Academic Standard 3-2
3-2
Topic: Habitats and Adaptations
The student will demonstrate an understanding of the structures, characteristics, and
adaptations of organisms that allow them to function and survive within their habitats.
(Life Science)
Key Concepts:
Life cycle – plant: seed plant, germination, seedling, flower, fruit
Life cycle – animal: larva, pupa, complete and incomplete metamorphosis
Habitat
Physical & behavioral adaptations Animals: hibernation, migration, defense, locomotion, movement, food obtainment, camouflage
Plants: seed dispersal, tropism
Food chain: producer, consumer, decomposer
Indicators:
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 habitats.
Taxonomy Level: 2.2-B Understand Conceptual Knowledge
Previous/future knowledge: Students have been introduced to major structures and basic life cycle
stages of plants in 1st grade (1-2.2, 1-2.4) and how these structures help plants survive in their
habitats (1-2.6). Students have also been introduced to the various stages in the life cycle of animals
in 2nd grade (2-2.5). This is the first year that students are state tested; so reviewing information
from previous grades is appropriate. By 3rd grade, students should be able to identify specific stages
for seed plants and a variety of animals and summarize how they adapt to their habitats as they
grow. In 6th grade (6-2), students will develop a more in-depth understanding of the structures,
processes, and responses of plants that allow them to survive and reproduce.
It is essential for students to know that every plant and animal has a pattern of growth and
development called a life cycle. (Life cycle was defined in 1st grade,1-2.4) In previous grades,
students referred to a habitat as a “distinct environment” where an organism or groups of organisms
live and obtain the air, food, water, shelter, light, and space needed to survive.
Life Cycle of Seed Plants
It is essential for students to know the stages of growth in seed plants and that they are adapted to
conditions within their habitat as they grow.
Seed
After pollination occurs in flowers or cones, seeds are produced and may be stored in
fruits. Seeds contain tiny undeveloped plants and enough food for growth to start.
They need water and warmth to germinate (begin to grow). Some seeds begin to
grow as soon they are produced. Others may take weeks or months to germinate.
Seedling
Seedlings produce the parts of the plant that will be needed for the adult plant to
survive in its environment. Roots begin to grow and take in nutrients and water from
their habitat and the stem starts to grow towards light. Later, more leaves will form
that help the plant make its food.
Adult Plant
Adult plants have the same structures (for example roots, stems, and leaves) as
seedlings, but in addition they develop flowers or cones, which produce seeds.
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Academic Standard 3-2
Topic: Habitats and Adaptations
Life Cycles of Various Animals
It is essential for students to know the stages of growth in a variety of animal types and that they
are adapted to conditions within their habitat as they grow. Chart for teacher information only.
Animal Family
Mammal
Reptile
Amphibian
Insect
Bird
Fish
Stages of Development
Young—Adult
Egg – Young – Adult
Egg – Young – Adult
Egg—Larva—Pupa—Adult
Egg—Nymph—Adult
Egg—Young—Adult
Young—Adult
Egg – Young— Adult
Examples
Dog, squirrel, human, whale
Snake, turtle, lizard, alligator
Frog, toad, salamander
Butterfly, beetle, housefly, mosquito
Grasshopper, cockroach, praying mantis
Chicken, robin, hawk, duck
Guppies (live birth), goldfish (live birth),
minnows (egg), catfish (egg),
It is essential for students to know the basic stages of animal growth and that the stages are not the
same for all animals. Some animals give birth to baby animals that look like small adults. Many
other animals begin their life cycle as an egg, which then goes through changes.
It is essential for students to know how plants and animals adjust to their habitats as they grow so
that their needs can be met. Some plants have special structural adaptations for meeting their needs
in their particular habitat. These structures grow at distinct times during their life cycle and include:
Flower
Flowers often have special sizes, smells, shapes, or colors that attract organisms for
pollination.
Stem
Stems move and store water and nutrients in the plant. Stems also provide support
and protection for the plant during its life cycle. Examples include:
 Vines have stems that can climb and stick to various surfaces to ensure that the
leaves are exposed to light.
 Corn and sunflowers have stems that grow thick and strong but remain green and
flexible so that they can grow toward the sun.
 Trees develop woody stems to support their size and provide protection during
their long life cycles.
 Cacti have thick stems that store water when the habitat does not provide it.
Leaf
Leaves produce food for plants in the presence of light. Each variety of plant will
survive where its leaf size and shape are adapted to the habitat. Different kinds of
plants have different sizes and shapes of leaves. Examples include:
 Water lilies develop wide leaves that allow them to float on the water to capture
sunlight to make food.
 Evergreen trees have leaves that are thin, waxy needles to protect them from
freezing and from losing water.
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Academic Standard 3-2
Topic: Habitats and Adaptations
Root
Roots take in water and nutrients from the habitat. They may also hold the plant in
place and store food and water. Each variety of plant will survive where its roots are
adapted to the habitat. Different kinds of plants have different sizes and shapes of
roots. Examples include:
 Water lilies have long roots that can take in water from the muddy bottoms of
ponds or lakes.
 Cacti have roots close to the surface for living in dry habitats.
Fruit
Fruits are formed around the seed to protect it. Some fruits are moist and fleshy (for
example, tomatoes, grapes, or peaches), while others are dry and hard (for example,
coconuts, walnuts or pea pods).
Seed
Seeds are the parts of the plant from which most plants grow. They contain tiny new
plants. Some seeds are protected by fruits and some others do not have fruits (for
example, acorns, sunflower seeds, or corn).
It is not essential for students to know the parts or types of leaves, the specific structures of
flowers, or how seeds are produced, as this will be further developed in 6th grade (6-2).
Examples of animal adaptations to conditions in their habitat as they grow
Some animals have special adaptations for living in their particular habitat.
 Animals have special body coverings for protection for example fur, feathers, hair, or shells.
 Birds and most reptiles produce eggs that serve to protect the growing organism. For example,
Carolina wrens lay eggs, which hatch into baby wrens.
 Reptiles, for example the loggerhead sea turtle, leave the water to lay soft-shelled eggs in the
sand. Once the eggs develop they hatch into baby sea turtles that return to the water to live.
 Some animals produce eggs which then go through distinct visible stages of development
(metamorphosis) that result in a new organism. One example includes amphibians, for example
frogs that lay eggs in water. The eggs develop into tadpoles with gills. As the tadpole grows,
lungs and legs begin to form allowing it to breathe air. Once the tail disappears, it hops on land
as a frog. Other examples are insects with 3-stage metamorphosis (for example a grasshopper or
dragonfly) and 4-stage metamorphosis (for example a moth or butterfly).
 Crayfish (a type of arthropod) produce eggs that attach to the swimmerets of the mother crayfish
until they hatch into baby crayfish. They hide under the mother’s tail, eating small organisms,
until they are large enough to survive on their own.
Assessment guidelines:
One objective of this indicator is to illustrate the life cycles of seed plants and a variety of animals;
therefore, the primary focus of assessment should be to give illustrations or use illustrations to show
the stages in the life cycles of seed plants and a variety of animals. However, appropriate
assessments should also require students to summarize the steps of a seed plant life cycle, compare
life cycles of a variety of animals.
Another objective of this indicator is to summarize how seed plants and animals adapt to their
environment as they grow; therefore, the primary focus of assessment should be to generalize the
major points about how the structures of plants and animals are adapted to conditions within their
habitats as they grow. However, appropriate assessments should also require students to match a
plant or animal with its habitat based on its structural adaptations; identify characteristics of plants
and animals that allow them to survive in a habitat.
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Academic Standard 3-2
Topic: Habitats and Adaptations
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).
Taxonomy Level: 2.7-B Understand Conceptual Knowledge
Previous/future knowledge: Students have been introduced to how environments throughout the
world support different plants (1-2.5) and animals (2-2.4). By 3rd grade, students should be able to
identify specific adaptations for animals and plants. In 6th grade (6-2) students will develop a more
in-depth understanding of the structures, processes, and responses of plants that allow them to
survive and reproduce.
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.
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Academic Standard 3-2
Topic: Habitats and Adaptations
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.
Plants cannot move like animals can, but they can respond to a change in their environment. Some
examples of plant adaptations are:
Seed dispersal
Most plants produce a large number of seeds because most seeds do not
survive. In order to ensure that seeds will survive, they must be carried away
(dispersed) from the parent plant. However, seeds do not have the ability to
move on their own. Some seeds have hooks on them that allow them to attach
to animal fur or clothes. Some seeds are able to float in water. Some seeds are
light and have wings or thin hairs that allow them to be carried away by
wind. Some seeds are eaten by animals and deposited in areas away from the
parent plants.
Color
Flowers come in a variety of shapes, sizes, and colors. The different shapes,
sizes, and colors are not just there for decorations. For example, petals are
colored and scented to attract insects and other creatures for the purposes of
pollination. The coloration of parts of some plants (fruits for example berries,
or flower petals) makes them attractive to some animals (for example birds or
bees).
Response to light
One of the things that a plant needs to survive is light. It uses the energy from
light to make its food. A plant always turns its leaves and bends its stems
toward the light.
It is not essential for students to understand the concepts of plant defense mechanisms, dormancy,
or to explore the various other types of plant tropisms, as they will investigate this in 6th grade
(6-2.7).
It is also not essential for students to be able to identify specific adaptations as either physical or
behavioral.
Assessment guidelines:
The objective of this indicator is to explain the effects of adaptations on survival; therefore, the
primary focus of assessment should be to construct cause and effect models of the various ways that
survival is affected by physical or behavioral adaptations of plants or animals. However,
appropriate assessments should also require students to exemplify examples of physical or
behavioral adaptations for plants and animals that allow them to survive.
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Academic Standard 3-2
3-2.3
Topic: Habitats and Adaptations
Recall the characteristics of an organism’s habitat that allow the organism to survive
there.
Taxonomy Level: 1.2-A Remember Factual Knowledge
Previous/future knowledge: In kindergarten (K-2.1) students identified the specific needs of all
living things. In 1st grade (1-2.1, 1-2.5), students identified needs specific to plants and explained
how the distinct environments support different types of plants; and in 2nd grade (2-2.1, 2-2.3) they
identified needs specific to animals and explained how the distinct environments support different
types of animals. This is the first year that students are tested so reviewing information from
previous grades is appropriate. By 3rd grade, students should be able to identify specific
characteristics of a habitat that allow the organism to survive there. In 5th grade, students will
develop a more in-depth understanding of the abiotic factors in an ecosystem and will explain how
limiting factors affect populations.
It is essential for students to know that organisms have needs for survival that are found in their
particular habitats. Organisms can only survive in an area where its basic needs can be met.
A habitat offers a range of conditions, for example temperature or rainfall, which allow some
organisms to live there. The specific characteristics of the habitat that allow the needs of energy,
growth, and protection to be met are dependent upon the plant or animal being discussed.
The habitat for some animals may be a large environment. For example, birds fly from place to
place to get food. Other animals have habitats that may be a small part of a larger ecosystem. For
example, squirrels may make their nests in one tree in a forest.
It is not essential for students to know factors about specific biomes.
Assessment Guidelines:
The objective of this indicator is to recall; therefore, the primary focus of assessment should be to
recognize that organisms could only survive in a habitat where their needs can be met. However,
appropriate assessments should also require student to identify habitats that are appropriate for some
common plants and animals; and recognize when a habitat is not appropriate for some common
plants and animals.
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Academic Standard 3-2
Topic: Habitats and Adaptations
3-2.4 Explain how changes in the habitats of plants and animals affect their survival.
Taxonomy Level: 2.7-B Understand Conceptual Knowledge
Previous/future knowledge: Students have been introduced to distinct environments (habitats) for
plants in 1st grade and animals in 2nd grade. This is the first year that students are tested so
reviewing information from previous grades is appropriate. By 3rd grade, students should be able to
identify specific changes that can occur in a habitat and how that change can affect a plant or
animal’s survival. In 5th grade, students will develop a more in-depth understanding of the abiotic
factors in an ecosystem and will explain how limiting factors affect populations.
It is essential for students to know that changes in a habitat can affect the survival of a plant and
animal. There are many changes that can occur within a habitat that would force the animals or
plants to change or adapt to survive. Habitat change can occur naturally. For example, droughts,
disease, fire, hurricanes, mudslides, volcanoes, earthquakes, or changes in temperature or amount of
rainfall can change a habitat. However, humans can also cause habitat changes. For example,
clearing land to build homes, buildings, or farmland can cause the animals or plants in that area to
have to move to another location. When animals cannot adapt to changes in the environment,
“extinction” of that animal can occur.
It is not essential for students to know the mechanisms by which these changes occur.
Assessment Guidelines:
The objective of this indicator is to explain; therefore, the primary focus of assessment should be to
construct a cause and effect model of the way a change in a habitat effects the survival of a plant or
animal. However, appropriate assessments should also require student to identify the change as
caused by nature or caused by living things.
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Academic Standard 3-2
Topic: Habitats and Adaptations
3-2.5 Summarize the organization of simple food chains (including the roles of producers,
consumers, and decomposers).
Taxonomy Level: 2.4-B Understand Conceptual Knowledge
Previous/future knowledge: Students have been introduced to energy in 2nd grade as it relates to
the food that plants and animals need to survive. This is the first year that students are tested so
reviewing information from previous grades is appropriate. By 3rd grade, students should be able to
use a simple food chain diagram to summarize how plants and animals depend on one another in
their habitats. In 5th grade, students will develop a more in-depth understanding of roles that
organisms serve as they interact and depend on one another using food chains and food webs.
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.
It is not essential for students to know specific types of consumers (herbivores, carnivores,
omnivores) or to understand the concept of food webs, as these will be studied in 5th grade.
Assessment Guidelines
The objective of this indicator is to summarize simple food chains; therefore, the primary focus of
assessment should be to generalize the roles of organisms in food chains. However, appropriate
assessments should also require students to identify individual parts of the food chain; illustrate
parts of a food chain using words, pictures, or diagrams.
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Academic Standard 3-2
Topic: Habitats and Adaptations
Supporting Content Web Sites
Birmingham.Grid for learning, Birmingham, U.K.
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/index.htm
Colorful website on the life cycle of plants. Teachers can choose from seed growth; parts of a flower; seed dispersal;
plant identification or parts of the plant. 3-2.1
BBC.co.uk
http://www.bbc.co.uk/nature/animals/mammals/habitat.shtml
Interactive game for students allowing them to see how food impacts energy levels as the fox avoids
predators. 3-2.1
Utah education network
http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=3803
Click on different pictures of animals and explore their defense mechanisms used for survival 3-2.2
New Hampshire Public Television
http://www.nhptv.org/Natureworks/nwep1.htm
Interactive website allows students to check what they know about adaptations. Students are able to
click on specific animals. 3-2.2
New Hampshire Public Television
http://www.nhptv.org/Natureworks/nwep2.htm
Interactive website allows students to check what they know about color adaptations. Students are
able to click on specific animals to see how coloration helps them survive. 3-2.2
New Hampshire Public Broadcasting
http://www.nhptv.org/Natureworks/nwep4.htm
Interactive website allows students to check what they know about migration including how and
why animals migrate. Students can click on a Canadian goose and monarch butterfly to see how
and why they migrate as well. 3-2.3
Offwell Woodland & Wildlife Trust
http://www.countrysideinfo.co.uk/seed_dispersl/index.htm
Website contains colorful pictures, links to vocabulary and a good explanation for the teacher
concerning seed dispersal by wind, water or animals. 3-2.2
New Hampshire Public Broadcasting
http://www.nhptv.org/Natureworks/nwep5.htm
Contains an interactive quiz; nature files; and information on habitats; 3-2.2
BB.co.UK
http://www.bbc.co.uk/schools/revisewise/science/living/
Colorful and Interactive food chain complete with quiz to check knowledge. 3-2.5
Habitats
http://library.thinkquest.org/J0113187/tankshabitats.html This site has some pictures of items
students identify as living or nonliving. It also has information about characteristics of living
things.
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Academic Standard 3-2
Topic: Habitats and Adaptations
University of Michigan: Habitats
http://animaldiversity.ummz.umich.edu/site/index.html This site has various pictures, sounds and
habitats that the teacher can use to help students determine the difference among various organisms
such as birds, reptiles, mammals and amphibians.
Suggested Literature
Jenkins, Steve and Robin Page. I See a Kookaburra!. Illustrated by Steve Jenkins. Houghton
Mifflin Company. 32pp.
ISBN 0-618-50764-7.
The reader travels through animal habitats in six different regions of the world and the adaptations
required to survive. 3-2.3
Jenkins, Steve and Robin Page. What Do you Do With a Tail Like This?. Illustrated by Steve
Jenkins. Houghton Mifflin Company. 32pp.
ISBN 0-618-50764-7
For a young reader to attach animal parts to specific animals. 3-2.1
Stockland, Patricia M.. Red Eyes or Blue Feathers: A Book About Animal Colors.. Illustrated
by Todd Ouren. Picture Window Books. 24pp. ISBN 1-4048-0931-7, Students learn how an
animals structure allows it to survive in its environment. Many habitats and animals are
described. 3-2.1
Brenner, Barbara. One Small Place in a Tree. Illustrated by Tom Leonard. HarperCollins
Publishers. 32pp. ISBN 0-688-17180-X, ISBN 0-688-17181-8. (A) By looking at a
microhabitat in a single tree, the reader will discover the relationships between the tree and the
various organisms, from bears to beetles to birds, that make the tree their home. 3 -2.3
Heligman, Deborah. Honeybees.. Illustrated by Carla Golembe. National Geographic Society.
32pp.
ISBN 0-7922-6678-1.
Characteristics, life cycle, physical characteristics and adaptations of the honeybee for early
elementary grade three students. 3-2.1
Lauber, Patricia. Who Eats What? Food Chains and Food Webs (Let's-Read-and-Find-Out Science,
Stage 2) (Paperback) ; Illustrated by Holly Keller, 32 pp. Harper Collins Publisher, Trade ISBN
0064451305 3-2.5 Students follow several animals through the food chain to the plant producers.
Kalman, Bobbie. How do Animals Adapt? (The Science of Living Things), Crabtree Publishing Co.
32pp.
ISBN 0865059578 3-2-2
Descriptions of how animals adapt to survive in different environments.
Moncure, Jane Belk. How Seeds Travel: Popguns and Parachutes (Discovery World : First Steps
to Science), Childs World Publishing, 32 pp.
ISBN 0895655691
Several different species of plants travel from one area to another. 3-2.2
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Academic Standard 3-2
Topic: Habitats and Adaptations
Pascoe, Elaine. Seeds Travel: How and Why, Illustrated by Dwight Kuhn, Gareth Sevens
Publishing, 24pp.
ISBN: 0836830121
Briefly describes some of the different ways various kinds of seeds are carried from place to place
to find good places to grow 3-2.2
Reif, Pat. The Magic School bus Hops Home, Illustrated by Nancy Stevenson, Scholastic Paperback
Publishing, 32pp;
ISBN 0590484133
Students shrink to the size of a frog to study animal habitats. 3-2.3
Goodman, Susan E. Claws, Coats and Camouflage: The Ways Animals Fit into Their World.
Illustrator Michael J. Doolittle. Millbrook Press. 48pp.
ISBN 0-7613-1865-8
Descriptions on how different animals from insects to humans are adapted for surviving in their
environments.3-2.2
Knopf, Alfred A. Ten Seeds. Written and illustrated by Ruth Brown. Random House Children’s
Books. 22pp.
ISBN 0-375-80697-0
Plant life cycles and predator/prey relationships are depicted in a clever counting book. Ten
sunflower seeds are planted, and all but one are destroyed. However, the one seed grows and
flowers, completing the cycle. This is an excellent depiction of interaction in nature and the need for
multiple seeds to be planted. 3-2.1
Recommended Streaming Video
Food Chain Mystery
(segments 1-6) 3-2.5 1:05 min.
Plants, Students begin with the plant as producer and how it receives food. Then moves to animals
for 40 seconds, which then divides, into producers; consumers (1:18), and decomposers (0.56).
Animal Adaptations
Students learn about the adaptations animals have make in order to live and prosper. Covers both
the physical and behavioral adaptations of animals in regard to getting food, water, oxygen,
protection from predators, shelter, and reproduction. Students will learn just how important
adaptation is in the survival of all animal species (24:00)
How Plants Grow Students will investigate and understand that in order for seeds to germinate and
grow they must receive certain basic needs—food, air, water, light, and a place to grow. Next, they
are introduced to the parts of a plant and learn how plants produce their own food. They also see
how plants and animals depend upon each other for growth (19:00)
Animal Lifecycles Students will learn that living things grow and change. They learn to compare
animal parents and babies. They see that some animal babies do not look like their parents. From
tadpole to frog, egg to chicken, caterpillar to butterfly, and puppy to dog; students are introduced to,
and learn the stages of, the life cycles of animals.
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Academic Standard 3-2
Topic: Habitats and Adaptations
Career Connections
Oceanographer
An oceanographer studies wildlife found in the ocean habitat.
Ecologist
An ecologist specializes in studying plants and animals in the environment.
Biologist
A biologist studies plants and animals in nature. Biologist and resource management specialist: A
biologist and resource management specialist studies ways to protect endangered animals and
studies the environments in which they live and how to help maintain the environments.
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