RIC-3531 Primary Science - Book D (Digital)

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Adaptations Adaptations – Activity 1 Lesson Focus Outcomes Life and Living 2.8 Links observable features to their functions in living things. Indicators • Observes plants and animals in the local environment. • Identifies how plants and animals have adapted in order to survive. Skills Focus • Observes • Communicates • Identifies • Infers • Collects data Background Information Adaptations are features or characteristics of plants and animals that help them to survive in their environment. Adaptations can include colour, size, shape, habits and many other characteristics. For example, many fish lay millions of eggs at a time. This increases the chances that a small percentage will survive and reach adult breeding age. Another example is the way in which many Australian gum trees have long, slender leaves. The shape ensures that not too much light or heat is absorbed. The opposite applies to plants in cooler climates. Every organism has some form of adaptation to help its endeavour to survive and continue the species. Before the Lesson Materials Needed Access to school grounds, clipboards (optional), paper, charts/pictures of plants and animals that have identifiable adaptations and are from a variety of environments; e.g. hot, cold. Preparation Collect charts/pictures of a variety of plants and animals that have identifiable adaptations (e.g. camel, polar bear, cactus, eucalyptus trees). The Lesson Stimulus Use the photographs to show a variety of plants and animals. Discuss how each has developed to survive in its environment. Introduce the word ‘adaptation’ and explain its meaning (see Background Information). What to Do • Discuss the two examples on the worksheet. What adaptations does each one have? Note them. Would they be able to survive without these features – Why not? • Have students observe plants and animals in their local school environment. Make note about their findings. • List on the blackboard plants and animals found in the local environment. • Each student selects one plant and one animal. Draw a picture of each and suggest what adaptations it has to help it survive in its environment. • Discuss the suggestions of the students and identify adapted features of local flora and fauna. After the Lesson Answers 1. Teacher check. Possible solutions: (a) Sharp curved beak to tear meat, long claws for clasping prey, large wingspan for powerful flight with little effort, large eyes to see prey easily. (b) Few or no leaves or flowers (to reduce transpiration), stores or conserves water. 2. Teacher check Additional Activities • Discuss whether plants or animals studied in the lesson would be able to survive in different environments. • Discuss the issue of feral plants and animals. How do they survive in new environments? Why are they seen as a threat to the environment? Display Ideas • Research special adaptations of plants and animals for different environments and biomes (e.g. tundra, desert, rainforest). Display examples from each environment ©R.I.C. Publications Low Resolution Images Display Copy 12 PRIMARY SCIENCE ~ R.I.C. Publications ® ~ www.ricpublications.com.au ISBN 978-1-925660-54-8
Adaptations – Activity 1 Adaptations 1. 2. Plants and animals have adaptations that help them to survive in their environment. Those plants and animals best adapted will survive and reproduce. List some features you think these plants and animals have that help them to survive. a Identify a plant and an animal living in your local environment. Draw each one and suggest how each has adapted to survive in the environment. Animal b Plant ©R.I.C. Publications Low Resolution Images Display Copy PRIMARY SCIENCE ~ R.I.C. Publications ® ~ www.ricpublications.com.au 13 ISBN 978-1-925660-54-8
Page 1 and 2: ©R.I.C. Publications Low Resolutio
Page 3 and 4: Teachers Information...............
Page 5 and 6: Teacher Information After completin
Page 7 and 8: Meeting the Needs of Students Diffe
Page 9 and 10: Essential Science Resources Below i
Page 11 and 12: Assessment Proforma Name Year Term
Page 13 and 14: Skills Assessment Proforma ©R.I.C.
Page 15 and 16: life cycles frogs life cycle of a f
Page 17 and 18: Life Cycles - Activity 1 Life Goes
Page 19 and 20: Life Cycles - Activity 2 Life Cycle
Page 21 and 22: Life Cycles - Activity 3 Plant Life
Page 23 and 24: Life Cycles - Activity 4 The Sea Tu
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Page 37 and 38: Weather - Activity 1 The Water Cycl
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Page 41 and 42: Weather - Activity 3 1. Write about
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Page 57 and 58: Changing States - Activity 1 Solids
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Page 67 and 68: Structures - Activity 1 The Tallest
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Magnets - Activity 1 Magnetic Attra
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Magnets - Activity 3 Magnetic Force
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Flight flight aeroplanes helicopter
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Flight - Activity 1 A ‘Loopy’ A
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Flight - Activity 4 Follow the step
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Flight - Activity 3 (resource) A Wh
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RIC-3531 Primary Science - Book D (Digital)

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