Biological Sciences Adaptations Year 10 Biological sciences: The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185) Science as Human Endeavour Scientific models, theories, processes, applications (ACSHE157). Technological advances through science (ACSHE158) Use of science in improving people’s lives, generating new careers, and meeting societal needs. (ACSHE161) Use science to evaluate claims or predictions (ACSHE160) Values of society influence research (ACSHE228) Scientific Inquiry Processes Formulate questions or hypotheses to investigate. (ACSIS164) Plan, select and use appropriate investigation methods e.g. field and laboratory work. (ACSIS165) Select and use appropriate equipment, to systematically collect and record data (ACSIS166) Analyse patterns and trends in processing data e.g. relationships between variables (ACSIS169) Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170) Evaluate conclusions, including possible alternative explanations. (ACSIS171) Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS172) Communicate scientific ideas and information, including using appropriate scientific language. (ACSIS174) Knowledge and Understandings Physical and Behavioural Adaptations Adaptations to harsh and human-affected environments Much of Australia is desert. This is a very inhospitable environment yet animals and plants have evolved to survive there. Plants have developed features to prevent water loss and to avoid being eaten. Animals show behavioural adaptations (e.g. nocturnal behaviour) to avoid the heat and have overcome plant defences. The actions of humans have changed the environments and so affected the populations living there e.g. removal of trees has allowed salty water table to rise to the surface. Introduction of pest species has lead to the need for use of biological control. The destruction of habitats by humans or the introduction of pesticides has changed natural communities and the population numbers. Animal Behaviour The main goals of life and life forms are to survive and reproduce. As a result organisms have developed methods or reproduction, life functions and behaviours that help them achieve these goals. To survive in their habitats, organisms have Learning Program Physical and Behavioural Adaptations Purpose: Students understand that organisms can improve their likelihood of survival through physical and behavioural adaptations. Inform – Motivation: Adaptations Students explore the meaning of adaptation (physical and behavioural) and investigate how animals migrate. Further information: Who’s Fit to Survive? Research: Research a plant or animal that lives in the desert and produce a fact sheet explaining what physical and behavioural adaptations the animal has developed in order to improve its survival. Desert Habitats Information about desert habitats and how plants & animals must adapt to survive. Deserts in Australia Informative factsheets about Australian Deserts, including lots of pictures and diagrams. Why do animals migrate? What are the factors that determine when this migration starts? Research an animal and present your findings to the group as an oral or written package. Experiment: Observe how fly larvae (maggots) react to stimuli such as light/chemicals. Use a choice chamber to find out which conditions small invertebrates prefer – damp/dry/light/dark. Relate your findings to the conditions they would be found in – what are the survival implications? (e.g. prefer dark = likely to be protected/sheltered if in the dark). How do ants behave in different weather conditions? © Education Research Solutions T: 1300 669 810 E: contactus@educationresearch.com.au W: www.educationresearch.com.au This is an ERS plan and is NOT endorsed by ACARA. Green font is ACARA sourced materials. Go to: http://www.australiancurriculum.edu.au * © Education Services Australia special characteristics that help them to obtain food & water, protect themselves, build homes and reproduce. Many factors (abiotic) may shape and change the environment. They include temperature/wet or dry/wind/air quality/water purity/soil type. Short term changes are part of the life cycle of organisms e.g. plants open and close their flowers in response to day and night cycles. Some animals are only active in the day – diurnal or night – nocturnal. Bushfires and floods are examples of sudden changes which can be catastrophic but as regular events, animals and plants have learnt to adapt to them e.g. Banksia need to be exposed to fire in order to release their seeds. Desert animals stay in a burrow during the day to avoid the heat of the day. Animals migrate to obtain food/water/breeding grounds – often triggered by a change in temperature/day length. Evaluate – Generalise: Fire or flood? Choose animals or plants that survive in areas where this is a regular event. Work in a group and choose a habitat – each of you researches a different organism. Compile your work as a display. Pets: Oh Behave Activity: Students develop an understanding of how an animal’s environment determines its behaviour. L1435 The Circle: biology Learning Object Education Services Australia The Le@rning Federation Explore how Antarctic plants and animals are adapted to life in a polar environment. Look at species descriptions of animals such as penguins, whales and krill. Examine specific adaptations to the environment such as the dense feathers and layers of body fat of the emperor penguin. Compare feeding pathways within a food web. This learning object is one in a series of eight learning objects. * http://www.scootle.edu.au/ec/objectLink.action?action=content& id=L1435 Assessment: Produce a fact sheet on a plant or animal that lives in the desert. Create a presentation on migratory animals indicating the reason for migration and how it helps the survival of the species. Investigate how fly larvae respond to different stimuli. Standards http://www.australiancurriculum.edu.au/Science/Curriculum/F-10?y=10&s=SU&s=HE&s=IS&layout=1 Teacher Resources IWB T Galapagos Rift Lesson Plans Menu of useful lesson plans about the animals that inhabit the deep-sea hydrothermal vents Build An Animal By picking a real biome and environment, the "animal" that the students create needs to match all of its life systems to a particular area. Designer Animal Lesson: knowledge on, the concept of adaptation in animals. Desert Adaptations - Water desert plants and animals. Living Things In Their Environment ecosystems, habitats, niches, interactions Galapagos Rift Lesson Plans Menu of useful lesson plans about animals that inhabit the deep-sea hydrothermal vents Body By Design: Form and Function Useful activities, study questions, vocabulary, extensions, links. You Talkin’ to Me?: Investigations in Animal Behaviour: Lesson plan, worksheets and activities involving animal behaviour. Student Resources IWB S Coral Reef Connections relationships among living things that survive and reproduce in the Great Barrier Reef. Designer Animal introduces/extends students’ knowledge on, the concept of adaptation in animals. How Organisms Live Successfully in Their Environments design an animal who adapts using camouflage to a made-up environment. Australia's Flora and Fauna and Charles Darwin: Article about Darwin and his observations in Australia. How Evolution Works: Informative website about the basic process of evolution, asexual reproduction, the speed of mutation and more. How stuff Works: Evolution © Education Research Solutions T: 1300 669 810 E: contactus@educationresearch.com.au W: www.educationresearch.com.au This is an ERS plan and is NOT endorsed by ACARA. Green font is ACARA sourced materials. Go to: http://www.australiancurriculum.edu.au * © Education Services Australia Lesson Planner Lesson Teacher Notes Student Activities Resources Title: 1 Date Time Title: 2 Date Time Title: 3 Date Time Title: 4 Date Time Title: 5 Date Time © Education Research Solutions T: 1300 669 810 E: contactus@educationresearch.com.au W: www.educationresearch.com.au This is an ERS plan and is NOT endorsed by ACARA. Green font is ACARA sourced materials. Go to: http://www.australiancurriculum.edu.au * © Education Services Australia