PAGES 8-11

Lexile 970L / 780L

STANDARDS

NGSS: Practice: Obtaining, Evaluating, and Communicating Information · Crosscutting Concept: Structure and Function · Core Ideas: LS1.A: Structure & Function; LS4.C: Adaptation

CCSS: Reading Informational Text: 1. Read closely to determine what the text says and to make logical inferences from it.

TEKS: 6.12D, 7.11B, 8.11A, B.12B

BIOLOGY: Adaptations, Animal Behavior, Animal Anatomy

Lesson: Cute But Deadly

Objective: Communicate how body structures affect an animal’s survival and the human perception of that animal.

Lesson Plan

ENGAGE

Ask students to list animals they think are scary. What features or behaviors cause them to perceive the animal that way? Ask: Do you find dogs to be scary? Why or why not? Share that fewer than 20 people are bitten by sharks in the U.S. each year and roughly 4.5 million are bitten by dogs. Ask: Do you think that animals that look “cute” are less dangerous than animals that look scary? Why or why not?

EXPLORE

Have students examine the article’s photos. Ask: Which animals do you think are cute? Why? Which of these animals do you think is the most dangerous? Why? Read the article aloud. After reading, discuss: How do adaptations help each animal survive? What adaptations make each animal appear cute? Prompt students to support their answers using evidence from “The Science of Cute” diagram (page 9). Then have students complete the article’s “Check for Understanding.”

EXPLAIN

Ask students how they think wild animals may be affected by public opinion. (e.g., people may not protect animals that have a scary reputation) After reading the paired text “Perfect Pet?” with students, discuss how students can play a role in protecting wildlife, even with what they watch and share online.

EXTEND

Tell students that studies show that people are more likely to donate to save visually appealing animals. Discuss how people can show compassion and care for both cute and scary-looking species. Brainstorm ideas to change people’s perceptions of animals that are considered unattractive or scary. (for example, by making the animal a national symbol or highlighting the animal’s interesting adaptations). Let students complete the Learning Journey (at the end of the scrollable online article) where they research an “ugly” animal and create a campaign to motivate others to save that species. Have students share their work.

EVALUATE

Assign “Cute Creation.” Let students create and present their cute animal and its dangerous adaptations. Discuss students’ reactions. Which imaginary animals did they think were the cutest? What features probably made them react that way?

AT-HOME TIPS

Have students respond to questions on a classroom discussion board (Steps 1 and 2).
Arrange small groups in virtual breakout rooms, where they can share re ections on what they have learned about what causes human perceptions of cuteness and how it can affect animals (Step 3).