6170RB Science A STEM approach Foundation low res watermark
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Lesson 3<br />
Biological sciences<br />
LIVING THINGS HAVE NEEDS<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
What do other animals need?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Communicating<br />
C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students think about animals they have observed in their daily<br />
lives to investigate how animals meet their needs.<br />
Technology/Engineering/Mathematics links:<br />
• viewing digital texts, including videos and online songs<br />
• sorting information cards into undefined categories<br />
Background information<br />
• All animals, including humans, have five basic needs: air,<br />
food, water, sleep and protection from environmental<br />
conditions. Wild animals also require protection from<br />
predators and human impacts.<br />
• Domesticated animals such as pets, farm animals and zoo<br />
animals have some or all of their needs provided for by<br />
humans. Wild animals meet their needs by themselves.<br />
• How animals meet their needs:<br />
Food—Animals use various feeding behaviours such as<br />
hunting, grazing or scavenging to find sources of food.<br />
Water—Animals seek water from various water sources<br />
such as rivers or lakes. Some animals obtain all of their<br />
water from their food.<br />
Air—Animals breathe air in different ways. Some have<br />
lungs and breathe like humans. Others extract air from<br />
water bodies.<br />
Sleep—Animals sleep at different times of the day and in<br />
different ways. Some animals, like sharks, continue to<br />
move while they are sleeping. Others hibernate for long<br />
periods of time.<br />
Protection—Animals build, find or fight for space/shelter.<br />
They also need featu<strong>res</strong> and behaviours that help them<br />
protect themselves against predators.<br />
Assessment focus:<br />
• Monitor students' contributions<br />
to the animal needs matching<br />
game to ensure all students are<br />
contributing to the answers.<br />
• Use page 15 as a formative<br />
assessment of the student’s<br />
knowledge about the needs<br />
of animals.<br />
Resources<br />
• A3 poster of human needs<br />
created in Lesson 2<br />
• One copy of the animal<br />
needs cards on page 14<br />
for each student or group.<br />
These must be cut out and<br />
shuffled prior to the lesson<br />
• Online video—Animal needs<br />
at <br />
• One copy of page 15 for<br />
each student<br />
• Online song—'The needs of<br />
an animal' at <br />
© R.I.C. Publications<br />
Low <strong>res</strong>olution display copy<br />
12 <strong>Science</strong>:<br />
A <strong>STEM</strong> APPROACH<br />
YEAR<br />
F<br />
978-1-925431-93-3 R.I.C. Publications® – www.ricpublications.com.au
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