Note: This lesson presents a real-world opportunity to discuss adaptations of aquatic organisms in classroom aquariums. If you have a classroom aquarium, have students observe the organisms in it and talk about their adaptations.
In preparation for the lesson, implement one of two options below with the class:
- Option A: Collect water from a local body of water that can be used for a lab. While collecting water, be sure to collect organisms that can be observed by students through a microscope. Also collect plants and vegetation because organisms live and hide there as well. The water can be stored in an aquarium in the back of the classroom. (If water cannot be collected from a local body of water, standing water can be collected after a current rainfall, or you can obtain a pond water sample from a biological supply company.)
- Option B: If possible take the entire class to collect this water for the upcoming lab. Discuss with students that they are collecting aquatic organisms for a later observation. Divide students into their smaller lab groups. Provide a pair of plastic gloves to each group member and an empty ice cream bucket to each group. Advise students to collect plants and vegetation surrounding the water. Students dip their buckets into the water to retrieve water samples. Once students have enough samples, bring the entire class back inside and begin the lesson.
Day 1
Begin the lesson by asking students why we cannot live in the water. Give them one minute to list ideas, and then have students share their answers.
Say to students, “We know that most of the Earth is covered in water. What types of aquatic organisms can you think of?” (Define aquatic if necessary.) As students give responses, write them on the board. Students should give examples such as fish, alligators, frogs, toads, jellyfish, clams, mosquito larvae, and turtles.
After completing the list on the board, say to students, “Today we will be discussing different adaptations that aquatic organisms have. Let’s begin by discussing what adaptations are. Can anyone give me the definition of adaptation?”
Next to the list of aquatic organisms on the board, draw a T-chart:
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Definition of Adaptations
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Examples of Adaptations of Aquatic Organisms
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Physical traits or behaviors that help an organism survive and reproduce in its environment.
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Mouth shape (P)
Body shape (P)
Coloration (P)
Method of reproduction (B)
Ability to swim (B)
Gills (P)
Fins (P)
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Say to students, “Let’s look at the list of organisms that we just made. What are some examples of adaptations that these organisms need to survive in the water?” Students should give answer such as gills, scales, and fins. As students give responses, write their answers in the T-chart. Explain that organisms can have physical (P) and behavioral (B) adaptations. Have them assist you in writing P or B next to each adaptation in the T-chart. Once students have completed giving answers, have them copy the T-chart into their science notebooks.
Hand out a copy of Aquatic Organisms Adaptations to each student (S-8-8-2_Aquatic Organisms Adaptations and KEY.doc). Allow several minutes for students to read it.
Project the Web site www.brandywinezoo.org/games/aquatic_adaptations.pdf on the board. Copies of Aquatic Critters also can be given to each student (S-8-8-2_Aquatic Critters.doc). Note: If you have a classroom aquarium, have students identify which of the adaptations from the list the aquarium organisms have.
Say to students, “Let’s look at some additional adaptations that aquatic organisms use. I want you to read through each of these adaptations and use at least five of the adaptations mentioned on this Web site to create an imaginary aquatic organism. Under your drawing I would like you to explain each of the adaptations of your organism as well as explain how they are important to that organism’s survival.” Hand out colored pencils and markers to students.
As students are working on their pictures, walk around the classroom to check for understanding of adaptations. After students finish, allow for time to share pictures and explanations with the rest of the class.
Day 2
Say to students, “Now we will examine some organisms that live in the water.” Split the class into small groups of three or four. Each group should have a bucket, eye dropper, microscope, Petri dish, and their Science notebooks. Students should also have a copy of Aquatic Organisms Lab handout to follow as they work through the lab (S-8-8-2_Aquatic Organisms Lab and KEY.doc). Allow students time to gather the necessary materials and then do the activity:
After students are in their small groups, say to students, “I want one person from each group to go to the back of the room and collect some water from the aquarium into the group’s bucket. This water came from a local body of water (or is standing water from the last rainfall or has been purchased.) The bucket only needs to be filled halfway.” Allow students time to fill their buckets with water.
After students come back with their buckets of water, inform them to use their eye droppers to take water out of the bucket to examine. Water should be placed on a Petri dish. The Petri dish should be placed under the microscope for examination. As students find organisms in the water, have them record what the organisms look like in their science notebooks.
Tell students to continue the lab until they have found at least three different organisms.
After students have found three different organisms, have them brainstorm and discuss any adaptations those organisms have and how they allow the organism to survive in their habitat.
After students finish, have them pour their water back into the aquarium.
After students complete the lab, have them share some of the organisms they discovered and some of the organisms’ adaptations. As students give responses, record them on the board. After listing the organism’s adaptations, say, “We made a good list of adaptations that these organisms have. These adaptations allow the organisms to live in the water. Let’s look at each adaptation and discuss how it can help an organism survive.” Allow time for class discussion.
Day 3: Fashion a Fish, Pennsylvania-Style
The “Fashion a Fish, Pennsylvania-Style” Web site at www.fishandboat.com/education/catalog/fashionafish.pdf
provides a hands-on activity in which students investigate specific adaptations of Pennsylvania fish. Before the lesson, prepare by printing and cutting cards for each adaptation (S-8-8-2_Fashion a Fish, Pennsylvania-Style PDF.pdf): mouth, body shape, coloration, reproduction. Divide students into groups of three or four and give each group the four adaptation cards, a sheet of large drawing paper, and markers. Also give each group a copy of the “Adaptations and How They Help” handout from the PDF resource (S-8-8-2_Adaptations and How They Help PDF.pdf).
Ask students to “fashion a fish” from the characteristics of the cards in the set they receive. Each group should:
- Create a fish that includes all four characteristics on their cards.
- As a group, decide on an appropriate name for the fish.
- Around the fish, draw the habitat to which their fish is adapted.
After each group has “fashioned a fish” from the adaptation cards that they receive, have one person from each group stand and tell the rest of the class about how his/her group’s fish is adapted for survival.
Day 4
Hand out a copy of Animals and Adaptations to each student (S-8-8-2_Animals and Adaptations and KEY.doc). Students should have Internet access to complete the worksheet. Students will find the answers on the following Web site: www.mbgnet.net/fresh/slide/intro.htm. If Internet access is not available then provide copies of the Aquatic Critters handout (see S-8-8-2_Aquatic Critters in the Resources folder) and/or science books on aquatic organisms instead. Give students about twenty minutes to complete the activity independently. After everyone finishes, say to the class, “Now that everyone is done, find a partner and share your answers. Discuss how you came to each of your answers. When everyone is finished sharing, we will go over the correct answers.”
Optional: Have students play the Aquatic Critter Key Game at http://dnr.wi.gov/org/caer/ce/eek/critter/watercritter/aquatict.htm. Have them choose a few of the critters from the grid and use the interactive dichotomous key to identify them. This gives students reinforcement of aquatic adaptations, and also provides experience using a dichotomous key.
As a closing activity, hand out a copy of Adaptations Exit Slip to each student (S-8-8-2_Adaptations Exit Slip and KEY.doc). Allow students about five minutes to complete it. As students are working, walk around the classroom and assess their learning. As students complete the exit slip, go over the correct answers with the entire class. Use this as an opportunity to re-teach any information students did not understand.
Extension:
- Students who might need an opportunity for additional learning can visit the Aquatic Adaptations Web site: www.brandywinezoo.org/games/aquatic_adaptations.pdf
- Have students look at a picture of an organism (or actual organism in the classroom aquarium) such as a fish, duck, or turtle, and place a check next to the adaptations found in the organism.
- Students who may be going beyond the standards can choose a saltwater organism to research. Students compile a poster presentation of one organism of their choice, the adaptations it uses in order to survive in a saltwater aquatic habitat, and pictures of the organism. Once students have completed their posters, they give their presentations to the rest of the class.
