Full STEAM Lesson Plan-Adaptations

Daily Challenges

  1. Art and Adaptations
  2. Bean Hunt

Challenge Descriptions

Art and Adaptations

Discuss what adaptations are and how they are important for a living organism’s chances at surviving in their environment. Example – Why can a fish survive under water and humans cannot or vice versa? Fish can use their gills to absorb oxygen from water and we can use lungs to absorb oxygen from air. Both are adaptations that allow for survival in the correct environment. 

Students can title their large paper Art and Adaptations

Students will cut out pictures of living organisms from provided magazines to paste onto large paper. Alternatively, students can draw pictures of animals or plants (real or imaginary) on their paper if they can’t find a specific animal or plant.

They will draw a line to one adaptation that allows the organism to survive in its environment and explain what it is in writing or verbally. See provided examples of past student work.

If students would like they can present their work to the class (or in this case video/photograph and send in).

Bean Hunt

Student/parents will work in groups to “hunt” for their “prey” with one of 4 adaptions in both the predator (students) and the prey (beans).

Student adaptations will be either a spoon, craft stick, hand or glove hunters (or any other modification to a hand, e.g. tape a thumb down). They must only use these adaptations when picking up their prey.

Divide the students as equally as possible into 4 groups (or as many groups as you can) and give the groups their “adaptations” and clipboard with data sheet. (Craft stick group gets 2 sticks per person)

The four bean colors (adaptations) are green, black, white and brown (or whatever dry beans you might find on the shelves). Ask students which color will camouflage the best and thus survive.

Students will use their individual cups to hold their prey during the hunt.

Mix the beans together. I use roughly ¼ cup of each of the colors. Take the students to a grassy area and spread the beans as evenly as possible over a large area (roughly 10 ft by 10 ft).

Give students 3 minutes to hunt for their prey.

After hunting the groups will dump their beans onto their group’s All Colors plate and then separate into the individual color group plates in order to count the beans.

Students can use the data sheet to record how many beans they have of each color and how many total beans they have.

 Which group was the best hunter (highest total)? Which group struggled the most during the hunt (lowest total)? Which color bean survived over the others? Which bean was most often eaten?