Adaptation of Plants' Habitats' during Weather

Indigenous Opening

Part I

Explain to the class we will be learning about Grade 3 plants, Grade 4 habitats where those plants grow, and Grade 5 weather conditions for the living things in those habitats.  Ask students what is a habitat? Explain the term if they do not know. 

Opening discussion: Look at wildlife puppets, stuffed animals, or photographs.  What features do these animals have to allow them to adapt to their environment? What environment do they live in? 

Note: I purchased puppets from Folkmanis with a school grant.  The students quite enjoy the puppets during the lesson and then during play time; grades Primary to grade 6.  At the junior high level I have witnessed teachers using puppets to help inspire story or skit writing on a variety of wildlife topics.  I have also used puppets in counselling sessions with students who have selective mutism.  I got to hear their voice when they talked as if they were the puppet! 

https://www.folkmanis.com/146/home.htm

Ask the grade 5 students how might a living things in a habitat adapt for the weather in that habitat. Grade 4 students can you think of any plants that adapt to the weather.  Bears hibernate in winter. Some rabbits can change their fur colour to blend in with snow in the winter or the grass in the summer.  Worms come up out of the ground after a rain fall because the slick ground is easier to move on.  They go to find food, a mate, or another habitat.  Palm trees are located in a habitat that experiences hurricanes so they have roots that anchor them into the ground, strong, but flexible trunks and large leaves that yield rather than canopy like leaves that would catch the wind.  

Activity: Have students act out some of the adaptions on any animal discussed. 

Extra: Discuss and explain the physical adaptation beavers have: strong teeth, broad tail, nictitating membrane (close and open quickly), nose and ear flap, thick fur, waterproofing oil, split nail, webbed feet, and strong front nails.  Behaviour adaptions is that beavers slap their tail to warn other beavers of nearby predators.  Have students act out the adaptation of a beaver. 

Beaver: have googles for a student to wear to represent is nictitating membrane, students can pretend to spread oil over themselves to waterproof their “fur”, have a fuzzy jacket for a student to wear to represent its warm fur, have fake Dracula teeth for a student to pretend to chew on a tree.  Or one student can be all these parts, the beaver!

Part II

Play The Thicket Game from the Canadian Wildlife Federation, Project Wild Activity Guide.  You can take workshops from the organization.  If you take Project Wild you receive the activity guide filled with games and activities which support Outdoor Education. 

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The Thicket Game is a hide and seek type of game played with students being predator and prey.  The game simulates animals adapting to their environment. (Note, my students enjoyed the game so much they played at recess.  Grade 3-5)

Round 1

One student is the predator.  They stand blindfolded in the middle of a forest like area.  They count aloud to 15. 

The other students, the prey, try to “hide” behind trees or bushes or maybe lie flat.  The prey must always be able to see the predator.  (Helps from students going too far as well). 

Process: After counting to 15 the predator removes the blindfold.  They are allowed to squat, stand on tip toes or turn around.  They identify who they can see and that student(s) becomes a predator.

Round 2

All the predators, including the original predator, puts on a blindfold.  The original predator counts aloud to ten.  The remaining prey are to move closer, but still try to be safe and hidden.  Repeat the process from Round 1. 

Repeat until all prey are found. 

Discuss why was the last prey found last?  Did they successfully adapt to their environment in order not to be found too quickly?  What could have helped not being found first?  Did the colour of the clothing (fur) prolong or hinder survival.  Grade 3s how do plants help animals adapt to their environment? How do plants help animals survive in their habitat?

Part III

Play Muskox Manoeuvres like in Part I it is from the Canadian Wildlife Federation, Project Wild Activity Guide.  It is a tag like game played with students being predator and prey.  The game simulates animals adapting to their environment and working together for the survival of the herd.  It’s an effective game to help teach social skills, getting along, helping others).  (Note: My students enjoyed this game too!)

Note: The game is played until the end with students sitting out until the next game as opposed to sitting out and rejoining after each round.  This sitting out reduces the “herd” and thus simulates environments with decreased prey or predators. 

Set up:  Divide the students into 3 wolves, 6 bulls, 8 cows, and 8 calves.  I adjust numbers as per the amount of students or temperant of the students.  To signal who is which animal I use coloured scarves or pinnies from the school’s PE department. 

Play: Begin the game with the students grazing peacefully as muskoxen, and the wolves out of sight of the heard.  Muskoxen, herbivores, often graze peacefully in meadowed areas.  While grazing, they spread out.  Calves typically do not stray too far from their mothers, but the animals do not always stay clustered except when predators appear! Wolves move in to attack herd.  When lead cow spots wolves, the herd begins defence.  A circle is formed, with calves in the centre, cows facing out in a circle around the calves, and bulls in an outer circle, also facing the wolves.  All should behave appropriately, as described below.

Rules: Wolves sneak in trying not to be detected, typically working as a unit so team communication and executing a plan is needed.  They can move at any time in any direction, except pushing and shoving.  Wolves try to pull the calves’ scarf or pinnie off stating they got the calf.  If so, this calf sits out until the next game. 

When bulls spot the wolves they form as tight a circle as they can around the cows and calves, never any farther than one step in front of the circle of cows.  The bulls can move, only in a clockwise direction around the circle of cows!  The bulls do have use of their hands.  The bulls are trying to get the

scarf off the wolf.  If they do the wolf sits out until the next game. 

Cows: As soon as grazing begins, the cows should choose a lead cow to watch for predators.  The cows should pick a signal that the lead cow will use to communicate to the rest of the head that predators are approaching.  When the wolves approach the lead cows move to form a circle around the calves to protect the calves from the wolves.  With the calves in the centre of a circle, the cows stand with their backs to the calves, facing outward to watch the wolves.  The cows can move very little.  Mostly, they stay firmly in one place, moving their upper bodes to block the wolves from reaching the calves.  The cows cannot touch the wolves with hands or feet.

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Grade 3 Plants

Life cycles of various plants

▪ How do the functions of various plants parts compare?

▪ How do various plant parts change over the life cycle?

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Grade 4 Habitats

Habitat components and characteristics

▪ How can different organisms share the same habitat?

▪ How can patterns and relationships be observed in local habitats? Survival needs of organisms

▪ How do various living things sense and respond to stimuli in their environment?

▪ How are various organisms adapted to survive in their habitat? Habitats can change

▪ How do local habitats change through the seasons? Over successive years?

▪ How can observations about habitats be recorded/displayed?

▪ How can a change in the habitat affect the organisms that live there?

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Grade 5 Weather

Weather conditions affect living and non-living things

How do we design structures to protect us from weather?