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QCC Correlations
Science Standards 5.1, 5.17, 5.18
The Students will be able to:
1. Describe protective adaptations of animals
2. Categorize the animals based on their protective adaptations
Materials Needed:
  • Pictures of the animals on the Eye on Conservation site
  • Access to the Eye on Conservation and Georgia
  • Wildlife web site
  • Paper
  • Pens and pencils


1) Discuss adaptation with the students. Explain that an adaptation helps an organism survive. Protective adaptations can be color, physical structure, body markings and shading, and even behavior. A good example of a species with protective adaptations is the walking stick. The walking stick has physical, color, and behavior adaptations that keep it camouflaged.

2) Ask the students to name an animal and one of its adaptations.

3) Pass out pictures of the animals on the Eye on Conservation site. This activity can be done individually or in groups. Have the students make and record observations of the animal(s) they are assigned. What are the animals' adaptations? How do they think it helps the animals survive?

4) Let the students have access to the web and to other resources so they can do research on their animals. What are some of their adaptations? How close were their inferences? Why might they have differed from the actual adaptation?