Download Exploring places for living

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.
Process Outcomes and
Indicators
UNIT OVERVIEW
OUTCOME: LT S3.3
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
OUTCOME: DM S3.8
STRAND: Designing and Making
Develops and resolves a design task by
planning, implementing, managing and
evaluating the design process.
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.
Content Outcomes Indicators
STRAND: Living Things
Identifies, describes and evaluates the interactions between living things and their effects on the environment
Learning sequence 1
ecosystem
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Understands the growth of plants depends on a number of factors

Understands that an ecosystem is an intricate system of relationships
including the availability of light and nutrients
which is particularly sensitive to changes
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Understands plants have made a number of adaptations to help its
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Makes predictions and justifies answers when giving opinions on the
endeavour to survive
types of relationships found within a community, eg caterpillars found
because of droppings, etc.
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Compares the physical characteristics and requirements of plants from
Learning Sequence 4
various climatic zones and explains adaptations made by plants to
survive in those regions
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Understands that humans survival depends on a number of factors
including suitable food, shelter, fresh air and water
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Investigates technologies people have used to produce and grow
plants in different environments
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Understands humans have made a number of adaptations to help its
endeavour to survive
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Understands terminology associated with plants and their adaptations
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Understands that humans, due to their higher intelligence, have utilised
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Predicts outcomes of plant growth tests, undertakes tests, documents
technology, eg fabrics, electricity, fire, etc. to ensure their survival
findings and shares conclusions
Learning sequence 5
Learning sequence 2
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Understands that physical characteristics of animals, including
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Devises and implements a means of comparing physical
humans, is in part determined by the characteristics of their parents
characteristics of animals that are the result of adaptation
(genetic inheritance)
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Conducts detailed research of an animal focusing on the adaptations
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Investigates physical features of humans, eye colour, fingerprints and
made to suit a particular environment
writes generalisations about the physical features of humans
Learning sequence 3
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Observes and records information gathered from investigations of an
Learning sequence 1
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Designs a map of Australia depicting the climatic zones of Australia and plants adapted to each zone
Learning sequence 3
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Design and make a cage trap suitable for catching an animal without damaging its body or habitat
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Draws and labels food chains to explain the flow of energy between living organisms
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Constructs a mind map to illustrate the various relationships in an ecosystem
Learning Sequence 4
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Designs, labels and justifies choice of clothing created to survive on a planet that has a specific environment
Learning sequence 5
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Develops a family tree that shows examples of inherited characteristics, eg hair and eye colour
Learning sequence 1
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Uses appropriate print or electronic medium to design a map of Australia depicting climatic zones
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Prepares arguments about the potential of new technology after utilising technology
Learning sequence 2
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Selects appropriate resources, i.e. print and electronic, to complete research on a particular animal
Learning sequence 3
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Considers aspects of safety when making choices of equipment, materials and processes when design an animal trap
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Uses reference materials, both print and electronic, when researching ecosystems
Learning Sequence 4
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Utilises print and electronic materials to locate information on ways humans have used technology to survive in hostile environments
Learning sequence 5
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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
Demonstrates confidence in their own ability and a willingness to make and implement decisions when investigating, designing, making and using
technology.
VA2
Exhibits curiosity and responsiveness to scientific and technological ideas and evidence.
VA3
Initiates scientific and technological tasks and challenges and perseveres with them to their completion.
VA4
Gains satisfaction from their efforts to investigate, to design, to make, and to use technology.
VA5
Works cooperatively with others in groups on scientific and technological tasks and challenges.
VA6
Shows informed commitment to improving the quality of society and the environment through science and technology activities.
VA7
Appreciates contributions made by individuals, groups, cultures and communities to scientific and technological understanding.
VA8
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:
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Measurement
Position
Creative Arts:
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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 
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Science and Technology Book 5 – Adapting for Life Tess and Tony Boyle
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Various books from the library on animals, plants, genetics, climatic regions, etc.
Class Resources:
Concepts:
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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
Outcomes and Indicators
LT S3.3/INV S3.7
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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
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Hillston Central School
Teaching and Learning Sequence
1.
Investigate the adaptations of plants
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Designs a map of Australia depicting the climatic
zones of Australia and plants adapted to each
zone
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.
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LT S3.3/UT S3.9
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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
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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.
Completed
Topic: Exploring places for living
Outcomes and Indicators
LT S3.3/INV S3.7
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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
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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
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Teaching and Learning Sequence
2. Investigate the adaptations of animals
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Selects appropriate resources, ie print and
electronic, to complete research on a particular
animal
LT S3.3/INV S3.7

Hillston Central School
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
-

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
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
3. Life in a playground shrub
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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.
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LT S3.3/UT S3.9
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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.
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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.
Completed
Topic: Exploring places for living
Outcomes and Indicators
LT S3.3/INV S3.7
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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
LT S3.3/DM S3.8
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Teaching and Learning Sequence
4. Could we live there?
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Utilises print and electronic materials to locate
information on ways humans have used
technology to survive in hostile environments
Students brainstorm and draw concept maps of their ideas in answer to the questions ‘
what factors are necessary for me to survive in the desert or in an alpine area? In what
ways would my survival needs be the same or different?’
Generalise what we (humans) need in order to survive, eg food, water, shelter, air, etc.
Discuss if plants and animals have the same/different needs.
Display pictures of various environments, eg desert, polar, etc.
Discuss and chart the climatic conditions found in various environments, eg alpine area,
deserts, tropical areas, tundra, etc and determine the conditions that would make it
difficult/suitable for us to survive in that environment, eg extreme cold, little water,
materials available for building shelters, regular rainfall, abundance of food, etc.
Record ideas on a chart.
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Eg
Designs, labels and justifies choice clothing
created to survive on a planet that has a
specific environment
LT S3.3/U S3.8
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Hillston Central School
Difficult to
survive
Suitable to live
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Desert
Tropics
Little water
Warmth
Polar
Extreme cold
Little water
Regular rainfall
Abundance of
food
Predict what has enabled people to live in all these environments, i.e. man has developed
methods of adapting to survive within that environment. These can be natural and man
made, eg using materials from area to build, eg ice; animal skins for clothing, using
irrigation to grow crops, develop clothing and vehicles suitable to the environment, eg
Antarctica, wearing sun screen, skin colour, etc.
Discuss the clothes the students are wearing today. How do these clothes suit what they
are doing? Eg climate, protection, cleanliness, where they are, eg school, etc.
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Alpine/mountaino
us area
Covered with
snow
Materials
available for
building shelters
Humans are the species the most adapted and flexible behaviours, due to their higher intelligence
List changes to clothing you make in, eg summer, winter, going to the snow, beach, to a
wedding, etc. and have students describe how they adapt their behaviour to suit the
climate, situation, etc.
Explain that this is an example of human behaviour that is helping us to survive in our
environment.
Explain to students that you have discovered a new planet and give them the climatic and
geographic features of the planet and have them design clothing that would allow humans
to survive on this planet.
From knowledge gained and further research list other adaptations humans have made
that enable them to live in varied environments, eg housing that are constructed to
survive weather extremes such as cyclones and tornadoes, irrigation of crops in dry areas
by constructing dams and channelling water from areas of abundant water, special fabrics
to survive in specific conditions, eg survive in space, polar regions, underwater, medical
technology, eg medicines to deal with malaria, small pox, frostbite, etc.
Completed
Topic: Exploring places for living
Outcomes and Indicators
LT S3.3/INV S3.7
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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
LT S3.3/DM S3.8
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Develops a family tree that shows examples of
inherited characteristics, eg hair and eye colour
Hillston Central School
Teaching and Learning Sequence
5. Investigate inherited characteristics
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LT S3.3/UT S3.9
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uses suitable materials and techniques to test
various fingerprints and evaluates findings
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List similarities/differences that people have, eg eye, hair, skin colour, shape of face,
eyes, height, weight, food preferences etc.
Discuss why there are those differences/similarities, eg from same family, same
region, developed to protect from sun, sand, etc.
Investigate eye colour. Conduct a survey of students and graph the results of eye
colour.
Discuss results. Are there any students with exactly the same eye colour?
Discuss fingerprints and explain the four pattern types.
Have students investigate own fingerprints to discover own fingerprint pattern.
Play ‘detective’ game to determine whose fingerprint from a group. Form into groups
of 5. Each person prints his or her right thumb in a square. One member of group is
selected and is blindfolded while another member of the group presses their thumb
against a glass. The detective, using baby powder and a brush tries to find out whose
print it is from the record.
From observations and discussions have students write generalisations about the
physical features of humans i.e. although people may look the same, no two people
are exactly alike.
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Assessment Task LT S3.3/DM S3.8/UT
S3.9
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Draws and labels a plant or animal suited to a
specific environment
Describes the climate and geography of a specific
environment
Explains the specific adaptations of the plant or
animal
Unit Evaluation:
No two humans are exactly alike despite having similar features and characteristics
Physical appearances and mannerisms within families are linked to genetics
Study an example of a family tree and discuss how members of families take on
characteristics from both parents.
Students develop a family tree of their own family which covers three generations i.e.
grandparents, parents and themselves and include characteristics of hair and eye
colour and any other characteristic that runs in their family, eg tongue rolling, birth
mark.
6. Culmination
 From knowledge gained in unit students are to complete the assessment task
 Design a plant or an animal that is suited to a particular type of environment. You will
have to describe the type of environment selected and then draw and label the plant or
animal and its specific features that suit that particular environment.
Completed
Hillston Central School
Science and Technology
Stage 3
Exploring Places to Live
Name:______________________________
Outcomes:
LT S3.3
Date: ___________
Identifies, describes and evaluates the interactions between living things and their effects on the
environment
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DM S3.8
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Task:

Develops and resolves a design task by planning, implementing, managing and evaluating design processes.
Design a plant or an animal that is suited to a particular type of environment. You will have to describe
the type of environment selected and then draw and label the plant or animal and its specific features
that suit that particular environment.
____________________
Climate: (temperature, rainfall, humidity, wind, etc.) ____________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Geography: (landform, soil, vegetation, development, etc.) __________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Selected environment:
Design: (Ensure design is labelled indicating adaptations and reasons the plant or animal has developed this feature.)
Evaluation:
Indicators of Achievement
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HD
C
Draws and labels a plant or animal suited to a specific environment
Describes the climate and geography of a specific environment
Explains the specific adaptations of the plant or animal
HD – Highly Developed C – Competent
D – Developing
ED – Experiencing difficulty
D
ED
Hillston Central School
Stage 3
Science and Technology
Exploring Places
for Living