UNIT: Physical and Behavioral Adaptations
GRADE 8 SCIENCE
TOTAL TIME: 12 Days
UNIT OVERVIEW
In this unit, students will examine how organisms vary in their physical structures and
behaviors which contribute to their survival in terms of reproduction, protection, and
obtaining resources such as food or habitat.
BIG IDEA
Organisms have different physical or behavioral adaptations that enable it to survive to
maturity and reproduce
Unit Outcome
Students will design one plant and one animal which are adapted to a specific
environment. Each plant and animal will feature both physical and behavioral
adaptations. Students must provide justification for why these adaptations will
help with the survival of the species (obtaining food, reproduction, resources, etc)
Students will create both a written way to convey information (poster, booklet, report)
and a 2D or 3D model of their organisms.
UNIT BACKGROUND
Content Standards
S4.C4.PO1: Explain how an organism’s behavior allows it to survive in an environment.
S4.C4.PO2: Describe how an organism can maintain a stable internal environment while
living in a constantly changing external environment.
S4.C4.PO4: Compare the symbiotic and competitive relationships between organisms.
S4.C4.PO5: Analyze the following behavioral cycles of organism: hibernation, migration,
dormancy
S4.C4.PO6: Describe the following factors that allow for the survival of living
organisms: protective coloration, beak design, seed dispersal, pollination
INTEGRATED STANDARDS
INQUIRY
S1.C3.PO3: Generate a hypothesis that can be tested (Bird beak lab)
S1.C3.PO1: Analyze data obtained in a scientific investigation to identify trends
S1.C3.PO2: Form a logical argument about a correlation between variables or a sequence of
events
S1.C2.PO5: Keep a record of observations, notes, sketches, questions, and ideas using
tools such as written and/or computer logs
S1.C4.PO4: Choose an appropriate graphic representation
HISTORY & SOCIAL PERSPECTIVES
S2.C2.PO2: Describe how scientific knowledge is subject to change as new information
and/or technology challenges prevailing theories
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S2.C2.PO4: Describe why scientific claims may be questionable if based on very small
samples of data, biased samples, or samples for which there was no control.
LANGUAGE ARTS
S3.C6.PO 2. Write a summary based on the information gathered that include(s):
a. a topic sentence
b. supporting details
c. relevant information
S1.C5. PO 1. Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and
purpose.
Prior Knowledge
Students should be familiar with characteristics of biomes and ecosystems, essentials for
life, and organism relationships such as predator/prey and competition.
Students should have a basic understanding of why animals in different environments have
different features (e.g. polar bears have thick fur to stay warm).
Formative Assessment(s)
Unit Test
Quizzes (2)
Bird Beak Lab
Knowledge
For an organism to survive it must be
able to meet its needs for food,
space, light, heat, water, air, and
shelter.
For a species of organisms to survive
individual organisms must be able to
survive to maturity and produce
offspring.
Living organisms’ structural traits
allow them to survive and produce
offspring in an environment.
Structural traits help organisms
obtain resources and protect
themselves.
Protective coloration is coloring that
allows an organism to hide from
potential predators.
Skills
Explain components necessary to
sustain life as an organism and
a species.
Classify and analyze structural
or behavioral traits
Vocabulary
Structural trait
Survive
Maturity
Offspring
Diverse
Protective
coloration –
camouflage
Pollen
Sexual
reproduction
Pollination
Stamen
Pistol
Ovum
Seed
Fruit
Hibernation
Migration
Dormancy
Inactivity
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Beak design helps birds eat foods in
their environment.
Analyze beak designs in terms
of their structure and function
Structural traits also help organisms
to increase their reproductive
success; flowering plants are an
excellent example of this process.
Behavior
Response
Mutualism
Commensalism
Parasitism
Native/non-native
Competition
Flowering plants reproduce sexually.
Pollen is the male reproductive cell
of a plant – similar to a sperm cell
in a human and is found on the stamen
of a flowing plant.
Explain reproduction of
flowering plants
The pistil of a plant contains the
female reproductive cell – the ovum.
Pollination is when the pollen is
deposited onto the sticky part of the
pistil and unites with the female ovum
to form a seed.
Pollen can be transferred from the
stamen to the pistil by wind or animal
pollinators.
In order to produce offspring, plants
must disperse their seeds.
Infer advantages and
disadvantages of pollination
and seed dispersal
Plants can disperse seeds by air,
water, or animals. There are
advantages to different modes of seed
dispersal.
Living organisms’ behaviors also allow
them to survive and produce offspring
in an environment.
Behavior is an organism’s response to
something in their environment (i.e.
temperature, sunlight, etc…)
Explain how organisms maintain
body temperature through
behaviors
Living organisms need to keep a
relatively stable internal environment
in order to survive.
In order to maintain a stable internal
environment organisms behave in
different ways – for example, reptiles
sunbath, humans sweat or shiver,
animals seek shade or shed winter
coats, etc…
Migration is when animals travel for
long distances seasonally to obtain
resources or increase their
reproductive success.
Explain WHY organisms undergo
certain behavioral cycles
Hibernation is a state of inactivity
and in animals when the body
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temperature lowers and their breathing
slows.
Hibernating animals conserve food,
especially during winter when food is
short, using energy reserves at a slow
rate.
Dormancy is when an organism stops
growing or developing in order to
conserve energy.
Organisms usually become dormant in
response to their environmental
conditions (plants in winter).
UNIT CALENDAR
Total Time: 12 days (4 days Flex/Review/Testing)
Timing
Day 1
Objective
SWBAT explain what an
organism and species
needs to survive BY
creating a drawing
SWBAT analyze physical
and behavioral
adaptations BY writing a
paragraph about pictures
Day 2
Day 3
SWBAT simulate and
analyze adaptations of
organisms BY writing a
summary paragraph of a
lab report
SWBAT analyze behavioral
cycles of migration,
dormancy, and
hibernation and explain
why they increase
changes for survival BY
creating a skit
Key Points/Activities/Notes
Individual organisms need food,
habitat, water
 Species need to get to maturity
and reproduce
 Structural and behavioral things
help organisms and species
survive

Vocabulary
Adaptation:
Physical/structural
behavioral
SKILLS: written observations, cause
and effect relationships between
adaptation and reason
INVESGITATING TOY ANIMALS
 Organisms have different
structures which help them obtain
food or hide from predators
(beaks)
 Different organisms are best
adapted to different environments
SKILL: Writing a hypothesis;
writing descriptive event
paragraph; creating a bar graph
BIRD BEAK LAB, Protective
coloration simulations
 Behavior cycles are a response to
resources
 Animals migrate to mate, find
food, or warmer temperatures
 Animals hibernate to conserve
energy when there is little food
 Dormancy is when a plant stops
Migration,
hibernation,
dormancy
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growing because there is less
energy available (sunlight or
heat)
UNITED STREAMING VIDEOS,
Day 4
SWBAT analyze behaviors
to regulate body
temperature BY writing a
desciptive paragraph
that explains the
regulating behaviors of
an animal
Day 5
SWBAT describe how
flowering plants
reproduce BY creating a
flow chart
All animals need to maintain a
body temperature to survive
 Endotherms maintain a constant
body temperature
 Ecotherm body temperature matches
the outside environment
 Each type of organism has
specific behaviors to regulate
these body temperatures

BLUBBER GLOVE, CHARADES
 Plants reproduce sexually
 Pollen is the male reproductive
part and originates in the stamen
 The pistil is the female
reproductive part; the ovum is
the egg
 Fertilization occurs when the
pollen and ovum combine
 The result is a fruit or seed
which grows into another plant
and is essential to offspring
Endotherm, ecotherm
Pistil
Stamen
Ovum
Fruit
pollination
Key question: What happens if a
plant is not pollinated? What
happens if a plant does not produce
a seed?
PLANT IDENTIFICATION, DISSECTIONS
OF FLOWERS: observations
Day 6
SWBAT explain the
advantages and
disadvantages of
different methods of
pollen and seed
dispersal BY creating an
advertisement
Pollen may be carried by animals,
wind, or water
 Seeds may be carried by wind,
water, animal fur, animal waste
and are structurally different
 Plants have bright colors or nice
smells to attract pollinators

Seed dispersal
pollinator
EXAMINING SEEDS, differences and
predict how they get around;
observations
Day 7
SWBAT compare symbiotic
relationships and
explain why they benefit
organisms BY creating a
venn diagram
Symbiotic relationships are
adaptations that benefit at least
one organism
 Symbiotic relationships involve
behaviors

Mutualism,
Commensalism,
Parasitism
SKITS
Day 8
SWBAT explain the role
of adaptation in
problems relating to
invasive species BY


Invasive species come from
another region
Invasive species may adapt
quickly due to a lack of natural
Native/non-native
Invasive species
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creating a new species
which includes a
descriptive paragraph

predators or abundant food
source
Invasive species may out compete
native species for food,
shelter, or space.
VIDEOS, Create an invasive
classroom species
Day 910
Day
11-12
Review & Formative
Assessment (test)
Project


ATTACHED:
1. Unit Outcome
2. Student examplar
3. Grading Rubric for Unit Outcome
4. Lesson Plans
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Name______________________________________ Grade/period_____
Summative Assessment: Organism Design
Introduction
In this project, you will be responsible for designing a new species of plant and animal to survive
on Planet X-875. This planet has four distinct biomes which share some similarities with areas on
earth. However, many of these biomes have extreme temperatures, deadly predators, and uncommon
amounts of sunlight. These organisms must be able to survive to maturity and reproduce.
Format
You may create a poster, written report, booklet, or other method approved method of your
choice. You must also illustrate both your plant and animal and label the key adaptations. There is no
length limit, however you must include all of the information required in the rubric. You must also show
evidence of planning by answering the questions below.
Due Date:
You will have two days of in-class work time to complete this project. All final projects are due by
___. You must turn in this planning packet and your final product by this date.
Planning Questions
My biome is ___Biome 4____________
Key facts about biome: (IN YOUR OWN WORDS) The area has limited sunlight with moderate
temperatures. There is a major decomposer, carnivore (crab), and small plant life. Bacteria assist in
photosynthesis. Because it is in a cave, there is very little new material that comes in and out of the cave.
ANIMAL
Briefly describe your animal: THE TROGLOSLIME
The animal is an eyeless salamander which feeds on the moss growing in the cave. It is less than
one inch long and moves slowly to save energy. It has thin, wet skin to absorb moisture and oxygen in the
atmosphere, similar to frogs.
Answer:
1. Does the animal undergo migration, hibernation, or neither? Why would have or not have these
adaptations in this biome?
The organism does not migrate due to physical limitations. However, it is capable of undergoing a
temporary hibernation when food sources are scarce.
2. What adaptations does the animal have to help it reproduce? Explain why these adaptations
would work in its biome.
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The male trogloslime marks its territory with a chemical signal to warn other males and entice females.
Because food is scarce, the trogloslime does not expend energy fighting for this territory or performing
showy dances.
3. What symbiotic relationship is your organism involved with? How does this affect the survival of
the organism in its biome?
The organism has a mutualistic relationship with the decomposer worm. The worm eats the waste of the
trogloslime, and trogloslime uses the mud holes made by the worm as living areas. Due to limited food,
the trogloslime would prefer not to spend extra energy digging burrows for protection against the crab.
4. What adaptations would the organism have to protect itself? How would these help the
organism’s survival in its biome?
The organism lives in an underground burrow to and also possesses excellent swimming skills, which
help it avoid predation. The organism also has very slippery skin which makes it hard to grasp.
5. What adaptations does your organism have to help it obtain food, water, or shelter? How would
these adaptations helps the organism’s survival in its biome?
The trogloslime has heightened sense of touch and smell to locate its food. This is because it no longer
has functioning eyes, which would be a waste of energy. The trogloslime has skin that absorbs moisture
so that it does not have to vulnerably sit and drink its water by the hot spring. As previously mentioned,
it obtains shelter by using pre-made worm holes.
6. Is your organism an endotherm or ecotherm? Why?
The trogloslime is an ectotherm because food sources are scare and requires less energy.
7. What adaptations does your organism have to keep its body temperature constant? Why would
these adaptations help it survive in its biome?
To increase its body temperature, the organism burrows into mud that is nearby the source of the
hotspring. Since this is the only source of heat, the trogloslime spends much of its time in the mud. To
cool down its internal temperature, the trogloslime relocates to areas further away from the spring. If
the trogloslime did not have a constant body temperature, its organs would not function correctly and it
would die. Also, the trogloslime would lose its ability to move with any sort of quickness, making it extra
vulnerable to predators.
PLANT
Briefly describe your plant:
The plant is a rare type of flowering lily that lives on the surface of the hot spring. It has long roots which
anchor into the nearby mud. It flowers only once every 3 years due to the extensive energy required to
create a flower and a fruit. It is eaten by smaller water insects and worms. The lily also does not have to
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spend much energy putting on a fancy show for potential pollinators due to lack of light. As a result, it
has a nearly transparent system of stems and leaves but a very thick, fragrant flower with big white
petals.
Answer:
1. Does your plant undergo dormancy? Why or why not? Why would this adaptation help it survive
in its biome?
If the bacteria amounts are scarce, the plant is able to suspend its growing and flowering. It does
this because it gets all of its energy from the bacteria.
2. What adaptations does the plant have to assist in pollination? Why would this adaptation help it
survive in its biome?
Interestingly enough, the plant relies on a crab for pollination. The crab spends much of its time
living on the pads of the lily, and when it travels from one pad to the next, it carries some of its
pollen with it. This relationship is essential because there are no smaller flying animals or wind to
pollinate the flowers.
3. What adaptations does the plant have to assist in seed dispersal? Why would this adaptation help
it survive in its biome?
The thick-shelled hollow seed is developed for water adaptation since the plant exists only in the water.
The seed is bitter and unappealing to herbivores to prevent it from being eaten.
4. What symbiotic relationships does your plant have? What is the role of this adaptation in this
biome?
The lily has a mutualistic relationship with the crab; the crab receives shelter and the plant is pollinated.
This is essential for the plant’s reproduction. Without pollination, the plant would be unable to produce
seeds. Additionally, the crab receives a shelter area to rest when not hunting various organisms.
5. What adaptations does the plant have to protect itself from being eaten or harmed? Why would
these adaptations work in this biome?
The plant is covered with a very bitter, waxy exterior. The waxyness makes the plant difficult to grasp
and the bitterness deters organisms from nibbling.
6. What adaptations does the plant have to get water or sunlight (or other energy)? Why would
these adaptations help it survive in this biome?
The plant sends down its root system into bacteria colonies living within the mud. The waste product of
these bacteria is used to generate waste for plants in this ecosystem because there is no sunlight. The
root system features a thick tap root and several wispy appendages used for gathering energy.
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SAMPLE ANIMAL REPORT
The Trogloslime: A Cave-Dwelling Salamander
INTRODUCTION:
The trogloslime is a nearly-blind salamander than inhabits the cave ecosystems of Planet X-875. This
environment is very harsh and features very little sunlight or food sources. As a result, the trogloslime
has some interesting adaptations that allow it to survive in this strange biome.
STRUCTURAL FEATURES
The animal is an salamander which feeds on the moss growing in the cave. It is less than one inch long
and moves slowly to save energy. Similar to frogs, it has thin, wet skin to absorb moisture and oxygen in
the atmosphere. The trogloslime has heightened sense of touch and smell to locate its food. This is
because it no longer has functioning eyes, which would be a waste of energy.
Unlike most salamanders, the trogloslime relies on chemical signals for communicating with other
members of its species. This method does not require extensive physical action, thereby allowing the
trogloslime to save precious energy. For example, the male trogloslime marks its territory with a
chemical signal to warn other males and entice females. As a result, the trogloslime does not expend
energy fighting for this territory or performing showy dances to attract a mate.
BEHAVIORS.
To protect itself, the organism lives in an underground burrow to and also possesses excellent
swimming skills. The organism also has very slippery skin which makes it hard to grasp. Additionally,
the trogloslime makes its home in underground mud burrows which are also inhabited by the
decomposer worm.
The trogloslime is an ecotherm. This is important because food is scarce in the cave ecosystem,
forcing the organism to conserve as much energy as possible. To increase its body temperature, the
organism burrows into mud that is nearby the source of the hot spring. Since this is the only source of
heat, the trogloslime spends much of its time in the mud. To cool down its internal temperature, the
trogloslime relocates to areas further away from the spring. If the trogloslime did not have a constant
body temperature, its organs would not function correctly and it would die. Also, the trogloslime would
lose its ability to move with any sort of quickness, making it extra vulnerable to predators.
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RELATIONSHIPS
The organism has a mutualistic relationship with the decomposer worm. The worm eats the
waste of the trogloslime, and trogloslime uses the mud holes made by the worm as living areas. Due to
limited food, the trogloslime would prefer not to spend extra energy digging burrows for protection
against the crab.
Rubric – Animal
Adaptation
Behavioral Cycles
4
Describes why this
adaptation is preferred
compared to other
behavioral cycles; uses
academic vocabulary
3
Describes the
adaptation and
explains why it is
useful
2
Describes the
adaptation and
attempts to explain
why it is useful
Reproduction
Describes 2 or more
reproduction
adaptations and explain
why it is the best given
this environment; uses
academic vocabulary
Describes symbiotic
relationship and clearly
describes its impact on
both species
Describes at least 1
reproduction
adaptation and
explain why it is
useful
Describes 1
adaptation and
attempts to explain
why it is useful
Describes 1
symbiotic
relationship and
describes its
usefulness for the
species
Describes 2
characteristics and
explains why they
are useful
Describes 1
symbiotic
relationship and
attempts to
describes its
usefulness
Describes at least 1
characteristic and
attempts to explain
why it is useful
Describes 2
characteristics and
explains why they
are useful
Describes at least 1
characteristic and
attempts to explain
why it is useful
Describes 2
behaviors to raise
and lower body
temperature;
explains why this
organism uses these
kinds of behaviors
Describes at least 1
characteristic and
attempts to explain
why it is useful
Symbiotic
Relationships
Physical
Characteristics:
protection
Physical
Characteristics:
Obtaining food,
water, and shelter
Body Temperature
Describes 2 or more
characteristics and
explains why they are
useful in this
environment; uses
academic vocabulary
Describes 2 or more
characteristics and
explains why they are
useful in great detail;
uses academic
vocabulary
Describes more than 2
behaviors to regulate
body temperature and
explains them in great
detail; uses academic
vocabulary
(endotherm/ectotherm);
1
Does not clearly
describe the
adaptation and
does not explain
why it would be
useful
Does not clearly
describe the
adaptation and
does not explain
why it would be
useful
Does not clearly
describe the
relationship and
does not explain
why it would be
useful
Does not clearly
describe the
adaptation and
does not explain
why it would be
useful
Does not clearly
describe the
adaptation and
does not explain
why it would be
useful
Does not clearly
describe the
adaptation and
does not explain
why it would be
useful
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Rubric – Plant
Adaptation
Behavioral Cycles
(dormancy)
Reproduction:
Pollination
Reproduction: Seed
Dispersal
Symbiosis
Physical
Characteristics:
protection
Physical
Characteristics:
Obtaining water and
sunlight
4
Describes why this
adaptation is
preferred or not
preferred given the
environment
Describes
adaptation to assist
in pollination and
describes why it is
useful in great
detail; uses
academic
vocabulary
Describes
adaptation to assist
in seed dispersal
and explains why
this is the best
method given the
environment
Describes symbiotic
relationship and
clearly describes its
impact on both
species
Describes 2 or more
characteristics and
explains in great
detail why they are
useful in this
environment
Describes 2 or more
characteristics and
explains in great
detail why they are
most preferred in
this environment
3
Describes the
adaptation and
explains why it is
useful
2
Describes the
adaptation and
attempts to explain
why it is useful
1
Does not clearly
describe the
adaptation and does
not explain why it
would be useful
Does not clearly
describe the
adaptation and does
not explain why it
would be useful
Describes at least 1
reproduction
adaptation and
explain why it is
useful
Describes 1
adaptation and
attempts to explain
why it is useful
Describes at least 1
reproduction
adaptation and
explain why it is
useful
Describes 1
adaptation and
attempts to explain
why it is useful
Does not clearly
describe the
adaptation and does
not explain why it
would be useful
Describes 1
symbiotic
relationship and
describes its
usefulness for the
species
Describes 2
characteristics and
explains why they
are useful
Describes 1
symbiotic
relationship and
attempts to
describes its
usefulness
Describes at least 1
characteristic and
attempts to explain
why it is useful
Does not clearly
describe the
relationship and
does not explain
why it would be
useful
Does not clearly
describe the
adaptation and does
not explain why it
would be useful
Describes 2
characteristics and
explains why they
are useful
Describes at least 1
characteristic and
attempts to explain
why it is useful
Does not clearly
describe the
adaptation and does
not explain why it
would be useful
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BIOME 1: Cold and dark throughout most of the year. (-20F to 20F) Only 3-4 hours of sunlight per day
except for a very short summer when the temperatures reach 45 F. There is little rainfall and the ground
is flat and icy. Existing organisms include a large nocturnal hunting cat, a small squirrel-like rodent, a
migrating predatory bird, and medium-sized fish in the nearby ocean. Plant life is small with toughcoated leaves.
BIOME 2: Hot temperatures year-round between 90F and 130F. There are only 3-4 hours of night
darkness per day when the temperatures plummet to 40F. The environment receives lots of sunlight and
rainfall only once every 2 months. There are several active volcanoes, and most of the water supply can
be found in underground caverns. Existing organism include a striped carnivorous pig, a small bird that
gathers seeds, and an underground mole-like creature that eats mostly bugs. Plant life is short and stocky
with few leaves. There are a few larger trees throughout the biome.
BIOME 3: Most of this environment is underwater with moderate temperatures between 65-70 F. With
the exception of a small rocky island, most of the plant and animal life exist in the salt water. Animal life
includes a large aquatic mammal, smaller bony fish, poisonous snakes, and a small bird that inhabits the
island. The island has a few larger fruit-bearing trees, and there are many species of coral and algae
within the water.
BIOME 4: A series of underground caverns which receive little to no sunlight. The temperature ranges
between 40-60F, and most of the water comes from a hot spring. Animal life includes a 3 foot long slimy
worm which eats the waste of other organisms, a carnivorous crab, and several species of flies. Plant life
includes mostly small mosses which get their energy from special bacteria which convert chemicals from
the hot springs into energy for the plants. Without this bacteria, no plants would survive.
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