Lesson Number: One (60 Minutes)

Lesson Title: Exploring Adaptations

To capture students interest and to find out what they know about a daptations and their importance To ensure students have a strong base knowledge of the vocabulary of adaptations To encourage students to formulate questions and develop their own understanding of the adaptations of organisms

ENGAGE

Selected Learning Outcomes (AC)

Learning Experiences

Resources

Teaching Strategies and Group Structure Whole Class Small Group Individual

Literacy Focuses

Assessment Diagnostic

Science ACSSU043 English ACELA1513 ACELA1513 ACELY1699 ACELY1700 ACELY1706

An Australian Oxford Dictionary Word Wall for defining Adaptation (one A list of words derived from the discussion of 1. Discuss their understanding of for each student in the class) adaptations and the environment. Includes a full adaptations and then define adaptation in definition of Adaptation in terms of Biology. terms of Biology. Four sets of five photographs of different animals (one set for Jigsaw Puzzle 2. Discuss their prior knowledge of the each group of five) One member of each small group will move to connection between adaptations and the Polar bear another group and share the physical adaptations environment. Wombat of an animal that they have studied. Chameleon 3. Work cooperatively in small groups to Spider Think, Pair, Share explore and list physical adaptations of Camel Students write down their thoughts as to why animals from photographs. adaptations are important. These sheets are Blank paper for each student shared with a partner and added to from the 4. Demonstrate an understanding of the importance of adaptations and why it is Coloured pencils (students partners ideas. Finally the pairs share their ideas with the class. important for animals to adapt to their should provide these) environment for survival. Students will:

Vocabulary Students demonstrate vocabulary skills when they: Define the term adaptation using a dictionary Use and apply the correct terminology Create a class Word Wall with appropriate terms that will be useful later in the topic

Jigsaw Puzzle Hearing the discussion between the students will highlight those students who are lacking in understanding of the vocabulary Think, Pair, Share Assessed based on the written ideas sheets. Pairs ideas are written in different colours.

Oral Language Students demonstrate oral language skills when they: Participate in class discussions regarding their understanding of the term adaptations Share their ideas during the Think, Pair, See Resources Appendix 1 Share exercise Articulate their groups understanding to another group in the Jigsaw exercise Writing Students demonstrate writing skills when they: List the physical adaptations of the animals in the provided photographs Write down their understanding of the importance of adaptations

See Resources Appendix 1

Low Ability Student Discuss one-on-one the definition of adaptation to ensure there is clear understanding if the term. For the Jigsaw Puzzle, ensure this student is placed in a group with at least two high ability students. In the class discussion, have this student speak first in order to ensure this students views are clear and concise and their own.

Lesson Number: Two (60 Minutes)

Lesson Title: Structural Adaptations

To develop hands on experience for the students To provide students with shared experiences of how important structural adaptations can be

EXPLORE
Selected Learning Outcomes (AC)
Science ACSSU043 ACSHE081 ACSIS088 ACSIS218 ACSIS093 English ACELA1512 ACELA1513 ACELY170 Society & Environment ICP1.4 3. Perform pick up actions with the different utensils and determine the most appropriate utensil for each type of food 4. Record how many pieces of food they can collect with each utensil in 10 seconds 5. Connect the most appropriate utensil with the most appropriate food

Learning Experiences

Resources

Teaching Strategies and Group Structure Whole Class Small Group Individual

Literacy Focuses

Assessment

Students will:

Beaks Plastic spoons (1 per group) 1. Use three different utensils to pick up a Popsicle sticks (2 per group) number of different items from a plastic Plastic tweezers (1 per plate group) 2. Make predictions on which utensil will be the most effective

Vocabulary Bird Beak Experiment Students will use different utensil to simulate Students demonstrate vocabulary skills when different types of bird beaks. Students will use they: the beaks to pick up different types of simulated Use the correct language in discussion of why each beak works best for each type of food. Students will record how many pieces of food food they can collect with each utensil in 10 Food seconds. Oral Language 3 packets of instant noodles Students demonstrate oral language skills when (a small handful per group) they: 1 bag of uncooked rice (a Articulate their thoughts during the small handful per group) experiment 3 bags of gummy worm (2 Ask questions within their groups and per group) between groups Other equipment Writing Plastic plates (1 per group) Students demonstrate writing skills when they: Plastic knives (1 per group) Record the number of pieces of each food Plastic cup (2 per group) they collect in the given time frame Stop watches (1 per group) Hot water Preparation Soften the instant noodles in hot water Cut the gummy worms into 8 pieces

Bird Beak Experiment Observations of the actions of the students will happen continuously and any inaccuracies will be noted. Corrections can be made to the students actions as they are happening. Recording tables will be submitted and checked for consistency and accuracy.

See Resources Appendix 2 Low Ability Student There is little need for differentiation in this activity.

Lesson Number: Three (60 Minutes)

Lesson Title: Animal Adaptation Report

To introduce students to the correct language of biological adaptations and build student understanding of adaptations To given students the opportunity to defend their choices and decisions To support students in representing and explaining their understanding of why organisms adapt

EXPLAIN

Selected Learning Outcomes (AC)

Science ACSSU043 ACSIS093 English ACELA1504 ACELA1505 ACELA1512 ACELT1798 ACELY1703 ACELY1704 ACELY1705 ACELY1707 Society & Environment ICP1.1 ICP1.3 ICP1.5 ICP1.9

Learning Experiences

Resources

Teaching Strategies and Group Structure Whole Class Small Group Individual

Literacy Focuses

Assessment Formative

Students will:

For each student: A3 card (provide a selection 1. Connect an organism with its structural or of colours to choose from) behavioural adaptation Scissors Glue 2. Articulate their reasons for matching each A computer organism and its adaptation Access to a printer A set of Mix and Match 3. Use ICT to write a statement articulating animal adaptation cards their reasoning 4. Create a poster with the Mix and Match cards, including their personal statements of reasoning 5. Share their posters with the class See Resources Appendix 3

Mix And Match Vocabulary Students use the Mix and Match cards to connect Students demonstrate vocabulary skills when organisms with their structural or behavioural they: Use the correct language and accurate adaptations. terms in their reasoning pieces ICT Use accurate vocabulary when sharing their posters Students use ICT to write their statements of explanations and demonstrate their reasoning. Writing Students demonstrate writing skills when they: Posters Articulate their thoughts and their reasoning Students put together their Mix and Match cards for their matches with their reasoning statements into a display Use ICT to create reasoning sentences to put poster. These posters are then shared with the on their posters rest of the class.

Mix And Match Posters Completed posters will be submitted and graded based on specific criteria. Graded posters will be displayed in the classroom once they are returned to students.

See Assessment Appendix 2

Low Ability Student For this task give this student a lower number of Mix and Match cards. Ensure this student has a set of Mix and Match cards that contain organisms with clear and obvious adaptations.

Lesson Numbers: Four and Five (60 Minutes Each)

Lesson Title: Adaptation Lucky Dip

To support students in their opportunity to research possible adaptations To support students in their investigations of possible adaptations To provide students with the opportunity to articulate their choices To provide an open forum for discussion and debate between students

ELABORATE

Selected Learning Outcomes (AC)

Science ACSSU043 ACSHE081 ACSIS231 ACSIS086 ACSIS091 ACSIS093 English ACELA1504 ACELA1505 ACELA1512 ACELY1703 ACELY1704 ACELY1705 ACELY1707 Society & Environment ICP1.1 ICP1.3 ICP1.5 ICP1.9

Learning Experiences

Resources

Teaching Strategies and Group Structure Whole Class Small Group Individual

Literacy Focuses

Assessment

Students will:

A Lucky Dip box appropriately Student Directed Inquiry Based Learning Vocabulary decorated with animals and Students work independently to research their Students demonstrate vocabulary skills when 1. Select an organism from a lucky dip box to plants. organism and its adaptations. Students are they: be the focus of their research encouraged to create their own questions and Use and apply the correct terminology in Organism cards (one for each direct their own learning in terms of sources of their report 2. Research the organisms environment, student) containing a variety of information. Use and apply the correct terminology in adaptations and the benefits of these animals and plants. their presentation adaptations Guided Writing For each student: Oral Language Students will independently write a report on 3. Write a report on their selected organisms Access to a computer Students demonstrate oral language skills when their organism including all of the information and demonstrate an understanding of the Access to a printer they: they have gathered during their research. information they have gathered Access to a variety of card Give their presentation on their organism to and paper another class member 4. Include a information about what would Cue cards for notes for their Organism Presentation Participate in a class debate regarding the Students will work in pairs to present the happen to their organism if its adaptations presentations videos they have watched information they have gathered on their Participate in class discussions regarding the were not present A set of iPads (one for each pair organism and record the presentation using an organisms researched iPad app. 5. Submit a formal report on their organism of students). and its adaptations Writing Debate and Discussion Students demonstrate writing skills when they: Students will participate in a class debate of the Write their report on their organism based 6. Write and practice a short presentation information their peers have gathered. There will speech on their selected organism and its on the information which they have be a class discussion of the volunteers videos. adaptations researched See Resources Appendix 4 Write a presentation speech based on the 7. Present their speech to another member research they have gathered on their to the class and make a video recording of organism their presentation on an iPad 8. Debate and discuss as a class the video recording and its information of volunteers

Lucky Dip Completed reports will be submitted and marked. Reports will be displayed in the classroom for other students to learn more about other organisms.

Low Ability Student Ensure this students lucky dip contains cards that contain organisms with clear and obvious adaptations.

Lesson Number: Six (60 Minutes)

Lesson Title: Australian Animal Adaptations

To provide an opportunity to attach their science knowledge to specific environments To provide an opportunity for students to connect their science knowledge to their real world

SOCIETY & ENVIRONMENT

Selected Learning Outcomes (AC)
Society & Environment NSS. 2.1 PS. 3.2 TCC. 5.12 Science ACSSU043 English ACELA1512 ACELY1705 ACELY1706

Learning Experiences

Resources

Teaching Strategies and Group Structure Whole Class Small Group Individual

Literacy Focuses

Assessment

Students will:

For each group: Brainstorm Coloured pencils Each student in the group has a different 1. Examine the conditions that constitute an A3 paper coloured pencil and they work collaboratively to extreme environment determine the factors that constitute an extreme Australian Animals Worksheet environment. 2. Examine the environmental conditions for each student within Australia and identify the extreme Think, Pair, Share environment Students will write a list of possible Australian desert adaptations. Students will then share their 3. Examine possible adaptations for animals ideas with a partner. Finally students will share in an extreme Australian environment their pairs ideas with the class. See Resources Appendix 5 4. Match Australian animal descriptions with Australian Animals Worksheet the correct animal Students read the description of unique Australian animals, including some of their structural adaptations, and match the descriptions to the correct animal.

Vocabulary Students demonstrate vocabulary skills when they: Use and apply the correct terminology in discussion Use and apply the correct terminology when brainstorming

Brainstorm Each students contribution can be easily identified by his or her individual colour. Think, Pair, Share Ideas will be shared cooperatively within the class.

Oral Language Students demonstrate oral language skills when Australian Animals Worksheet Students will peer mark/assess they: Participate in class discussions of the each others worksheets. Australian environments Share their ideas during the Think, Pair, Share exercise Articulate their personal understanding in sharing with the class Writing Students demonstrate writing skills when they: Brainstorm their ideas onto paper with a group

Low Ability Student This student should be placed in a group with two high ability students and another student with lower ability. This will give the opportunity for peer teaching and still allow for this student to feel comfortable in the group.

Lesson Number: Seven (60 Minutes)

Lesson Title: Development of Adaptations

To support students in expressing their understanding of the importance of adaptations To provide an opportunity for students to connect their science knowledge to their real world

SOCIETY & ENVIRONMENT

Selected Learning Outcomes (AC)
Society & Environment NSS. 2.1 PS. 3.2 TCC 5.3 TCC 5.8 TCC 5.9 TCC 5.11 TCC 5.12 TCC 5.16 Science ACSSU043 English ACELA1500 ACELA1505 ACELA1508 ACELA1512 ACELT1612 ACELY1698 ACELY1705

Learning Experiences

Resources

Teaching Strategies and Group Structure Whole Class Small Group Individual

Literacy Focuses

Assessment Summative

Students will:

For each student: Timeline Blank paper Develop a timeline demonstrating an 1. Explore the understanding that structural Drawing supplies including understanding that the organisms do not change and behavioural adaptations occur over long pens, pencils and adapt from a non-survivable state to a periods of time Lined paper survivable state directly. Writing pens 2. Understand that adaptations in organisms Creative Writing occur on a timeline of events Students independently create a short piece of writing outline what they understand will happen 3. Develop an understanding that structural if an organism is not able to adapt to an hostile and behavioural adaptations are essential to environment. ensure survival in extreme and hostile See Resources Appendix 6 environments

Vocabulary Timeline Students demonstrate vocabulary skills when Completed timelines will corrected they: and marked as the students are working. These will then be placed Use and apply the correct terminology on display in the classroom. Writing Creative Writing Students demonstrate writing skills when they: Use creative writing to express their ideas Written work will be collected and and understanding of the importance of marked. There should be a focus on the understanding that without structural and behavioural adaptations adaptations there would not be survival. See Assessment Appendix 3

Low Ability Student There is little need for differentiation in this activity. Ensure that there is additional support available for this student.

Lesson Number: Eight (60 Minutes)

Lesson Title: Fictional Adaptations

To provide opportunities for students to demonstrate their understanding that adaptations ensure survival in a hostile environment To provide opportunities for students to reflect on their learning and demonstrate their understanding in an abstract context

EVALUATE
Selected Learning Outcomes (AC)
Science ACSSU043 ACSIS093 English ACELA1500 ACELA1504 ACELA1505 ACELA1797 ACELA1508 ACELA1512 ACELT1612 ACELY1698 ACELY1704 ACELY1705

Learning Experiences

Resources

Teaching Strategies and Group Structure Whole Class Small Group Individual

Literacy Focuses

Assessment Summative

Students will:

PowerPoint presentation with information on the hostile 1. Select a hostile environment in which environments Desert, Snow humans would not normally survive and Underwater. 2. Make a list of possible structural and behavioural adaptations a human may need to survive in their chosen environment 3. Construct a piece of fiction including all of the possible adaptations a human would need to survive when placed in their chosen environment

4. Draw a picture of what they imagine a human would look like after undergoing all of the adaptations they have detailed in See Resources Appendix 8 their writing 5. Present their fictional story and artwork in an appropriate display manner

Fictional Adaptations Students will submit their display books including their fictional writings and their drawings. These display books will be marked on For each student: specific criteria. Fictional Adaptations Writing Display books will be returned to Access to a computer Writing Students will work independently to write their students after grading and put on Students demonstrate writing skills when they: Access to a printer fictional stories based on humans adapting to Write their fictional stories based on a displayed within the classroom. Access to art supplies, such their selected hostile environment. combination of a fantasy setting and Display books will also be used to as card, paper, pencils, pens, accurate biological information regarding demonstrate work and learning to etc Drawings parents and guardians. adaptations Students will work on transferring their ideas on adaptations from their written work into a visual display in the form of a picture.

Fictional Adaptations Research Vocabulary Students will work independently to research the Students demonstrate vocabulary skills when necessary adaptations for survival in the selected they: Use and apply the correct terminology in hostile environment. their fictional writing

See Assessment Appendix 4

Low Ability Student There is little need for differentiation in this activity. Ensure that there is additional support available for this student.