Animal Behaviors
8th Grade Science
SPIs
SPI 0807.5.2 Analyze structural, behavioral, and physiological adaptations to predict which
populations are likely to survive in a particular environment
SPI 0807.5.3 Analyze data on levels of variation within a population to make predictions about
survival under particular environmental conditions.
GLEs
GLE 0807.Inq.5 Communicate scientific understanding using descriptions, explanations, and
models.
GLE 0807.5.3 Analyze how structural, behavioral, and physiological adaptations within a
population enable it to survive in a given environment.
GLE 0807.5.4 Explain why variation within a population can enhance the chances for group
survival.
Essential Questions
- How do behaviors help animals survive?
- How do adaptations help animals survive?
Unit Goal
- Determine the factors that affect biodiversity. Put these together to determine an animal or
group of animal’s chances of survival in a particular environment. Be able to determine the traits
and behaviors an animal might need to survive in a particular habitat.
Objectives
- Explain the difference between learned and innate behaviors.
- Describe behaviors that help animals survive (survival and seasonal)
- Identify adaptations that can help an organism survive in an environment (i.e. – camouflage)
Accommodations for Individual Student Needs
- Discussion will vary on levels according to the skill of the group.
- The butterfly activity allows for students to work on their own levels. Designs can be as simple
or complex as students choose them to be, causing a self-variation in difficulty and creativity.
Procedure
Introduction
- Bellringer/Hook: List three animals that are predators and three that are prey. Are humans
predators or prey? Explain.
- Discuss the bellringer with students to determine whether they have an understanding of
predators and prey.
- Have students explain why they feel humans are predator or prey. Some students will say both.
Ask them why they think so. See if they can justify why humans could be considered prey.
Curriculum Correlation
- The lesson discusses adaptations to environments. Environments vary depending on
geographic location. Students will be discussing environments such as arctic, rainforest, desert,
ocean, etc.
Guided Practice
- Students will be using personal response systems as we discuss the lesson to answer questions
about behaviors and adaptations.
Independent Practice
- The students will be given cutouts of butterflies. They will be required to camouflage the
butterflies to blend in with something in the classroom (something besides the
whiteboards/walls…they will be required to have a background that involves colors).
Reflection and Closure
- Close the butterfly activity by asking students to place their butterflies around the room where
they are supposed to blend in. Take pictures and discuss the positive points of camouflage with
the students. Close with a ticket out the door. Students must compare 3 survival skills of an
animal of their choice with survival skills of a human.
Assessment
Formal
- ActivExpression: Questions throughout the lesson that will ask students about the
information over behaviors and adaptations. Students must obtain 80% for mastery.
(Multiple Choice; Short Answer; GLE 5.3)
- Butterflies: Students will demonstrate understanding of the concept of camouflage (a
survival adaptation) by creating a camouflaged butterfly that must blend in with
something in the classroom. Students must obtain 100% for mastery. (Project; GLE 5.3)
- Ticket out the door: Demonstrate understanding of survival skills by comparing an
animal’s survival skills with those of humans. Students must obtain 80% for mastery.
(Essay; GLE 5.3)
Informal
- Student/Teacher discussion of bellringer and material.