North East School Division
Unpacking Outcomes
Unpacking the Outcome
Analyze - structures of plants that enable them to exist in various habitats
Analyze - behaviours of plants that enable them to exist in various habitats
Analyze -structures of animals that enable them to exist in various habitats
Analyze - behaviours of animals that enable them to exist in various habitats
Outcome (circle the verb and underline the qualifiers)
HC4.2 Analyze the structures and behaviours of plants and animals that enable them to exist in various habitats
KNOW
UNDERSTAND
BE ABLE TO DO
a. The structures of a plant or animal it
needs to survive best (beak shape,
colour markings, types of feet, thorny
branches)
b. Plant and animals behaviour which
affect survival – seasonal migration,
living in groups, growing toward light
c. What plants and animals need to
survive (factors and basic needs) –
food, water, shelter, weather conditions,
living space, nutrients, movement,
reproduction, light
d. Plant and animal structures developed
(adapted) to increase a plant or animals
ability to survive in a certain habitat
e. How to plan an investigation of
structures and plant behaviours –
including how to record info, how to
observe effectively, how to compile and
analyze data
f. How to use a variety of recording
techniques for gathering and displaying
their results- tallies, tables, pictographs,
and/or bar graphs
g. Vocabulary – natural, constructed,
a. People are animals.
b. The structures of a plant or
animal affect where it can
survive best
c. How a plant or animal
behaves in different
situations affects where it
can survive best
d. Certain structures developed
(adapted) to increase a plant
or animals ability to survive
in a certain habitat
e. Without its specific habitat
the plant or animal would not
survive
f. Animals sometimes adapt as
their habitat changes
g. Animals sometimes must
leave a habitat because they
cannot adapt to one or more
conditions
h. That simulations and
investigations are the “meat
and potatoes” of scientific
discovery
a. Generate questions to investigate the structures and behaviours of
plants and animals that enable them to exist within various habitats
(e.g., schoolyard, wildlife reserve area, creek bank).
b. Identify factors that influence the ability of plants and animals to
meet their needs within a specific habitat.
c. Recognize that each plant and animal depends on a specific
habitat to meet its needs.
d. Develop and carry out a plan to investigate, safely and
respectfully, the structures and behaviours of plants and animals
within natural (e.g., schoolyard, meadow, forest, and park) and
constructed (e.g., sports field, aquarium, and terrarium) habitats.
e. Record observations and information about plant and animal
structures and behaviours within natural and constructed habitats
using words, diagrams, graphs, photographs, audio and video
recordings, and other appropriate technologies.
f. Compile and display data collected during a habitat study using
tallies, tables, pictographs, and/or bar graphs, compare results
obtained with those of other class members, and propose
explanations for differences in results.
g. Use information gathered to explain how the structures and
behaviours of animals and plants enable them to meet their basic
needs in their habitat.
h. Compare the structural features of plants that enable them to
thrive in different kinds of habitats (e.g., bog, forest, grassland,
school yard, garden, and sports field).
structures, behaviours, habitat,
observation, data, tally, table,
pictograph, bar graph, basic needs,
features, thrive, simulation, visibility,
adaptation
h. How to design and carry out a
simulation and make predictions
i.
j.
That making predictions is
easier, the more we know
about something
That data helps us see
patterns and make
predicitons
i. Design and carry out a simulation to explore how the appearance of
a plant or animal affects its visibility.
j. Predict the structural and behavioural adaptations required for a
real or imagined animal to live in a particular habitat, either real or
imagined.
ESSENTIAL QUESTIONS
a)
b)
c)
d)
e)
f)
g)
h)
i)
Could we begin seeing “new” structures/behaviours on “old” animals?
Could we begin seeing “new” structures/behaviours on “old” plants?
Can people keep plants or animals from becoming extinct?
Are all extinctions the fault of people and if not, can people impact that?
How do we know people are animals?
How to structures and behaviours affect habitat choices for plants and animals?
How are adaptations vital to species survival?
Why are habitats so important? Why do some animals leave habitats?
Why are simulations, investigations and data so important in scientific work? How can we use the information we learn from them?