Experience Plan 3:

Class: Year 6 Date: Time duration: 60mins Prior Learning and Rationale: Students will use their knowledge and understanding they have gained in Lesson 1 & 2, to record and conclude their findings to the science investigation they did on plant transpiration. This lesson also aims to allow students to continue their research about organism adaptations by focusing on animal life in deserts. This lesson will therefore continue to reinforce that special features are required to live in an extreme environment.. KLA (s): Science, English, Mathematics Objectives: - For students to understand the process of writing a scientific report - For students to become familiar with carrying out experiments and writing a scientific report reflecting what occurred in the experiment - For students to work co-operatively in groups - For students to share their opinions and ideas through speech and oral presentations. - For students to gain a deeper understanding about animal adaptations in an extreme environment such as a desert - For students to understand that animals have different traits and characteristics which vary to suit the demands of a particular environment Key Scientific Knowledge (KSK) ->Like plants, animals too must have special features and specific adaptations in order to survive in such an extreme environment such as a desert. Many survival challenges are faced by animals as a result of the high temperatures, strong exposure to the sun and minimal to at times no water for periods of time (Missouri Botanical Gardens, 2002). Many animals that live in the desert are nocturnal and spend a lot of their time underground (if they have the ability) (Missouri Botanical Gardens, 2002). -> The camel for example, have many characteristics that allow them to suit the harsh desert environment. Camels for example have thick eyebrows, long eye lashes, humps, thick fur etc. All of these features contribute to protection from the harsh exposure the sun, changing their body temperature to avoid water loss (sweating) and store enough food/water when sources are scarce (BBC, 2013) Outcomes & Indicators LT S3.3: Identifies, describes and evaluates the interactions between living things and their effects on the environment. ES S3.6: Recognises that the Earth is the source of most materials and resources, and describes phenomena and processes, both natural and human, that form and change the Earth over time Learning Processes INV ES1.7: Investigates their surroundings by observing, questioning, exploring and reporting. DM ES1.8: Generates own ideas and designs through trial and error, play, modelling and making. English: Talking and Listening S3.1: Communicates effectively for a range of purposes and with a variety of audiences to express well- developed, well- organised ideas dealing with more challenging topics. Learning to write: WS3.9: Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features. Measurement MS3.1: Selects and uses the appropriate unit and device to measure lengths, distances and perimeters Australian Curriculum Biological Science (ACSSU094): The growth and survival of living things are affected by the physical conditions of their environment. Earth and space sciences (ACSSU096) :Sudden geological changes or extreme weather conditions can affect Earths surface Resources & Equipment: Classroom organisation: Discussion will take place in open area in the front of the room. - Experiment materials from Lesson 2 and scientific report Practical investigations will take place in different areas of the handout (Appendix 8) classrooms in groups. - Computers for research Students will be transitioned into the computer room to research. - Pictures displaying different desert animals on the smart board (Appendix 9) - Handout for animal investigation (Appendix 10)

Lesson Development: 1) Allow sometime at the beginning of the lesson for students to measure water from plants from the science investigation in the Lesson 2, Students will be encouraged to record their results on the handout provided that scaffold a scientific report (Appendix 8). 2) Discuss as a group the results from the experiment and ask the students questions like; what do you found? did the results reflect your hypothesis? 3) Allow a little more time if needed to complete their science reports. 4) Once students have finished their reports transition the discussion to animal adaptations in extreme environments such as a desert. Recapping from Lesson 1 ask students to recall animals that they know can be found living in the desert? Ask the students what traits these animals have that can allow them to survive in such an extreme environment 5) Display on the smart board, pictures of a variety of different animals that can be found in the desert (See Appendix 9). Name them and briefly highlight particular characteristics. 6) Explain that students will investigate one of the animals displayed and research it in depth using the internet on the computers. 7) In groups of 2-3 students, assign one animal of choice to investigate 8) Provide students with a scaffold for their research so they know what to investigate e.g behaviours, traits, physiological, diet, reproduction (all as a means to survive in this extreme environment) (Appendix 10) 9) Students will then be encouraged to present their animals to the class and discuss what they have researched and highlight particular traits that is required for the animal to have in order for it to be able to survive in such an extreme environment. 10) If time permits, conclude lesson by giving children the opportunity to create their very own dessert animal based on what traits they think the animal would need to survive Support: Extend: - During research task students are encouraged to be in groups and - Encourage students to write a discussion regarding their work together to find information that is required. Assist students findings, associating concepts and facts about transpiration during task to observe how they are progressing. rate and conditions with their experiment. - If time permits encourage students to label and write about the adaptations they have chosen for their creative desert animal creation.