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Jessica Baker
Rationale: For students to extent on their understanding of animals being affected by seasonal change and need for adaptation when surviving in their natural habitats. Key Scientific Knowledge: Water Habitats: - There are fresh and saltwater habitats that provide homes for animals such as fish, oysters, jellyfish, whales, dolphins and sharks (Monash University, 2006). - Some animals live part of their lives under water and on land eg frogs (Monash University, 2006). - Others live on land near water eg crabs and herons (Monash University, 2006). Forest or bush Habitats: - This habitat is generally cool, moist, dark and shady with tall trees (Monash University, 2006). - Ranges of animals reside within this habitat such as insects, birds, mammals, and reptiles (Monash University, 2006). Underground Habitats: - Living underground provides protection from some predators, extreme temperatures (hot and cold), and from very dry climates (Monash University, 2006). - Animals can spend varied amounts of time underground eg. Moles and earthworms spend their entire lives, Wombats spend time both below and above ground and Insect larvae spend a portion of their lifecycle underground (Monash University, 2006). Desert habitats: - Are extremely hot, dry places as they receive little to no rainfall, which means plants, and animals survive with little water (Monash University, 2006). - They can be both hot and cold and the ground is often rocky/sandy (Monash University, 2006). - Cold-blooded lizards can be found here, as their bodies need to lie in the sun to warm up. Another animal found in deserts are camels as they can store enormous amounts of water and store food in the fat of their humps (Monash University, 2006). KLA (s): Science, Technology, English, Creative Arts Objectives: For students to work collaboratively as a group engaging in hands-on experiences. Students will extend on their abilities to do independent and pair research using multiliteracies (not teacher directed) Reinforce animal adaptations and appearances and why animals need the right environment to live in. To sum up the main concept that during seasonal changes different animals will need to relocate habitats in order to survive. Outcomes & Indicators Earth and space DST1-8ES: Describes some observable changes that occur in the sky and landscapes Observe and record environmental changes that occur over a longer time to identify patterns of events, eg Seasonal changes in temperature and the appearance of the moon. Living world ST1-10LW: Describes external features, changes in and growth of living things. Describe some external features of a variety of living things, including plants and animals ST1-11LW: Describes ways that different places in the environment provide for the needs of living things. Explores the needs of a plant or animal in its environment Describe how some different places in a local land or aquatic environment provided for the needs of the animals or plants that live there. Resources & Equipment: Computers/ animal books Classroom organisation: - Group work and pair work
4 pictures of different habitats (Water, forest or bush, underground, desert) pencils/textas/oil pastels paper Lesson Development: - Re cap as a group on previous excursion to the zoo- (Different animals, where they live, what they needed to survive and why this is important link with seasonal change) - Divide the students into four groups and give each group 1 of the 4 pictures of the different habitats (Water, forest or bush, underground, desert). - Explain that in pairs they will need to research an animal that lives in this environment. Finding 5 facts as to why they have placed this animal in the habitat as well as drawing a visual representation of selected animal in its habitat. - After the students have completed this task, in groups present their animal facts have them explain to the class why they have placed that specific animal in that habitat/environment. - Also what adaptations on the animal helped determine which habitat/environment they live. - At the end of the presentations discuss as a group the animals placed in wet and dry environments. This will reinforce with the students animal adaptations and appearances and why animals need the right environment to live in. It will also recap the main concept that during seasonal changes different animals will need to relocate habitats in order to survive. Support: Extend: Working in a selected pair can help students Set students the challenge of working scaffold each others learning when using ICT individually and selecting more than one resources and discussing possible animal animal that is suited to the particular selection. physical environment. They may look into an animal with different adaptations to their first.