poison is neutralized and is safe to eat (and is
supposedly very tasty!). But they don’t travel in schools, so each has to be killed individually with a
spear.
Give students a concrete example of the ballast of a ship filling up with water. You could use a
small clear basin and a bath toy boat. Put sprinkles in the water to represent an invasive species. Fill
the toy boat up with a little bit of water/sprinkles, move it to another small basin, and empty it. The
sprinkles should come out with the water. At this point, students may begin to make the connection
using what they know about how environments support specific needs of living things to figure out the
problem these container ships are causing to different species in other ecosystems.
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Ask students if they’ve ever noticed tags like the images below in their clothes, toys, etc… If items
they use everyday are made in other countries, how do they get to local stores? Students generate
possibilities.
http://us.123rf.com/400wm/400/400/zagorskid/zagorskid0901/zagorskid090100480/4149787-made-inchina-label.jpg
http://guitargas.com/wp-content/uploads/2013/01/mex-strat-serial-tuners-hs.jpg
 Show students the image below of container ships. Explain that ships like the one in the image are
loaded with goods and shipped to other countries.
http://earthfirstnews.files.wordpress.com/2012/01/evergreen_container_vessel.jpg
 Explain to students, using the images below, that the very bottom of these ships (called the ballast)
is filled with water (ballast water). Generate thinking by posing these questions: Why are these ships
filling and/or emptying all of this water? Where does the water come from? What might be in the water
that is filling the ballast and then emptying back into the ocean?
Guide students towards the conclusion that these ships fill up with ocean water to balance out their
weight. In the process of filling the ship with ballast water, small sea creatures are sucked into the
ballast as well. Once the container ship has reached its destination, the ballast water is emptied along
with the animals.
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http://www.seanews.com.tr/images/articles/2011_01/49347/20080712_ballast_33.jpg
http://articles.maritimepropulsion.com/image.axd?picture=2011%2F1%2FD1+Ballast+water+exchange.jpg
At this point, students may begin to make the connection using what they know about how
environments support specific needs of living things to figure out the problem these container ships are
causing to different species in other ecosystems.
 Invasive Species- Lionfish Simulation- this game involves the lionfish as the invasive spevcies of
the Gulf Of Mexico. It can be found at
http://www.paec.org/biologypartnership/assets/april%2028%20resources/Ecology%20handouts/6%20I
nvasive%20species%20game.doc.
Objectives for the simulation: understand that each organism has adaptations that allow it to obtain
resources and invasive organisms can upset the balance of an ecosystem and out-compete native
species for available resources
Materials:
For a 5 person group you will need the following items:
 5 cups

Tools: Chopsticks, 1 plastic spoon, 2 plastic forks

4 larger binder clips

10 red pom-poms, 12 black pom-poms, 10 white pom-poms

25 life counters (beans, pennies, bingo chips, etc.)

Lab sheet for each member: “Invasive Species…LIONFISH!”
Set-up: Designate one person in your group of five to be the following organisms that are native
species in the Gulf of Mexico: Pinfish, Great Blue Heron, Loggerhead Sea Turtle and a King
Mackerel. The lionfish (our invasive species) will use the binder clips beginning in the fourth round.
Each person should choose the appropriate feeding utensil from the eating habits below. Mark off an
area that will be the Gulf of Mexico and the place where the pom-poms will be dropped.
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Eating Habits:
 Pinfish eats ONLY white pom-poms (using chopsticks)
 Great Blue Heron eats white and red pom-poms (using a fork)
 Loggerhead sea turtle eats only the black pom-poms (using a spoon)
 King Mackerel eats black and red pom-poms. (using a fork)
 Lionfish can eat anything (though your tactic should be to focus on one color at a time) and are
introduced after 3 rounds of feeding. (using a binder clip)
 Players whose species dies become another lionfish.
Play the simulation twice. The first time is for practice so the students can learn how to play. Choose
five volunteers to help you show the class how to play. The second time is when the students will work
in a small group and complete their data sheet.
Instructions:
1. Randomly distribute the pom-poms into the “Gulf of Mexico” (the numbers are listed under
materials).
2. Hand out assigned tools for eating, a cup for each person, and 3 life-counters (beans) per person
(they can remain in the cup while “feeding”).
3. Each of the four native fish will have 30 seconds per round to collect food and place it in their
cup using one hand and their assigned tool.
4. At the end of the round, count the number of pom-poms “eaten” and write it in the data chart.
Each organism needs FIVE pom-poms in their cup to survive the round. If a player does not
survive, they lose a life counter (bean) from their cup.
5. For every THREE pom-poms beyond the first FIVE, the organism produces ONE
OFFSPRING, which counts as an extra life so the player receives a life counter (bean).
6. The native fish will play 3 rounds before the Lionfish arrives.
7. Play will continue with the invasive species (Lionfish) now competing for the available
resources for 4 or more rounds.
8. Remember, if your species dies out (meaning you no longer have any beans in your cup) you
become a Lionfish.
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INVASIVE SPECIES…THE LIONFISH!
Name:________________________________________________________________
Check which organism you were in this simulation:
____ Pinfish (chopsticks/white pom-poms) = P
____ Great Blue Heron (fork/white & red pom-poms) = GBH
____ Loggerhead Sea Turtle (spoon/black pom-poms) = LST
____ King Mackerel Fish (fork/black & red pom-poms) = KMF
____ Lionfish (binder clip/any color pom-pom)- you begin to eat in round 4 = L
Document the number of pom-poms you were able to pick up with your particular tool.
Write the number in your species’ box for that round. Remember: if you are the Lionfish, you
don’t begin UNTIL round 4.
1
2
3
X
X
X
4
5
6
7
6
9
10
P
GBH
LST
KMF
L
Answer the following questions based on your observations and data from the simulation:
1. What resources might the pom-poms have represented? ________________________________
2. Describe what happened to your species. Did you survive or did you die out (and therefore have to
become a Lionfish)?
3. What happened to the four native species during the simulation and what happened to the Lionfish?
4. What made the Lionfish successful?
5. What could be a consequence of an organism entering an ecosystem that has a competitive
advantage over the native species?
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 Click on the link to Dr. Blaine Griffen’s research webpage to learn more about animals that have
invaded other animals’ environments. http://ww2.biol.sc.edu/~bgriffen/invasivecrabs.html (video)
Show students the graphs (see attachment) “Species Replacement…Why?” comparing the population
of two different types of crab over time based on research by marine biologists at these two sites on the
Connecticut shoreline.
 Have students turn and talk in small groups all that they notice about the graphs.
 Share ideas with the whole group. Allow students time to discuss.
 Students should eventually notice that one species’ population increases (Asian shore crab)
while the other species (European green crab) decreases.
 Again, have students turn and talk in small groups as to why this happened and then share
thinking with whole group. Is it a good thing? Why? Is it a bad thing? Why?
 Which type of crab did the invading? How can you tell?
Assessment: After students discuss as a class what they’ve learned about invasive species, have them
create a sketch of how the Asian shore crab invaded the European green crab. Make sure to include
why this has a negative effect on this particular environment.
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21
Session 9: Behavioral Effects Game
3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including
hibernation, defense, locomotion, movement, food obtainment, and camouflage for
animals and seed dispersal, color, and response to light for plants).
3-2.4 Explain how changes in the habitats of plants and animals affect their survival.
3-2.5 Summarize the organization of simple food chains (including the roles of producers,
consumers, and decomposers).
 Sharks and Minnow Game- found at http://thisishowyouplay.org/wiki/Sharks_and_minnows
In this game, students are minnows that are trying to cross an ocean. A shark tries to tag them. If the
minnow is tagged, they become a shark. You will need a large area for this game, preferably outside.
 Students will play two variations of this game in order to reinforce the interaction between
predator and prey in a simple food chain.
 The second round will be a little different in order to demonstrate behavioral effects. When we
think of a typical food chain, most people only think of the links or interactions that occur
because of actual eating. But there are actually strong interactions that occur between species
that are separate from the eating interactions. These are the behavioral effects. Sometimes these
behavioral effects are more important than the individual eating effects.
This is how you play part one:
1. Use a timer to record the time it takes for the minnows to all be consumed in each round.
Students will play five rounds of this part.
2. Form a line at one end of the area and point out the other end on the other side of the playing
area. These areas are the shore lines of the ocean. The goal is for the minnows to run back and
forth tagging both shorelines without being consumed by the shark.
3. Choose 2-3 sharks to be placed in the middle of the ocean.
4. The sharks yell out either "MINNOWS AWAY!" or simply "SWIM!" and the time begins to
consume.
5. The fish swim from one shore to the other shore trying to avoid being tagged by the sharks.
6. The sharks’ job is to go after the fish. If the sharks touch a fish, the fish now becomes a shark.
7. When there are no minnows remaining, stop the timer and write down the time.
8. Continue the game for four additional rounds, stopping at each round when all minnows are
consumed and documenting the time it took.
9. When all five rounds are completed, have a discussion about what happened during this first
part of the game and why they are no more minnows (predators ate their prey; typical food
chain; minnows too slow, etc.). Compare the times it took for the minnow consumption in the
five rounds in a chart. See sample below. Consider pointing out the various landmarks from the
set of data (such as maximum, minimum, range, mode). If students are able, you could
determine mean/average. Eventually create a graph to represent the time for consumption
(maybe when you get back in the room). This will show students how scientists use graphs to
show their data that was collected in experiments.
As we have learned about behavioral adaptations of animals, we know that animals have specific ways
of protecting themselves from predators. In round two, play the game in the same way as round one,
but for this round, the minnows have a defense from the ravenous shark. They have the ability to freeze
(but only ONE time) in each journey across the ocean as they tag each shoreline.
22




Once the minnow uses its lifeline of being frozen, the sharks have to go in a different direction
to find other moving minnows.
Once the sharks have moved away from the frozen minnow, the minnow can un-freeze and race
to the opposite shoreline for safety.
Be sure to record the time it takes for all of the minnows to be consumed and write it in the
chart.
Complete this part for five rounds total.
When both parts are completed, have students think about the experience and make observations of
what they noticed while playing as well as the times recorded. What was the same? What was
different?



Hopefully students will gather that there were more minnows saved from consumption in part
two than part one due to their behavioral effect of being able to freeze in the presence of the
shark.
Give students time to draw this conclusion themselves through discussion based on their
observations of the game.
Remind students that scientists records measurements when experimenting as part of data
collecting, and today we were measuring amount consumed and time of consumption.
Example data
Part 1
Part 2
(behavioral
effects)
Round 1
4.25
4.0
Round 2
4.5
Round 3
4.0
Round 4
Round 5
3.75
(4:10)
(4:00)
(4:30)
(4:00)
(3:45)
3.0
3.25
3.0
2.75
3.0
(3:00)
(3:13)
(3:00)
(2:49)
(3:00)
5
4
Part 1
3
Part 2
2
1
0
Round 1
Round 2
Round 3
Round 4
Round 5
X-axis = rounds 1-5
Y axis = time for consumption (min- rounded to nearest 15 seconds)
23
Session 10: Direct Behavioral Effects on a Simple Food Chain
3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including
hibernation, defense, locomotion, movement, food obtainment, and camouflage for
animals and seed dispersal, color, and response to light for plants).
3-2.5 Explain how changes in the habitats of plants and animals affect their survival.
3-2.6 Summarize the organization of simple food chains (including the roles of producers,
consumers, and decomposers).
 Pose this scenario:
Joey’s best friend, Pete, is having a birthday party on Friday. Joey’s mom told him that he wouldn’t be
able to go if he didn’t clean his room. Joey was too busy playing on his Xbox and forgot to clean his
room, so consequently he wasn’t able to go to the birthday party. As a result, Pete didn’t get as many
birthday presents since Joey wasn’t able to go.



How did Joey’s mom have an effect on Joey? (By his mom telling him he would have a
consequence if he didn’t clean his room) Mom had a direct effect on Joey if he chose not to
clean his room.
Did Joey’s behavior directly affect the amount of presents Pete received? (Yes because one
less person went to the party (Joey) so one less present for Pete)
Guide students to draw the conclusion that the behavior of one can have a direct effect (MomJoey, Joey-Pete) on others. Now we’re going to apply this concept to a simple food chain that is
common in South Carolina salt marshes.
 Display the image of the toadfish-mud crab-oyster food chain. (Image below) Have students notice
and name and infer all that they can from this visual text.
 Allow time for students to think and discuss.
 Use questioning as an instructional strategy to push their thinking. (Why? What makes you
think that? What do we already know that can help us?)
 Constantly remind students to use what they know to figure out what they don’t understand
quite yet.
Background information to help with the chain:
 Toadfish eat mud crabs.
 Mud crabs eat oysters, which are called bivalves. (Bivalves are organisms that have two shells
connected by a common joint. Clams, mussels, etc. are also bivalves.)
 Oysters (bivalves) are filter feeders and get their food from ocean water.
 It is also important to tell students that bivalves are filter feeders. Filter feeders take in nutrientrich ocean water, use the nutrients as food, and excrete the excess water. You can use a tea bag
or coffee filter to demonstrate this process; water seeps in and the coffee or tea is left in the
container without all the tea leaves or coffee grinds.
 The following video shows a bivalve filter feeding. http://safeshare.tv/w/avlXQgHMcv (0:15)
 Just like humans, all of these organisms excrete waste. Reinforce the idea that excretion is a
property of all living organisms. (Remember “The Biology Song” in Session 1
http://safeshare.tv/w/HYZevzVsNx ) Sometimes the waste is excreted as urine. Toadfish and
mud crabs urinate! Just like our urine, it smells!
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If all living organisms respond to stimuli, do you think the toadfish, mud crab, and oyster can “sense”
or smell their predator’s urine? (Of course they can)
How might this behavioral adaptation of responding to stimuli (ie: smelling urine) be used in other
ways? Think of other behavioral effects. (Think of a person who wears strong perfume-I might not see
them walking down the hallway, but I know they are nearby!)
Toadfish can smell the urine of a mud crabs
Mud crabs can smell the urine of toadfish
Mud crabs can smell the urine of oysters
Oysters can smell the urine of mud crabs
Questions to ponder:
 If a mud crab can smell the urine of a toadfish, how might this have a behavioral effect
(behavioral adaptation) on the mud crab? Is this a positive or a negative behavioral effect?
Why? (Mud crab can seek shelter from its nearby predator-Defense; positive effect. This also
could cue the mud crab to not forage for oysters-negative effect if the mud crab is really hunger
because he’ll have to wait until it’s safer)

How might this have a behavioral effect (behavioral adaptation) on the toadfish? Positive or a
negative behavioral effect? Why?(Toadfish would go hungry and keep looking for its prey;
negative effect)

An oyster is filter feeding and picks up the scent of urine from a mud crab. What might the
oyster do? (Stop feeding; close up its shell to protect itself) What behavioral effect would this
have on the mud crab? (The mud crab would search elsewhere for food)
Students can generate other scenarios and determine the behavioral effects on the food chain. Have
students write their responses on a half-sheet of notebook paper as an exit slip for assessment purposes.
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26
Session 11: Indirect Effects on a Simple Food Chain
3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including
hibernation, defense, locomotion, movement, food obtainment, and camouflage for
animals and seed dispersal, color, and response to light for plants).
3-2.4 Summarize the organization of simple food chains (including the roles of producers,
consumers, and decomposers).
3-2.5 Explain how changes in the habitats of plants and animals affect their survival.
 Revisit the story from Session 10 to review direct behavioral effects organisms have on other
organisms. (This session will focus on INDIRECT effects.)
Joey’s best friend, Pete, is having a birthday party on Friday. Joey’s mom told him that he wouldn’t be
able to go if he didn’t clean his room. Joey was too busy playing on his Xbox and forgot to clean his
room, so consequently he wasn’t able to go to the birthday party. As a result, Pete didn’t get as many
birthday presents since Joey wasn’t able to go.
FOCUS:
 Did Joey’s mom have an effect on Pete? (Yes, Pete didn’t get as many presents at his party
because Joey couldn’t go. Joey couldn’t go because he didn’t clean his room.)
 How did Joey’s mom INDIRECTLY affect the number of presents Pete received at his
birthday party? (She indirectly affected the outcome because she told Joey to clean his room
and gave him a consequence for choosing not to so as a result Joey didn’t go and Pete didn’t
get a present from him.)
 Remind students from Session 10, we discovered that the behavior of one can have a direct
effect (Mom-Joey, Joey-Pete) on someone else. Today we’re going to determine how
organisms can have an INdirect behavioral effect on other organisms similar to how Joey’s
mom indirectly affected the number of presents Pete received.
Look at the graphs (shark-stingray-bivalve) below. This will provide a visual of the eating effect on an
organism’s population.
 Give students time to observe, name, and draw conclusions from all the information this graph
represents using what they know about graphs, food chains, etc.
 It is important to give students time to ponder and discuss as a group to construct meaning.
 In simple terms: Due to fishing (a human behavior) you will see the shark population has
decreased during the years of 1970-2005. (The “relative abundance” on the Y axis of the graphs
0= no sharks and 1= largest number of sharks). This decrease has positively affected the
population of stingray (a shark’s prey). Since the population of stingray increased, it negatively
affected the bivalve population. (More stingrays to hunt bivalves). In turn, this had a negative
effect on the population of bivalves.
 So the decrease in the number of sharks had an INDIRECT effect on the number of bivalves.
 It’s also important for students to understand the environmental effects humans have on a food
chain.
 In conclusion, students should connect the idea that just like Joey’s mom had an indirect effect
on the number of presents Pete received, the fishing of sharks had an indirect effect on the
bivalve population.
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28
Revisit the toadfish-mud crab-oyster food chain diagram from Session 10 and pose the following
scenario:
A school of toadfish are foraging for mud crab in the salt marsh which also means they’re excreting
urine into the water. The nearby herd of mud crab has begun its search for an oyster reef for feeding.
The herd smells the toadfish urine in the water and seeks shelter.

How does the school of toadfish INDIRECTLY affect the oyster? (Since crabs can smell the fish
urine they stop feeding on the oysters in order to seek shelter from their own predator. The
oysters benefit from the toadfish being in the same area. This has a positive indirect effect on
oysters. Although toadfish are consumers, oysters are not a part of their diet, so they are safe
from mud crabs.)
Assessment: (Exit slip) Over the past two sessions we have explored the behavioral effects organisms
have on food chains. Draw a simple food chain that we’ve discussed or create one on
your own and summarize possible behavioral effects.
29