Hillston Central School SCIENCE AND TECHNOLOGY STAGE 3 Years

Exploring places for living

This unit provides opportunities for students to explore adaptations that plants and animals have made in order to survive in an ever-changing environment.

UNIT OVERVIEW / Content Outcomes Indicators
Process Outcomes and Indicators /
OUTCOME: LT S3.3
STRAND: Living Things
Identifies, describes and evaluates the interactions between living things and their effects on the environment
OUTCOME: INV S3.7

STRAND: Investigating

Conducts their own investigations and makes judgements based on the results of observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions / Learning sequence 1
·  Understands the growth of plants depends on a number of factors including the availability of light and nutrients
·  Understands plants have made a number of adaptations to help its endeavour to survive
·  Compares the physical characteristics and requirements of plants from various climatic zones and explains adaptations made by plants to survive in those regions
·  Investigates technologies people have used to produce and grow plants in different environments
·  Understands terminology associated with plants and their adaptations
·  Predicts outcomes of plant growth tests, undertakes tests, documents findings and shares conclusions
Learning sequence 2
·  Devises and implements a means of comparing physical characteristics of animals that are the result of adaptation
·  Conducts detailed research of an animal focusing on the adaptations made to suit a particular environment
Learning sequence 3
·  Observes and records information gathered from investigations of an / ecosystem
·  Understands that an ecosystem is an intricate system of relationships which is particularly sensitive to changes
·  Makes predictions and justifies answers when giving opinions on the types of relationships found within a community, eg caterpillars found because of droppings, etc.
Learning Sequence 4
·  Understands that humans survival depends on a number of factors including suitable food, shelter, fresh air and water
·  Understands humans have made a number of adaptations to help its endeavour to survive
·  Understands that humans, due to their higher intelligence, have utilised technology, eg fabrics, electricity, fire, etc. to ensure their survival
Learning sequence 5
·  Understands that physical characteristics of animals, including humans, is in part determined by the characteristics of their parents (genetic inheritance)
·  Investigates physical features of humans, eye colour, fingerprints and writes generalisations about the physical features of humans
OUTCOME: DM S3.8

STRAND: Designing and Making

Develops and resolves a design task by planning, implementing, managing and evaluating the design process. / Learning sequence 1
·  Designs a map of Australia depicting the climatic zones of Australia and plants adapted to each zone
Learning sequence 3
·  Design and make a cage trap suitable for catching an animal without damaging its body or habitat
·  Draws and labels food chains to explain the flow of energy between living organisms
·  Constructs a mind map to illustrate the various relationships in an ecosystem
Learning Sequence 4
·  Designs, labels and justifies choice of clothing created to survive on a planet that has a specific environment
Learning sequence 5
·  Develops a family tree that shows examples of inherited characteristics, eg hair and eye colour
OUTCOME: UT S3.9

STRAND: Using Technology

Evaluates, selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks. / Learning sequence 1
·  Uses appropriate print or electronic medium to design a map of Australia depicting climatic zones
·  Prepares arguments about the potential of new technology after utilising technology
Learning sequence 2
·  Selects appropriate resources, i.e. print and electronic, to complete research on a particular animal
Learning sequence 3
·  Considers aspects of safety when making choices of equipment, materials and processes when design an animal trap
·  Uses reference materials, both print and electronic, when researching ecosystems
Learning Sequence 4
·  Utilises print and electronic materials to locate information on ways humans have used technology to survive in hostile environments
Learning sequence 5
·  Uses suitable materials and techniques to test various fingerprints and evaluates findings

TOPIC: Exploring places for living Hillston Central School

Value and Attitudes Outcomes
VA1
VA2
VA3
VA4
VA5
VA6
VA7
VA8 / Demonstrates confidence in their own ability and a willingness to make and implement decisions when investigating, designing, making and using technology.
Exhibits curiosity and responsiveness to scientific and technological ideas and evidence.
Initiates scientific and technological tasks and challenges and perseveres with them to their completion.
Gains satisfaction from their efforts to investigate, to design, to make, and to use technology.
Works cooperatively with others in groups on scientific and technological tasks and challenges.
Shows informed commitment to improving the quality of society and the environment through science and technology activities.
Appreciates contributions made by individuals, groups, cultures and communities to scientific and technological understanding.
Appreciates the significance of Australian scientific and technological expertise across gender and cultural groups.
Links with other Key Learning Areas:
English:
·  Writing reports, procedures, explanations
HSIE:
·  Supports Environment Strand outcomes
·  Unit Gold
Mathematics:
·  Measurement
·  Position
Creative Arts:
·  Directed drawing, eg shrub and animal life
·  Exploring camouflage design
·  Make animals, plants, etc out of 3D materials


TOPIC: Exploring places for living Hillston Central School

Resources:
·  Board of Studies website (http://www.boardofstudies.nsw.edu.au) lists current available resources such as some background information sheets, websites, texts and other material to support this unit.
·  Websites: http://www.antdiv.gov.au, http://www.mov.vic.gov.au/scienceworks/, http://mbgnet.mobot.org/sets/rforest/plants/index.htm, http://mbgnet.mobot.org.sets/tundra/plants/Index.htm, http://www.zoo.org.au/ http://www.fi.edu/tfi/units/life/,
·  Science and Technology Curriculum K-6- A Change for the Better and support material
·  Science and Technology Book 5 – Adapting for Life Tess and Tony Boyle
·  Various books from the library on animals, plants, genetics, climatic regions, etc.
Class Resources:

Concepts:

·  Organisms have particular tolerances for surviving extremes of climatic conditions

·  Plant and animal systems share common features, however some functions are carried out by specific plant and animal systems

·  The particular set or community of living things, together with its habitat, make up ecosystems: ecosystems differ from place to place because of different sets of conditions

·  Living things depend on other living things and non-living things such as water, soil, and a suitable temperature, for their survival

·  Living things have adaptations such as structures and behaviours that enable them to live in their particular habitat, eg size colour, shape, habits

·  Every organism has some form of adaptation to help its endeavour to survive and continue the species

·  Organisms depend on other organisms for survival and this dependency includes relationships of, eg competition, predation, collaboration, pollination, reproduction and parenting

·  Living things can be classified according to how they obtain their food, eg whether they are consumers such as herbivores, carnivores, omnivores, parasites, or producers

·  The flow of energy between living organisms can be shown in simple food chains

·  Groups of animals work together, in certain ways, that help survival

·  Ecosystems are intricate systems of relationships and are particularly sensitive to changes. If these changes are changed too much, living things can become endangered or extinct

·  Living things are constantly making changes to adapt to these changes

·  Humans are, by far, the species the most adapted and flexible behaviours, due to their higher intelligence

·  No two humans are exactly alike despite having similar features and characteristics

·  Physical appearances and mannerisms within families are linked to genetics

Topic: Exploring places for living Hillston Central School

Outcomes and Indicators / Teaching and Learning Sequence / Completed
LT S3.3/INV S3.7
·  Understands the growth of plants depends on a number of factors including the availability of light and nutrients
·  Understands plants have made a number of adaptations to help its endeavour to survive
·  Compares the physical characteristics and requirements of plants from various climatic zones and explains adaptations made by plants to survive in those regions
·  Investigates technologies people have used to produce and grow plants in different environments
·  Understands terminology associated with plants and their adaptations
·  Predicts outcomes of plant growth tests, undertakes tests, documents findings and shares conclusions
LT S3.3/DM S3.8
·  Designs a map of Australia depicting the climatic zones of Australia and plants adapted to each zone
LT S3.3/UT S3.9
·  Uses appropriate print or electronic medium to design a map of Australia depicting climatic zones
·  Prepares arguments about the potential of new technology after utilising technology / 1.  Investigate the adaptations of plants
·  Discuss and list requirements for plants to survive.
·  Conduct a fair test as an experiment, with several plants of the same species, that illustrates these requirements, eg plant not watered, plant without light, plant watered with salty water, plant growing in no soil, etc.
·  Make predictions and record findings at the end of the unit.
·  Display various plants and pictures of plants from different regions of the world, eg cactus, eucalypts, boab, Venus fly trap, rubber plant, salt bush, etc.
·  Make suggestions as to why there are differences/similarities.
·  In small groups have students categorise the plants according to their own classifications, eg plants that store water, desert plants, carnivorous plants, live in water, rainforest, etc.
·  Compare the physical characteristics and requirements of plants that live in various climatic regions, eg water lily, cactus, rainforest plants, salt bush and eucalyptus and investigate, eg water storage, insulation, leaf structure and size, soil requirements, pollination, seed dispersal, ideal temperatures, flowers and foliage, deciduous/evergreen, etc. of that particular plant.
·  Explain that some of these plants from different climatic regions are related.
·  Ask the students to give reasons why are they so different yet come from the same family or species (i.e. they have adapted to the environment that it comes from).
·  Introduce the term adaptations and allow students consider what are the adaptations that various plants on display have made.
-  Organisms have particular tolerances for surviving extremes of climatic conditions
-  Living things have adaptations such as structures and behaviours that enable them to live in their particular habitat, eg size colour, shape, habits
-  Every organism has some form of adaptation to help its endeavour to survive and continue the species
-  Organisms depend on other organisms for survival and this dependency includes relationships of, eg competition, predation, collaboration, pollination, reproduction and parenting
·  Survey the plants in the school environment, including native and introduced species, and select two of each, draw the leaf shape and decide which would survive (naturally) in the environment. Justify.
·  Investigate how people grow plants in climates that are not suitable for that plant, eg glasshouses, indoor gardens, irrigation, etc. and give reasons for people doing this.
·  Grow a plant outside its normal environment using new technology, eg greenhouse, irrigation, etc. and record arguments to support findings
·  Design a map of Australia that depicts the climatic zones of Australia and show examples of plants that are adapted to each zone.
·  Study a mini ecosystem, eg a terrarium, class pond, etc. and discuss which factors might affect the inhabitants and what the consequences might be if conditions, such as temperature, light or availability of water are altered, or plants are added or removed.


Topic: Exploring places for living Hillston Central School

Outcomes and Indicators / Teaching and Learning Sequence /

Completed

LT S3.3/INV S3.7
·  Devises and implements a means of comparing physical characteristics of animals that are the result of adaptation
·  Conducts detailed research of an animal focusing on the adaptations made to suit a particular environment
LT S3.3/UT S3.9
·  Selects appropriate resources, ie print and electronic, to complete research on a particular animal / 2.  Investigate the adaptations of animals
·  Display pictures of various animals that display obvious adaptations, eg camel (hump on back for storage of food, needs very little water, large padded feet for walking on sand), polar bear (white coat to camouflage with environment, thick waterproof coat, hibernates in winter), eagle (strong claws to grasp prey, strong beak to tear food, ability to float in air then dive at prey), fish (gills to breath underwater, fins to keep fish upright, scales to protect the fishes body), lizard (shed tail, scales, camouflage, clear eyelid to keep out sand and dirt), etc.
·  Have student list adaptations they believe each animal has made which enables it to survive in its environment, eg how they move, protect themselves, obtain food, reproduce, keep warm, adapt to seasonal changes such as hibernation, migration and moulting, colour and size, parental care as compared to insects, etc. and why is/was necessary for the animal to have changed.
·  Conduct research on an animal of choice and write a report indicting how it has adapted to suit its environment.
-  Living things have adaptations such as structures and behaviours that enable them to live in their particular habitat, eg size colour, shape, habits such as nocturnal, etc.
-  Every organism has some form of adaptation to help its endeavour to survive and continue the species
LT S3.3/INV S3.7
·  Observes and records information gathered from investigations of an ecosystem
·  Understands that an ecosystem is an intricate system of relationships which is particularly sensitive to changes
·  Makes predictions and justifies answers when giving opinions on the types of relationships found within a community, eg caterpillars found because of droppings, etc.
LT S3.3/DM S3.8
·  Design and make a cage trap suitable for catching an animal without damaging its body or habitat
·  Draws and labels food chains to explain the flow of energy between living organisms
·  Constructs a mind map to illustrate the various relationships in an ecosystem
LT S3.3/UT S3.9
·  Considers aspects of safety when making choices of equipment, materials and processes when design an animal trap
·  Uses reference materials, both print and electronic, when researching ecosystems / 3.  Life in a playground shrub
·  Allocate a shrub that is located in the playground to a group of 2-3 students.
·  Construct a data table over a number of days and at a number of set times throughout the day.
·  Observe and record any animals they find on the shrub.
·  Sketch the shrub and mark where animals are located.
·  Design a cage or trap to catch the animal without damaging its body or habitat.
·  Students catch the animal (subject to approval and supervision). NB release.
·  Students are to identify and record the specific features and adaptations of the animal, such as body colouration, the shape of mouth parts or body structure which may assist the animal to collect food or hide from predators, etc.
·  Students prepare a report to present their findings to the class answering the following questions: - what did the shrub provide the animal? (shelter, food, camouflage); what did the animal provide the shrub? Pollination, seed dispersal). Supplement first hand information using additional references.
·  List the survival requirements of the animal and the shrub and predict what would happen if any of these were removed.
·  Introduce the ideas of food chains.
-  The flow of energy between living organisms can be shown in simple food chains
·  Students create food chains showing the feeding relationships between the animals they have observed in the shrub.
·  Predict other kinds of relationships between members of their shrub community and use evidence such as nibbled leaves, droppings or shape and colour of flowers to help with their ideas.
-  Organisms depend on other organisms for survival and this dependency includes relationships of, eg competition, predation, collaboration, pollination, reproduction and parenting
-  Living things can be classified according to how they obtain their food, eg whether they are consumers such as herbivores, carnivores, omnivores, parasites, or producers
-  Groups of animals work together, in certain ways, that help survival
-  Ecosystems are intricate systems of relationships and are particularly sensitive to changes. If these changes are changed too much, living things can become endangered or extinct
-  The particular set or community of living things, together with its habitat, make up ecosystems: ecosystems differ from place to place because of different sets of conditions
·  Conduct research into another ecosystem focusing on the relationships between plants and animals, animals and animals or plants and plants, eg life in the rainforest, Antarctica and surrounding waters, ant colony, bee colony, local lake, etc. and determine how the relationships between the individual species or members of the colonies lead to the survival of all species within the system.
·  Construct a mind map to illustrate these relationships. Label.


Topic: Exploring places for living Hillston Central School