Download Notes for teachers - adapting to extreme

Adapting to the extreme:
Teacher’s Notes
Preface:
Adapting to the extreme is designed to introduce pupils to the theory of adaptation using fun and
exciting examples of animals and plants that live on the rocky shore. The life on the rocky shore
slideshow provides all the necessary background required, with theory on factors effecting population
size relating directly to rocky shore organisms. We also provide information on Darwinian theory to
give pupils an understanding of where survival science began. There is a starter activity concept
cartoon to help you gauge pupil’s knowledge on life on the rocky shore and adaptations before
starting the activity, as well as a plenary activity of rocky shore organism drawings for pupils to make
annotated collages of the adaptations rocky shore organisms undertake to survive in their habitat.
As an extension activity, pupils can learn all about how the tides occur in relation to gravitational pull
from the Moon by accessing the tidal physics resource. This helps pupils understand why rocky
shores are intertidal in the first place. This resource therefore has cross-curricular application.
Audience: Key Stage 3 pupils - all years
Length: 1 hour
Learning Objectives:
To give pupils an understanding of the factors affecting population size in relation to organisms
living on the rocky shore
To give pupils an understanding of the different environmental and biological factors affecting the
distribution and abundance of organisms found on the rocky shore
To give pupils an understanding of survival science relating back to Darwinian theory
Running the activity:
Starter – 10 minutes: Using whole-class discussion, ask pupils to define key terms such as
population, community, competition, predation, adaptation, environment, habitat and ecosystem.
Build up these terms as a glossary on the white board. Explain that these terms will be used during
today’s lesson and it is important to understand what they all mean. You may also like to use the
concept cartoon of the rocky shore provided in the resource pack to ask pupils if they know what each
organism presented is and how they think it might be adapted to a life on the rocky shore. This will
help gauge pupils knowledge prior to starting the activity.
Main – 30 minutes: Go through the Life on the rocky shore slideshow with pupils using the guidance
notes provided at the bottom of each slide. Provide pupils with the Darwin theory survival fittest sheet
if you wish to advance on the theory behind survival and adaptation with your pupils.
Plenary – 20 minutes: Provide pupils in groups of 3-4 with one copy of the rocky shore organism
drawings sheet from the plenary resources folder of this resource. Ask pupils to construct an A1
poster entitled: ‘adapting to life on the rocky shore’. Pupils will need to draw a rocky shore
background that represents each of the four habitats discussed in the PowerPoint (open bedrock,
rock pool, cracks and crevices and low water). Ask pupils to colour in the rocky shore organism
drawings provided or they can draw their own. Ask pupils to cut out and stick them onto the habitat
they think the organism is best adapted to. Ask pupils to annotate each organism with labels on how
each is adapted to live in the habitat it does.
Where it fits in:
Module-based curriculum
1. Unit 7C – Environment and Feeding Relationships
- How habitats vary and have different features and support different organisms
2. Unit 7D – Variation and Classifications
- Variation within and between species
- How environmental differences can result in variation in a species
3. Unit 7K – Forces and their Effects / Earth and Space
- The actions of the moon in generating tides
Enquiry-based curriculum
1.3 – Cultural Understanding
- Recognising that modern science has its roots in many different societies and cultures and draws
on a variety of valid approaches to scientific practice (background to Darwin).
3.3 – Organisms, behaviour and health
3.3d – All living things show variation in response to their environment
3.3e – Behaviour is influenced by internal and external factors and can be investigated and measured
3.4 – The environment, Earth and universe
3.4b – Astronomy and space provide insight into the nature and observed motions of the sun, moon,
stars, planets and other celestial bodies (how tides are formed).
4 – Curriculum opportunities
4c – Use real life examples as a basis for finding out about science
4d – Study science in local, national and global contexts, and appreciate the connections between
these
4k – Make links between science and other subject areas of the curriculum
Suggested activity extensions:
The extension activity explains how the intertidal nature of rocky shores has come about by looking at
the physics of tidal formation. Tidal physics is a useful, cross-curricular resource; particularly for gifted
and talented / top set pupils.
A trip to the rocky shore to carry out ecological investigations would provide a practical compliment to
this resource. Resources are available on the Inspiring Seas website for equipping pupils in marine
ecological investigations. Please see preparing for marine ecology in this module.