Science and Language
Ecosystems Unit
For English as an Additional Language Students
Developed by Miranda McCallum & Jenny Miller
Monash University 2013
1
SCIENCE AND LANGUAGE ECOSYSTEMS UNIT
by
Miranda McCallum & Jenny Miller (Monash University)
Low literacy students with English as an additional language need scaffolding in order to build
their language and comprehension. Without this, they are unable to access mainstream curriculum
content. This model unit outlines a range of activity types and sequences designed for this purpose
and is a response to findings from an ARC linkage project between Monash and DEECD on
“Designing a model of pedagogy for low literacy refugee-background students: Connecting
language, literacy and content-based learning.”
Contents
1. Living in Ecosystems (3-11)
2. Ecosystems – Adaptations (12-22)
3. Types of Adaptations (23-30)
4. Why Populations Change (31-37)
5. Matter and Energy Flow in Ecosystems (38-46)
6. Answer Key (47-49)
How to use
 In a mainstream Science classroom as a companion to a mainstream textbook
 As a stand alone unit in a transition EAL class
 As homework tasks in order to pre-teach vocabulary and key concepts or to reinforce
student understanding and provide language practice
 For aides and EAL specialists to use while assisting EAL students
 For students to work through independently, self correct and monitor their own progress
 As a template and guide to assist in creating similar units for new content
Features
 Text-based activities
 Language of questions/ instructions simplified
 Visual supports
 Ready for immediate, unassisted student use in the classroom
 Key vocabulary identified and recycled throughout readings and activities
 Key concepts identified and reinforced through repetition and application in different
contexts
 Connections made with students’ real-life experiences
 Explicit grammar activities (in context/functional)
 Sequential and integrated development of students’ language, content knowledge and
thinking skills
 Pair work activities to assist the development of spoken language
 Activities that target the transference spoken language to formal, written language
Note: All images used in this unit are sourced from Wikimedia Commons or the authors own
private stock of photos.
2
Based on Stannard, P., & Williamson K (2011). Science World 9 Australian Curriculum
edition (pp. 219-233). Melbourne: Macmillan
PART 1.
LIVING IN ECOSYSTEMS
Read the text below carefully.
This booklet contains exercises
based on this text.
This is a picture of an island.
Many different animals live on
this island. For example, there
are lizards, native mice and
small wallabies. There are also
many different insects and
birds. There are lots of fish in the river. Sometimes there are algae in the
river too. All these organisms are part of the same ecosystem.
An ecosystem is a group of living and nonliving things that interact. All
these things affect each other. The living things in an ecosystem are the
plants and animals. The non-living things in an ecosystem are water,
temperature, air and soil.
Living things in an ecosystem are called biotic factors. Non-living things in
an ecosystem are called abiotic factors. There are biotic and abiotic factors
in every ecosystem.
These factors can affect organisms in a bad way. For example, if the
temperature rises, an animal might get too hot and die. The high temperature
affects the animals.
These factors can also affect organisms in a good way. For example, if more
insects are born, the birds will have a lot of food. The large number of insects
affects the bird population.
There are many factors that affect whether an organism can survive in an
ecosystem. Organisms need food to survive. They also need to be protected
from predators and disease. They need to have enough water and air. They
also need the temperature to be right for them.
3
NEW VOCABULARY
Activity 1 Using words in a sentence.
Find these words in the text.
Write out a sentence that contains these words.
You can use a sentence from the text or write your own.
The first two have been done for you.
WORD
algae
noun (plural)
native
(adjective)
organism
(noun)
MEANING + SENTENCE
very small organisms that live in water
There were a lot of algae in the river.
originally from a place, belonging to a place
The kangaroo is an Australian native animal.
an animal, plant or single-celled life form
ecosystem
(noun)
a community of organisms that interact and the
environment they live in
interact (verb)
to have an effect on each other, work together
affect (verb)
to make a difference to an organism or
environment
factor (noun)
something that causes an effect on something
else
survive (verb)
to be able to live
predators
(noun)
animals that hunt and catch other animals for
food
temperature
(noun)
how hot or cold it is
4
Activity 2 True or false?
a)
b)
c)
d)
e)
Many different types of animals live on this island.
Algae are small organisms that live in trees.
Non-living things are not part of the ecosystem.
Organisms need food and water to survive.
An ecosystem is a group of living and non-living things that
interact.
f) Plants and animals are abiotic factors in an ecosystem.
g) The temperature does not affect whether animals can
survive.
true
Activity 3 Put the words below into the correct column – living or nonliving.
lizards
air
kangaroos
temperature
native mice
rainfall
Living Things
(biotic factors)
…lizards……
soil
water
sunlight
birds
insects
fish
Non-Living Things
(abiotic factors)
………………
… sunlight……
………………
…………………
………………
…………………
………………
…………………
………………
…………………
………………
sunlight
lizard
rainfall
fish
Photo: Iker Cortabarria
Photo: Jun Aoyama
5
Activity 4 Match the question and the answer. The first one is done for
you.
Which answer matches the question? e.g. 5A
1………
2………
3……..
4………
5…A…
Questions
Answers
1. What animals live on the island in
the picture?
2. What is an ecosystem?
A. They need them for food.
3. What are abiotic factors in an
ecosystem?
4. Why do different parts of an
ecosystem need each other?
5. Why do birds need insects?
B. Non-living things like water,
temperature and soil.
C. Lizards, native mice and small
wallabies.
D. Because they affect each other.
E. A group of living and non-living
things that interact.
Activity 5 Complete the following sentences using words from the box
affect
island
plants
ecosystem
temperature
changes
1.
2.
3.
4.
Lizards, native mice and small wallabies live on this………………..
They are all part of the same ……………...........................................
This means that they all ………………………………….each other.
If one thing in the ecosystem……………………………….., other
animals and plants will be affected.
5. For example, if the ………………….…rises, some plants might die.
6. Animals that eat these …………………………will also be affected.
6
Activity 6 How do I spell it?
a) Add the missing vowels
d_ff_r_nt
an_m_ls
isl_nd
ec_syst_m
_ff_ct
t_mp_r_t_re
f_ct_rs
org_n_sm
l_v_ng
c_ _ ses
abi_t_c
int_r_ct
b) Which spelling? Circle the correct one and write it again.
temporatore
temperature
tamparature
temperature
different
deferent
daferant
……………
casues
corses
causes
……………
ecosystem
ecosistem
ecosystam
……………
Activity 7 Adjectives and nouns
Which words are adjectives?
Which words are nouns?
Write an ‘N’ for noun or ‘A’ for adjective next to each word.
Choose the best adjective to describe each noun and write them on the next
page. Use the text to help you.
biotic
temperature N
factors
small
thick
legs
A
water
wallabies
mud
N
high
fresh
long
A
7
Adjective
Noun
1. high………… temperature…
2……………….
mud …………
3………………
………………
4………………
………………
5………………
………………
6. ……………… ………………
Activity 8 Abiotic (non-living) or biotic (living)?
Is an abiotic or biotic factor affecting the organisms in the list below?
Eg. A plant grows because there is a lot of sun.
An abiotic factor affected the plant.
1. A fish dies because the water is bad.
………………………………………………………………………….
2. Plants grow because there is a lot of rain.
………………………………………………………………………….
3. Animals survive because there are lots of plants to eat.
………………………………………………………………………….
4. A crocodile survives the winter because it stays warm in a fallen log.
………………………………………………………………………….
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Activity 9 Which verb?
Use the words below to complete the sentences. Use the text to help you.
hunts
live
rises
hides
affect
need
Subject
Verb
Predicate
Many different animals
…………
on the island.
The predator
hunts…..
its prey.
The crocodile
………..
in the log.
Organisms
…………
food and water.
The temperature
………… very high.
Organisms in an ecosystem
………… each other.
Activity 10 What do you think will happen?
Example
If
present simple verb
will/ won’t
If
the water is bad
the fish will die.
If
the crocodile stays inside the log the crocodile will stay warm.
If this happens
you predict this will happen
If there is no rain
the grass will ……………………..
If the grass dies
the native…………….won’t have a place to
hide.
9
If the native mice don’t
have a place to hide
the birds will be able to ……………………
If the birds can see the
native mice
the birds will……………………………..
Activity 11 Time to write!
Read this first
The temperature of the river increases. This affects the algae. Algae like
warm water so the numbers of algae increase. The algae in the water make
the fish very sick.
1. What do you think will happen to the organisms in this river ecosystem?
Use (If…….will/won’t ……….)
………………………………………………………………………………..
………………………………………………………………………………..
………………………………………………………………………………..
………………………………………………………………………………..
………………………………………………………………………………..
2. Explain what will happen to organisms in this ecosystem if the temperature
decreases again.
………………………………………………………………………………..
………………………………………………………………………………..
………………………………………………………………………………..
10
Activity 12 Comprehension Check
Fill in the blanks with words from the box
interact
temperature
biotic
affect
live
decrease
drink
hide
food
ecosystem
predators
abiotic
Plants
need
increase
A RIVER ECOSYSTEM
Many different organisms live in or around a river. These organisms are all
part of the same………………. This means that they all………………. and
affect each other. All organisms in an ecosystem………………. to be
healthy. If one group of organisms get sick, this will………………. other
organisms.
Organisms need many things to be able to survive. Animals need to have
enough………………. to eat. They also need to have enough water
to………………. If there are predators, an organism needs a place
to………………. If an organism has nowhere to hide, ………………. will
eat it.………………. need good soil and enough sunlight to survive.
There are many different factors that affect how healthy an organism is. For
example, the temperature will affect the health of algae in the river. Algae
like the ………………to be high. If the temperature is high, the algae will be
healthy. Therefore the number of algae in the river will……………….
If the temperature is too low, the algae will not be healthy. Therefore the
number of algae will………………. The temperature is a non-living thing in
the ecosystem. Therefore it is called an………………. factor.
There are also many living things in an ecosystem, like algae. These are
called………………. factors. The amount of algae in the river affects other
organisms like fish. Some fish don’t like swimming in water with a lot of
algae in it. It makes them sick. The algae in the river make it hard for the fish
to survive. This is an example of a biotic factor affecting the fish.
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PART 2. ECOSYSTEMS AND ADAPTATIONS
Read the text below and complete the activities that follow.
Organisms have different characteristics.
For example, the characteristics of this bird
are - a long beak, long legs and strong wings.
These characteristics help the bird survive.
This bird is called a jabiru.
Organisms like the jabiru need
characteristics that help them to survive in
their habitat. For example, the jabiru lives in
a swamp. A swamp is the jabiru bird’s
habitat. Long legs help the jabiru adapt to its environment. Long
legs help it to look for food in the muddy swamp. Therefore the
jabiru can survive.
Characteristics that help an organism survive in its habitat are
called adaptations (ADD-ap-TAY-shuns). Long legs are a good
adaptation for this bird. This adaptation helps the bird survive.
The jabiru has also got a long beak. The long beak helps it catch
snails in the muddy swamp. This is another useful adaptation for
the bird.
The bird has also got strong wings. Sometimes there are predators
in this swamp. Freshwater crocodiles are predators that sometimes
hunt the jabiru. The bird’s strong wings help it to escape from
these predators. Strong wings are another useful adaptation for this
bird.
12
NEW VOCABULARY
Activity 1 Using words in a sentence.
Find these words in the text.
Write out a sentence that contains these words.
You can use a sentence from the text or write your own.
The first one has been done for you.
WORD
MEANING AND SENTENCE
characteristic a feature or quality of an organism
(noun)
Organisms have different characteristics.
habitat (noun) the place where an organism lives
adaptations
(noun)
characteristics of an organism that help it to survive
swamp (noun) an area of land where there is lots of water and mud
adapt (verb)
organisms changing so that they can survive
hunt (verb)
chasing and catching an animal for food
13
Activity 2 Match the word to its definition. Write the meanings below.
organism (noun)
a large area of water and mud
survive (verb)
an animal, plant or single-celled life
form
adaptation (noun)
to chase and kill another animal for
food
being able to live
prey (noun)
swamp (noun)
an animal that hunts another animal
for food
predator (noun)
the way an organism changes so it
can survive in an environment
a characteristic of an animal that
helps them to survive
habitat (noun)
hunt (verb)
an animal that is hunted by other
animals for food
adapt (verb)
the place an organism lives
1.
2.
3.
4.
5.
6.
7.
8.
9.
organism……an animal, plant or single-cell life form…………
survive……………………………………………………………..
adaptation………………………………………………………….
prey………………………………………………………………...
swamp……………………………………………………………...
predator………………………………………………………….....
habitat……………………………………………………………...
hunt………………………………………………………………...
adapt…………………………………………………………….....
14
Activity 3 Verb or noun form?
Cross out the incorrect word form in the sentences below.
1.
2.
3.
4.
The crocodile (adapts/ adaptation) to its environment.
Hard shells are a good (adapted/ adaptation) of snails.
Organisms have many different (adapt/adaptations.)
Over many years, the jabiru has (adapted/adaptations) to living in a
swamp.
5. If an animal wants to survive, it must (adapt/adaptations.)
6. If an animal has not got the right (adapts/adaptations) it will not
survive.
Activity 4 Using adjectives.
Add adjectives to the nouns below.
Adjective
Noun
………………… wings
………………… swamp
………………… legs
………………… beak
………………… crocodile
beak
shell
wing
legs
15
Activity 5 Word find
PREDATOR
PREY
ABIOTIC
HABITAT
S
G
A
G
I
P
Q
S
R
F
O
L
Q
A
L
Y
H
D
I
D
H
S
A
W
A
F
D
I
G
S
K
N
S
Q
W
P
F
Y
T
S
P
C
A
N
D
G
U
J
U
W
Y
V
A
E
D
G
D
A
I
G
V
P
M
O
A
L
K
E
I
A
P
V
Z
O
W
B
B
H
F
H
R
X
R
L
P
W
T
W
N
M
A
D
L
G
M
I
L
Q
D
E
E
W
O
B
T
M
Q
N
B
P
S
K
U
L
O
F
M
U
D
T
D
S
A
N
A
X
C
V
X
P
J
G
W
ADAPTATION ORGANISM
SWAMP
T
L
Y
H
A
B
I
T
A
T
U
T
E
R
T
Y
K
H
Q
I
Q
U
A
T
O
K
L
D
F
R
C
I
R
H
W
E
O
A
C
A
V
D
O
P
U
S
Y
G
P
F
M
O
E
A
G
P
H
D
K
B
F
R
R
A
A
P
F
D
E
Y
U
N
K
U
F
Y
SURVIVE
L
C
I
P
I
T
D
Y
T
G
S
W
E
U
O
L
Y
S
E
W
M
O
H
K
A
S
Z
X
H
S
U
R
V
I
V
E
V
R
S
O
R
G
A
N
I
S
M
C
N
M
P
H
E
S
T
H
H
E
D
F
G
T
Y
W
S
D
F
Y
J
O
P
T
D
F
U
O
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Activity 6 Multiple Choice – circle the best answer for each question
swamp
forest
spider
city
1. Which of the following is NOT a habitat
a)
b)
c)
d)
a swamp
a forest
a spider
a city
2. Why are long legs a good adaptation for the jabiru bird?
a)
b)
c)
d)
because there are lots of birds in the swamp
because long legs help the bird walk through the mud
because long legs look good on the jabiru
because the birds like to eat snails
3. Which of the following might be an adaptation?
a)
b)
c)
d)
the muddy swamp
a jabiru
a long neck
high temperature
4. Which of the following is NOT an organism or organisms?
a)
b)
c)
d)
snails
grass
mud
algae
17
Activity 7 True or False?
a) Animals can have only one adaptation.
false
b) Jabiru birds are prey.
c) Jabiru birds are also predators.
d) The jabiru bird needs strong wings to get snails out of the mud.
e) If the number of jabiru birds in this swamp decreased, there
would be more snails.
f) If the number of snails in this swamp decreased, more jabiru
birds would survive.
Activity 8 Answer the following questions
1. What adaptations does the jabiru bird have?
…………………………………………………………………………
2. How does having a long beak help this bird to survive?
…………………………………………………………………………
…………………………………………………………………………
3. How do strong wings help this bird to survive?
…………………………………………………………………………
…………………………………………………………………………
4. Why would it be hard for kookaburra to survive in a swamp?
…………………………………………………………………………
…………………………………………………………………………
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Activity 9 Describing organisms, characteristics and habitats
PAIR WORK
a) Which organism has which characteristic?
Dolphins
Characteristics
Kookaburra
thick skin
sharp beak
feathers
long nose
powerful tail
fins
strong claws
wings
Photo: Louse Docker
b) With a partner, describe the possible habitats of the kookaburra.
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
c) How would its characteristics help the kookaburra survive in its habitat?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
19
…………………………………………………………………………
Activity 10 What would happen if….?
PAIR WORK
What would happen if the bird broke its leg?
 The bird would not be able to look for food.
 The bird would get hungry.
 The bird would die.
What would happen if all the birds died?
 The number of snails would increase because there wouldn’t be
so many birds.
a) What would happen if the kookaburra broke its wing?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
b) What would happen if you broke your leg? How would you survive?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
20
c) What do you think would happen in the following situations? Are they
examples of the effect of biotic or abiotic factors? Discuss with a partner and
make notes.
What would happen to the jabiru if rain decreased and the swamp dried
up?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
What would happen if the number of freshwater crocodiles increased?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
What would happen to the swamp ecosystem if it became too cold for
the freshwater crocodiles?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
21
Activity 11 Comprehension Check
Fill in the blanks with words from the box
warm
organisms
sharp
helps
survive
nose
adaptation
If
Characteristics habitat
dive
teeth
prey
predators
useful
ADAPTATIONS OF THE DOLPHIN
Dolphins live in the ocean. This is
their………………. Dolphins are different
to fish. Fish have cold blood but dolphins
have………………. blood. It is not easy for
………………. with warm blood to live in
the cold ocean. Therefore, dolphins need
special characteristics to help
them………………. in their cold ocean habitat.
……………….that help an organism to survive in its habitat are called
adaptations. Thick skin is a………………. adaptation for the dolphin. Thick
skin………………. the dolphin to stay warm in the water. The dolphin also
has a layer of fat under its skin. This fat helps dolphins to stay warm too.
This fat is called blubber. Blubber is another useful………………. for the
dolphin.
Dolphins need to dive into the water to find food. Fins help the dolphins to
swim and………………. Dolphins use their fins to help them catch
their………………. Dolphins also have between 45- 63 small, sharp teeth.
These ………………. help the dolphin to break its food into smaller pieces.
Fins and small,………………. teeth are useful adaptations for the dolphin.
Another characteristic of the dolphin is its long………………. A dolphin’s
long nose helps it to kill sharks.………………. the dolphin didn’t have fins
and a long nose, sharks could kill dolphins more easily. Fins and a long nose
help the dolphin to escape from………………. like the shark. All these
adaptations help the dolphin to survive.
22
PART 3. TYPES OF ADAPTATIONS
Glossary
Word
Meaning in context
camouflage
(verb form)
quiver (verb)
to make yourself look like your surroundings
escape (verb)
to get away from
lay (verb)
to produce an egg from inside the body
Activity 1
to lightly shake
Prediction
a) What type of adaptations do you think the insect in the picture below
might have?
………………………………………………………………………………
b) How will these adaptations help it to survive in its habitat?
………………………………………………………………………………
Activity 2 Read the text.
This is a picture of a katydid (KAY-tee-did).
A katydid is an insect. It eats the leaves and
shoots of plants. Birds and some insects eat
katydids. They are the katydid’s predators.
The katydid has some adaptations that help
it to survive. Firstly, its body is shaped like a
leaf. Therefore, if it stays near plants, it will
23
be hard to see. When an organism looks like its surroundings, we say it is
camouflaged. If an organism camouflages itself well, predators will not see
it.
Secondly, the katydid quivers. This makes it look like a leaf moving in the
wind. The katydid also has good eyesight and long, strong legs. These help
the katydid to escape from predators. Finally, the katydid lays a lot of eggs in
the soil.
There are three different types of adaptations – structural, functional and
behavioural.
Structural adaptations are things like the shape and size of an organism’s
body. For example, the leaf shape of the katydid’s body is a structural
adaptation.
Functional adaptations are things like how an organism’s body works. For
example, a katydid lays a lot of eggs. This is a functional adaptation.
Behavioural adaptations are things the organism does; how it behaves. For
example the katydid quivers. This is a behavioural adaptation.
Activity 3 How well did you understand?
Circle the correct answer to the following questions.
1. How does the katydid camouflage itself?
a)
b)
c)
d)
by laying lots of eggs
by eating leaves and shoots
by looking like a leaf
by escaping birds
2. What are the katydid’s predators?
a)
b)
c)
d)
leaves and shoots
long legs
functional adaptations
birds and other insects
24
3. A predator sees the katydid. Which adaptation helps the katydid escape
quickly?
a)
b)
c)
d)
the way it quivers
its long, strong legs
the way it looks like a leaf
the way it lays lots of eggs
4. What is this text mainly about?
a)
b)
c)
d)
predators and prey
different types of adaptations
how insects survive
different types of camouflage
Activity 4 Making sentences with verbs.
Complete the sentences below. Use the text to help you.
Subject
The bird
Verb phrase
‘Object’
hunts……...
the katydid………………………
…………………………
escapes from …………………………………
…………………………
adapts to…... …………………………………
…………………………
lays……….
…………………………………
…………………………
looks like…
…………………………………
25
Activity 5 What adaptations do you have?
Behavioural adaptations are things we do to help ourselves survive.
There are lots of things you do to help you survive in your environment.
Example: If it is very hot, I ……will have a cool drink…… This is a
behavioural adaptation.
Complete the sentences below with other examples of your behavioural
adaptations.
1. If the sun is too bright in my eyes, I ……………………………….
2. If it is dangerous in my city at night, I………………………………
3. If it is raining, I……………………………………………………...
Activity 6 Discuss your behavioural adaptations with you partner.
PAIR WORK
Fill in the following chart with as many behavioural adaptations as you can
think of.
Behavioural adaptations if it is hot
Behavioural adaptations if it is cold
26
Activity 7 What type of adaptation is it?
A baby seal’s fur is white and structural adaptation
grey.
functional adaptation
behavioural adaptation
Photo: Samuel Blanc
If it is very hot, kangaroos
will rest in the shade.
structural adaptation
functional adaptation
behavioural adaptation
Turtles lay lots of eggs.
structural adaptation
functional adaptation
Photo: Scott Robinson
This fox has very big ears to
keep it cool.
behavioural adaptation
structural adaptation
functional adaptation
Photo: Drew Avery
This plant can save water
inside itself.
behavioural adaptation
structural adaptation
functional adaptation
People have eyelashes to
keep dirt and dust out of their
eyes.
behavioural adaptation
structural adaptation
functional adaptation
behavioural adaptation
27
Activity 8 What is a noun? What is a pronoun?
Read the examples below carefully
In English, words like ‘it’, ‘they’ and ‘this’ are sometimes used instead of
other words or phrases.
For example: A katydid is an insect. It eats the leaves and shoots of plants.
In this sentence, we use it instead of katydid.
pronoun
noun
Circle the nouns in red.
Circle the pronouns in blue.
a) The jabiru lives in a swamp. A swamp is its habitat.
b) The jabiru lives in a swamp. This is the jabiru’s habitat.
c) It lives in a swamp. This is its habitat.
d) Crocodiles hunt jabirus. They eat them.
e) Birds and some insects eat katydids. They are its predators.
28
Activity 9 Understanding pronouns
Read the sentences below and find them in the text.
You must use the text to help you complete this activity.
Birds are the katydid’s predators
They are its predators.
In this sentence, ‘They’ is used instead of … birds …………………...………
In this sentence, ‘its is used instead of … katydid’s……………………………
a) If an organism is camouflaged well, predators will not see it.
In this sentence, it = ………………………………………………………..
b) This makes it look like a leaf moving in the wind.
In this sentence, it = ………………………………………………………..
c) These help the katydid to escape from predators.
In this sentence, ‘These’ = …………………………………………………
29
Activity 10 Comprehension Check
Fill in the blanks with words from the box
people
organisms
eyes
structural
have
behavioural
dry
adaption
adapt
our
habitats
help
functional
would
useful
PEOPLE AND ADAPTATIONS
Just like other………………., people have different types of adaptations too.
These adaptations help people to survive in their different…………… Some
people live in hot,………………. deserts. Some people live in cold places
where there is a lot of ice and snow. Some people live in cities. Because we
are able to………………., humans can live almost anywhere.
People ………………structural adaptations that help them to survive in their
environment. A part of the body that helps an organism to survive is called a
structural………………. For example, we have eyelashes to keep dirt and
dust out of our eyes. Eyelashes are a useful………………. adaptation. If we
didn’t have eyelashes, our eyes would get very dirty and could get infected. If
our eyes got too dirty and infected, we………………. not be able to see.
Being able to see helps people to survive in their environment. Therefore,
eyelashes are a………………. structural adaptation for people.
People also have other types of adaptations. If we have dust in our eyes we
splash them with water. This is something we do to………………. us to
survive. Therefore it is called a………………. adaptation. Splashing our
eyes with water helps to keep our eyes clean and healthy. Clean and healthy
eyes help people to survive. Therefore, this is a useful behavioural adaptation
for people.
If our body works in a way that helps us to survive, we call this
a………………. adaptation. If we have dust in our eyes, our……………….
will water. Our body makes tears to help us clean………………. eyes.
Making tears is another useful adaptation for………………. to have.
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4. WHY POPULATIONS CHANGE
Activity 1 Prediction
Lizards live in green grass. They look for butterflies. If they find them, they
will eat them. Which of the butterflies below will be more likely to survive in
this grass? Why?
………………………………………………………………………………
blue butterfly
Glossary
Word
yellow butterfly
green butterfly
Meaning in context
offspring (noun)
the characteristics of an organism that make it
different from others
a word used to show that one thing has caused
another
the ‘children’ of an organism
breed (verb)
to make offspring
population (noun)
the number of organisms in a group
survival rate (noun)
selected (verb)
the number of organisms that survive
chosen to survive
variations (noun)
therefore
31
Activity 2 Read the text below
Why populations change
Butterflies can have many different characteristics.
They can be many different colours. Some
butterflies might be blue, some might be green or
some might be yellow. We call these differences
colour variations.
Photo: Thomas Quine
Green butterflies are hard to see in green grass.
The predators can’t see the green butterflies because they are
camouflaged. This is why more green butterflies will survive. Their colour is
a good characteristic. This characteristic will help them to survive in their
grass habitat.
Yellow butterflies are easy to see. The predators will be able to see the
yellow butterflies. Therefore, the predators will catch them. Their colour is
not a good characteristic. This characteristic will not help them to survive in
their grass habitat.
If an organism does not survive, it cannot breed. If predators catch lots of
blue butterflies, there will be fewer blue butterflies to breed. Therefore the
population of blue butterflies will decrease.
If the predators do not catch many green butterflies, there will be more green
butterflies. These green butterflies will breed. Therefore the population of
green butterflies will increase. Because they are camouflaged, the green
butterflies will have a higher survival rate than orange or blue butterflies.
When an organism has better characteristics for survival, we say it is
selected. The green butterflies are selected for survival. The orange
butterflies are not selected for survival. We call this process natural selection.
But what would happen if the grass became dry and its colour changed to
yellow? Predators would not see yellow butterflies. Yellow butterflies would
have a higher survival rate. Yellow butterflies would be selected to survive.
32
Activity 3 True or false?
If they live in green grass, green butterflies will have a lower
survival rate than yellow butterflies.
The same organisms do not always have the same
characteristics.
We call these different characteristics, ‘natural selection.’
false
Some characteristics help organisms to survive and some don’t.
If an organism can breed, its population will decrease.
Being green always helps butterflies to survive in grass.
If the habitat changes, the survival rate of different organisms
will change too.
Activity 4 Word scramble
Unscramble the following letters to make words
Use the glossary to help you
1. aihtatb
habitat………………………........
2. oopulatoni ……………………………………
3. rsvivual
……………………………………
4. rebde
……………………………………
5. ritivaonsa
……………………………………
6. ormnissga
……………………………………
33
Activity 5 Use the clues to complete the crossword.
34
Activity 6 Explaining results.
The word therefore means ‘as a result’ or ‘that is why.’ It is used at the start
of one sentence to explain the result of the sentence before.
For example
The butterfly is the same colour as the grass.
Therefore predators can’t see it.
Because of this…
…this happens.
Match up each fact with the result of that fact.
Then write up each set of sentences using therefore.
1.
2.
3.
4.
Fact
This butterfly is not green like
the grass.
Mice are able to breed.
The jabiru bird has long legs.
Some animals have very good
characteristics for their habitat.
Result
it is able to run fast and escape from
predators
they are selected for survival
predators can easily see it
their population increases
1. The butterfly is not green like the grass. Therefore predators can easily see
it. ………………………………………………………………….
2. The mice are able to breed. Therefore ………………………………….
………………………………………………………………………………
35
3………………………………………………………………………………
………………………………………………………………………………
4………………………………………………………………………………
………………………………………………………………………………
Activity 7 What is natural selection?
Explain natural selection. Use the words in the box in your answer. Use the
text to help you.
different
habitat
characteristics
best
survive
selected
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
Activity 8 What might happen if?
What might happen if a population of animals all had exactly the same
characteristics? For example, what might happen if all butterflies were green?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
36
Activity 9 Comprehension Check
Fill in the blanks with words from the box
offspring
muddy
predators
will
decrease
survive
variations
rate
selected
camouflaged
populations
useful
breed
need
food
HOW POPULATIONS CHANGE
Organisms in the same population will have different
characteristics. For example, organisms might be different
colours, have different shapes or be different sizes. These
differences are called……………….
Some characteristics are more………………. than others.
Some characteristics help an animal to survive more than
Photo: Louise Docker
other characteristics do. For example, if a bird lives in
a………………. swamp, they will need long legs. They………………. long
legs to walk through the swamp and look for food.
If a bird has long legs, they………………. be able to survive in the swamp.
If a bird has short legs, they will not be able to find………………. as easily.
Therefore, birds with short legs might not………………. in a swamp. In a
population of birds living in a swamp, birds with long legs will have a higher
survival………………. Birds with long legs are selected for survival.
If more birds with long legs survive, then more birds with long legs will
breed. The………………. of these birds will have long legs too. Therefore
the population of birds with long legs will increase. The birds with short legs
will not………………. as much. Therefore the population of birds with short
legs will………………. This is how populations change.
Many characteristics help organisms to survive. Sometimes characteristics
help organisms to hide from………………. For example, if an animal is the
same colour as its environment, it will be well………………. If it is well
camouflaged, it will not be killed and therefore selected for survival. But if
the environment changes colour, different animals will be………………. for
survival. This is another way that………………. change.
37
PART 5. MATTER AND ENERGY FLOW IN ECOSYSTEMS
Read the text below and complete the tasks in this booklet.
Everything in an ecosystem is made up of matter. There are different types
of matter. Matter can be a liquid, like water. Matter can be a solid, like wood
or bone. Matter can be a gas, like oxygen. Organisms are made up of
different solids, liquids and gases. Organisms are made up of different types
of matter.
Matter flows through the ecosystem. It flows from one organism to another.
It can flow through the ecosystem as food. It flows through the food web. For
example, grass is made up of matter. If a mouse eats the grass, the grass
matter will flow to the mouse.
However, the flow of matter does not stop there. If a kookaburra eats the
mouse, the mouse matter will flow to the kookaburra. First the matter is in
the grass. Then the matter is in the mouse. Then the matter is in the
kookaburra. If the kookaburra dies, the matter will flow back into the ground.
From the ground, it will flow back into the plants. It is a cycle.
Some of this matter is used to help the mouse and the kookaburra grow.
Some of the matter leaves the mouse and the kookaburra through their waste.
When a kookaburra eats a mouse, not all of the mouse matter stays in the
kookaburra. Therefore the mass of matter decreases as it flows through the
food web.
38
Glossary
Word
Meaning in context
matter
the liquids , solids and gases that are in everything
flow
to move from one place to the next
waste
matter that leaves the body
mass
the amount of matter in something
Activity 1 Fill in the gaps with words from the box. Use the text to help
you.
waste
flows
food web
grow
dies
matter
organism
decreases
1. Everything is made up of ..…………………….
2. Matter ………....through the food web from one..…………….to
another.
3. Animals do not use all the matter they eat for growth. Some of it leaves
the body through ………………..
4. Therefore, the mass of matter ………..……. as it flows through the
…………..…………
5. If an animal ……………. matter goes back into the ground.
6. This matter then helps the plants to ……………
39
Activity 2 Larger mass or smaller mass?
Mass is the amount of matter in an organism or object. For example, a whale
has a large mass. A mouse has a much smaller mass because it contains less
matter.
Put the following organisms in order of the lowest mass to the highest mass.
grasshopper
magpie
elephant
koala
deer
giant centipede
smaller mass
larger mass
………… ………… …………… …………… ………….. ………….
40
Activity 3 Larger or smaller?
1.
2.
3.
4.
5.
6.
The cricket has a (larger/smaller) mass than the magpie.
The magpie had a (larger/smaller) mass than the giant centipede.
The koala has a (larger/smaller) mass than the cricket.
The cricket has a (larger/smaller) mass than the elephant.
The deer has a (larger/smaller) mass than the koala.
The cricket has a (larger/smaller) mass than the deer.
Activity 4 Asking questions
Here is the answer. What is the question? The first one is done for you.
1. Q. How does matter flow through the ecosystem?..................................
A. It flow can through the ecosystem by being eaten.
2. Q………………………………………………………………………..
A. Matter can be a solid, a liquid or a gas.
3. Q.……………………………………………………………………….
A. The grass matter will flow through the ecosystem.
4. Q. ………………………………………………………………………
A. The mouse uses some of this matter to help it grow.
5. Q………………………………………………………………………..
A. The rest is turned into waste or given off as respiration.
6. Q………………………………………………………………………..
A. It decreases.
41
Activity 5 Read the information below
Different levels in the food web
There are different levels in a food web. At the
bottom there are the plants. These are called
producers.
Next, there are the organisms that eat the plants.
These are called the first-order consumers. A
mouse is a first-order consumer.
Next, there are organisms that eat the first-order
consumers. These are called second-order
consumers. An eagle is a second-order
consumer.
When animals die their matter goes back into the
ground. Decomposers such as insects, fungi and
bacteria make this happen. It happens because
decomposers break down the dead matter and
waste.
Activity 6 True or false?
a) The mass of an eagle is larger than the mass of a mouse.
b) If there is more matter in an animal, the mass will be lower.
c) If there weren’t any decomposers, dead animal matter would
not go back into the food web.
d) Animals that eat plants are called first-order consumers.
e) Plants are second-order consumers.
true
42
Activity 7 Matching parts of a sentence
Make a sentence by matching part A with part B.
Write the full sentences on the next page. The first one is done for you.
A
1. Decomposers break down
2. First order consumers
3. If an animal is well camouflaged
4. Matter flows through
5. All parts of the ecosystem
6. If an organism is able to breed
7. Mass is the amount of
B
a) eat plants.
b) the ecosystem in a cycle.
c) affect each other.
d) dead matter and waste.
e) it will be safe from predators.
f) matter in an organism or object.
g) its population will increase.
Write full sentences here
1. Decomposers break down dead matter and waste……………..….....
2. ……………………………………………………………………….......
3. ……………………………………………………………………….......
4. ……………………………………………………………………….......
5. ……………………………………………………………………….......
6. ……………………………………………………………………….......
7. ……………………………………………………………………….......
43
Activity 8 Making predictions
PAIR WORK
There will be no rain for many months. This is called a drought. Look at a
picture of a food web. With a partner, discuss what you think will happen at
every level of this food web. Record your predictions below.
………………………………………………………………………..............
…………………………………………………………………………….......
…………………………………………………………………………….......
…………………………………………………………………………….......
…………………………………………………………………………….......
…………………………………………………………………………….......
…………………………………………………………………………….......
…………………………………………………………………………….......
…………………………………………………………………………….......
…………………………………………………………………………….......
…………………………………………………………………………….......
…………………………………………………………………………….......
Photo: Axel Kristinsson
44
Activity 9 Everyday language or scientific language?
There is a difference between everyday language and scientific language.
Scientific language uses special vocabulary and is more formal.
Read the examples below carefully.
Everyday language
Scientific language
The drought will make the grass die.
The drought will cause the number of
producers to decrease.
This decrease will affect the first
order consumers. Therefore their
population will also decrease.
The animals that eat the grass will
die too.
Activity 10 Using scientific language
Re-write the sentences below using scientific language. You might need to
write more than one sentence for each.
Everyday Language: The eagles that eat the mice will die.
Scientific language: ………………………………………………………
…………………………………………………………………………….......
Everyday Language: The dead animals will go into the ground.
Scientific language: ………………………………………………………
…………………………………………………………………………….......
Everyday Language: If it rains again these dead animals will help the plants
to grow.
Scientific language: ………………………………………………………
…………………………………………………………………………….......
45
Activity 11 Comprehension Check
Fill in the blanks with words from the box
grow
kookaburra
waste
matter
decreases
larger
soil
producers
Therefore
decomposers
cycle
lost
eat
mass
leaves
FLOW OF MATTER IN FOOD WEBS
Everything is made up of………………. The amount
of matter in something is called………………. Small
animals have a small amount of matter in them.
Therefore they have a larger mass. Larger animals
have more matter in them. ……………… they have a
larger mass.
If a kookaburra eats a mouse, the mouse matter flows
Photo: Louse Docker
to the kookaburra. But only some of the mouse matter is used to
help the kookaburra……………… Only some of the mouse matter stays in
the kookaburra. What happens to the rest of the matter? Some leaves the
kookaburra through its………………. Some of the matter……………….
through the kookaburra breathing.
If a kookaburra wants to survive, it needs to………………. a lot of mice.
The mass of all these mice is larger than the mass of the………………. that
eats them. If mice want to survive they need to eat a lot of plants. In a food
web, plants are called………………. The mass of producers in an ecosystem
has to be………………. than the mass of mice and larger than the mass of all
consumers. This is because the mass of matter………………. as it flows
through the food web.
If plants are to survive, matter has to be returned to the………………. When
an organism dies, ………………. break down the dead matter so that plants
can use it. They also break down waste so that plants can use it. The matter
………………. when organisms breathe is also returned through the soil, air
and water. Matter flows through the ecosystem in a……………….
46
ANSWER KEY
PART 1. LIVING IN ECOSYSTEMS
Activity 2 a) T b) F c) F d) T e) T f) F g) F
Activity 3 Biotic factors- lizards, birds, native mice, insects, kangaroos, fish
Abiotic factors – temperature, soil, air, water, rainfall, sunlight
Activity 4 1C, 2E, 3B, 4D
Activity 5 island, ecosystem, affect, changes, temperature, plants
Activity 6 a) different, animals, island, ecosystem, affect, temperature, factors, organism, living, causes, abiotic, interact
b) temperature, different, causes, ecosystem
Activity 7 1. high (A) temperature (N) 2. thick (A) mud (N) 3. small (A) wallabies (N) 4. fresh (A) water (N) 5. biotic
(A) factors (N) 6. long (A) legs (N)
Activity 8 1. abiotic 2. abiotic 3. biotic 4. abiotic
Activity 9 live, hunts, hides, need, rises, affect
Activity 10 die, mice, see them, eat them
Activity 12 ecosystem, interact, need, affect, food, drink, hide, predators, Plants, temperature, increase, decrease,
abiotic, biotic
PART 2. ECOSYSTEMS AND ADAPTATIONS
Activity 2
organism - an animal, plant or single-celled life form,
survive - being able to live,
adaptation - a characteristic of an animal that helps them to survive,
prey - an animal that is hunted by other animals for food,
swamp - a large area of water and mud,
predator - an animal that hunts another animal for food,
habitat - the place an organism lives,
hunt - to chase and kill another animal for food
adapt - the way an organism changes so it can survive in an environment
Activity 3 1. adapts 2. adaptation 3. adaptations 4. adapted 5. adapt 6. adaptation
Activity 4 strong wings, muddy swamp, long legs, long beak, freshwater crocodile
Activity 5
S D T
G H S
A S P
G A C
I W A
P A N
Q F D
S D G
R I U
F G J
O S U
L K W
Q N Y
A S V
L Q A
Y W E
H P D
D F G
I Y D
A
I
G
V
P
M
O
A
L
K
E
I
A
P
V
Z
O
W
B
B
H
F
H
R
X
R
L
P
W
T
W
N
M
A
D
L
G
M
I
L
Q
D
E
E
W
O
B
T
M
Q
N
B
P
S
K
U
L
O
F
M
U
D
T
D
S
A
N
A
X
C
V
X
P
J
G
W
T
L
Y
H
A
B
I
T
A
T
U
T
E
R
T
Y
K
H
Q
I
Q
U
A
T
O
K
L
D
F
R
C
I
R
H
W
E
O
A
C
A
V
D
O
P
U
S
Y
G
P
F
M
O
E
A
G
P
H
D
K
B
F
R
R
A
A
P
F
D
E
Y
U
N
K
U
F
Y
L
C
I
P
I
T
D
Y
T
G
S
W
E
U
O
L
Y
S
E
W
M
O
H
K
A
S
Z
X
H
S
U
R
V
I
V
E
V
R
S
O
R
G
A
N
I
S
M
C
N
M
P
H
E
S
T
H
H
E
D
F
G
T
Y
W
S
D
F
Y
J
O
P
T
D
F
U
O
47
Activity 6 1c, 2b, 3c, 4c
Activity 7 aF, bT, cT, dF, eT, fF
Activity 8
1. long legs, long beak, strong wings
2. It helps it catch snails
3. It helps it escape from predators
4. It does not have long legs so it could not walk through the swamp
Activity 9 a) Dolphin – thick skin, long nose, powerful tail,fins
Kookaburra – sharp beak, feathers, strong claws, wings
Activity 11 habitat, warm, organisms, survive, Characteristics, useful, helps, adaptation, dive, prey, teeth, sharp, nose, If,
predators
PART 3. TYPES OF ADAPTATIONS
Activity 1 a) Flat body shaped like a leaf b) To hide from predators
Activity 3 1c, 2d, 3b, 4b
Activity 4 The katydid escapes from the bird, The katydid adapts to its environment, The katydid lays lots of eggs, The
katydid looks like a leaf
Activity 7 seal – structural, kangaroo- behavioural, turtles – functional, fox – structural, plant– functional, people –
structural
Activity 8
a) nouns – jabiru, swamp, habitat
pronouns – its
b) nouns – jabiru swamp, habitat
pronouns – this
c) nouns – swamp, habitat
pronouns – It, This, its
d) nouns - Crocodiles, jabirus
pronouns - They, them
e) nouns – Birds, insects, katydids, predators
pronouns – They, its
Activity 9 a) an organism b) katydid c) good eyesight and strong legs
Activity 10 organisms, habitats, dry, adapt, have, adaptation, structural, would, useful, help, behavioural, functional,
eyes, our, people
PART 4. WHY POPULATIONS CHANGE
Activity 1 The green butterflies will be more likely to survive due to their camouflage.
Activity 3 false, true, false, true, false, false, true
Activity 4 habitat, population, survival, breed, variations, organisms
Activity 5 Across – 2. adapt 5. affect 7. predators 8. survival
Down – 1. variations 3. offspring 4. selected 6. breed
Activity 6 1. This butterfly is not green like the grass. Therefore predators can easily see it. 2. Mice are able to breed.
Therefore their population increases. 3. The jabiru bird has long legs. Therefore it is able to run fast and escape from
predators. 4. Some animals have very good characteristics for their habitat. Therefore they are selected for survival.
Activity 9 variations, useful, muddy, need, will, food, survive, rate, offspring, breed, decrease, predators, camouflaged,
selected, populations
PART 5. MATTER AND ENERGY FLOW IN ECOSYSTEMS
Activity 1 1. matter 2. flows, organism 3. waste 4. decreases, ecosystem 5. dies 6. grow
Activity 2 cricket, giant centipede, magpie, koala, deer, elephant
Activity 3 1. smaller 2. larger 3. larger 4. smaller 5. larger 6. smaller
Activity 4 1. How does matter flow through the ecosystem?
2. What is matter made of?
3. What will happen if a mouse eats some grass matter?
4. How does the mouse use this matter?
5. What happens to the rest of the grass matter?
6. What happens to matter as is flows through the food web?
Activity 6 a) T b) F c) T d) T e) F
Activity 7 1. Decomposers break down dead matter and waste.
2. First order consumers eat plants.
3. If an animal is well camouflaged it will be safe from predators.
4. Matter flows through the ecosystem in a cycle.
48
5. All parts of the ecosystem affect each other.
6. If an organism is able to breed its population will increase.
7. Mass is the amount of matter in an organism or object.
Activity 10 The populations of second order consumers that eat the mice will decrease.
Decomposers break down the matter from dead organisms. The matter is then returned to the soil.
Abiotic factors such as rain will affect the producers. Rain and decomposed matter from dead organisms will cause the
population of plants to increase.
Activity 11 matter, mass, Therefore, grow, waste, leaves, eat, kookaburra, producers, larger, decreases, soil,
decomposers, lost, cycle
49