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Students first identify potentially helpful structures by considering how body parts support survival in a habitat, then shift to behavioral adaptations. The guide emphasizes that adaptations are inheritable structures or behaviors and recommends multiple exposures and related follow-up activities to correct common misconceptions. 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Adaptations are inheritable structures and behaviors that help a group of organisms survive in their habitat. Students start out observing an organisms’ structures, trying to figure which might help it survive in its habitat and which are inheritable. Then, they do the same with behaviors: attempting to figure out which ones are behavioral adaptations. To build understanding of a complex concept like adaptations, students need multiple exposures to it, which is why this activity should be followed by other adaptations-focused activities.  \nStudents will...  \n• Observe an organism’s structures and behaviors.  \n• Consider how structures and behaviors might help an organism survive in its habitat.  \n• Learn the definition of an adaptation: an inheritable structure or behavior that helps a group of organisms survive in their habitat.  \nGrade Level:  \nGrades 3-8. Adaptable for younger or older students.  \nRelated Activities:  \nStructures & Behaviors Whacky Adapty Related & Different Mating & Cloning  \nTips:  \nTo ensure a successful experience, review the teaching tips found on page 2 and throughout this guide.  \n=  \nTiming:  \nAbout 20 minutes  \nMaterials:  \nFor the group:  \nMany of the same organisms such as  \nisopods collected from a compost bin, in one container for each pair of students,or, one large organism that everyone can observe, such as a snake, tethered hawk, or farm animal. As a last resort, use a taxidermied organism.  \nSetting:  \nChoose a setting where everyone can observe the same large organism or where there are many of the same typeof organism.  \nNEXT GENERATION SCIENCE STANDARDS  \nConstructing Explanations Structure and Function  \nFor additional information about NGSS, go to page 8 of this guide.  \nStructure and Function  \nInterdependent Relationships in Ecosystems  \nAdaptation  \nScience and Teaching for Field Instructors  \n|  | Exploration Routine |\n| --- | --- |\n| | \u003Cbr>Adaptation Intro-Live!\u003Cbr>ACTIVITY OVERVIEW\u003Cbr>Adaptation Intro-Live! Learning Cycle Stages Estimated Time Introducing the Activity \u003Cbr>Invitation 3-5 mins. Discussing Possible Benefits of Structures \u003Cbr>Exploration 3-5 mins. Discussing Possible Benefits of Behaviors  Exploration  3-5 mins. Wrapping Up \u003Cbr>Reflection 3-5 mins. TOTAL 12-20 minutes\u003Cbr>\u003Cbr>TEA CHING\u003Cbr>TIPS\u003Cbr>Field Card. On page 11 of this guide is a pocket-sized version of this lesson that you can use in the field.\u003Cbr>Read the Instructor Support Section. Beginning on page 6, you’ll find more\u003Cbr>information about pedagogy, student misconceptions, science background, and standards.\u003Cbr>A starting point. Use this activity to introduce the concept of adaptations to your students, to get a sense of their current understanding of the concept, and to gently correct misconceptions that surface as the discussion unfolds. Many students arrive with misconceptions about the concept of adaptations. This activity will help you to know more about your group’s understanding of the concept, but it’s not a comprehensive learning experience for students.“Adaptation” is a complex concept. Students will need multiple exposures to the definition and lots of practice applying that definition to really“get” it. Don’t use only this activity to teach the concept. For information on related activities, seethe Instructor Support Section.\u003Cbr>Using museum non-living specimens. If you are using a museum specimen or taxidermied animal because no live organisms are readily available, try to choose one that students have seen in the wild or on film so they will be able to share prior knowledge about its behaviors.\u003Cbr>Animals rather than plants. It’s best to start with animals, not plants, because students are more familiar with the function of animals’ structures than with plants’ structures. And behavior is tougher with plants. |\n| 2 •  Student Activity Guide | All ","cbCaisGB8sECa6PQ","https://ap.wps.com/l/cbCaisGB8sECa6PQ","pdf",2901217,12,"English","# Activity Overview\n## Learning Cycle Stages\n## Teaching Tips\n## Exploration Routine\n## Introducing the Activity\n## Discussing Possible Benefits of Structures","[{\"question\":\"What is an adaptation in this activity?\",\"answer\":\"An adaptation is an inheritable structure or behavior that helps a group of organisms survive in its habitat.\"},{\"question\":\"How do students participate during the exploration?\",\"answer\":\"Students observe an organism’s structures and behaviors, discuss how these features might support survival in its habitat, and decide whether traits are inheritable and therefore possible adaptations.\"},{\"question\":\"What organisms and setup does the guide recommend?\",\"answer\":\"Choose a live organism that everyone can observe, such as abundant isopods, earthworms, beetles, or ants; alternatively use a captive or museum/taxidermied specimen when live organisms aren’t available, ideally one students recognize from the wild or film.\"}]","Adaptation Intro-Live - Activity | PDF"]