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Lesson Sequence: Adaptations

Learning Area: Science – Biology (3)

Unit Title: Ecology.

Biology – Biodiversity & the

interconnectedness of life – Science

understanding – Ecosystem dynamic.

Species or populations, including those

of microorganisms, fill specific ecological

niches; the competitive exclusion principle

postulates that no two species can occupy

the same niche in the same environment

for an extended period of

time (ACSBL023) (Australian Curriculum,

Assessment and Reporting Authority

[ACARA], 2015).

Year: Senior Secondary (11-12)

Date: 28.09.2015

Outcomes:

Develop an understanding of ecological adaptations and the influence adaptations have on

the survival of an organism.

Develop the ability to conduct fieldwork, laboratory and research investigations including

data collection, analysis, and interpretation.

Develop the ability to communicate scientific understanding, findings, arguments and

conclusions supported with evidence and justified reasoning.

Comprehend the role the environment has on the development of ecological adaptations.

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Lesson Content:

Key Question: How do adaptations assist the survival of organisms in different

environments?

Lesson One – Adaptation Introduction (90 Minutes)

Different environments require organisms to adapt in different ways, with many

adaptations assisting the organism in a variety of ways such as; habitat suitability,

protection and defence mechanisms, predation and locomotion. The presence of

adaptations in organisms enhances their survival rate in harsh environments.

What is an adaptation?

Feature of an organism which enhances its ability to survive and reproduce in a particular

environment (Huxley & Walter, 2005).

Three types of adaptations: Physical/structural, physiological and behavioural (20 Minutes)

Type of Adaptation What is involved Example of adaptation

Structural Part of the organism Shape, colouration, limb

formation, ears, eyes

Physiological Process within the organism Metamorphosis, cellular

respiration, Hibernation,

Rumination, Endothermic,

and life cycle.

Behavioural How the organism acts Migration, Nocturnal,

Arboreal, Burrowing, and

Mating.

Plants v. Animals (45-60 Minutes)

Plants are solitary organisms unable to disperse once established from seed to seedling,

therefore must overcome environmental challenges for a single habitat niche.

PLANT STRUCUTURAL ADAPTATIONS.

o Leaf size & shape

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o Root depth & size

o Width of stem/trunk

o Waxy cuticle or filamentous hairs

o Presence or absence of thorns and prickles

o Stomata size & number

Animals possess the ability to disperse across a number of habitat niches by means of

locomotion, therefore generally have a variety of challenges to overcome and adapt for

survival in particular niches.

ANIMAL STRUCTURAL ADAPTATIONS.

o Body size & shape

o Ear size

o Hair & fur

o Eye position

o Dry & moist/permeable skin “Epidermis”

Worksheet – Plant and Animal Adaptations (See Appendix 1).

Compare and contrast plants in hot and cold climates. Small group work (3-4).

- What are the common plant adaptations exhibited? How do the climates differ?

Compare and contrast animals in hot and cold climates. Small group work (3-4).

- What are the common animal adaptations exhibited? How do the climates differ?

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Concluding activity – what adaptations would be required for hot climate habitats? What

adaptations would be required for cold climate habitats? Why are these adaptations

required? (15 Minutes).

Lesson Two – Environmental adaptations (90 Minutes)

Different environments require different types of adaptations from resident organisms for

their survival. Organisms inhabiting a single niche generally demonstrate a variety of

adaptations, whereas organisms inhabiting multiple niches usually demonstrate minimal

adaptations.

Types of environments: Aquatic (Marine & Freshwater), Terrestrial, Tropical, Temperate,

Polar, Desert, Alpine.

Explore these habitat types: Terrestrial (Grasslands v.Wetlands) v. Aquatic (Marine v.

Freshwater) (30 minutes).

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Compare and contrast Terrestrial and Aquatic habitats. What are the main

differences between grasslands and wetlands? Marine and freshwater? Describe the

environment(s) – hot, moist, dry, cold etc...

What adaptations would be required for an organism to survive in these habitats?

Discuss in small groups of 3-4 (5 Minutes) and prepare have one adaptation for each

habitat to share in a class discussion (10 Minutes).

The Marine and Freshwater environments are categorised as aquatic however differ

significantly from one another in a variety of ways. Aquatic environments generally have

light limitations due to depth and turbidity of the water

Marine environments consist of three temperature zones; Tropical, Temperate, and Polar

and is based primarily on the temperature and region of the water. The buoyancy of the

water allows organisms to reach larger body sizes (e.g. Blue whale) than terrestrial

environments, where gravity plays a role in restricting body size (Huxley & Walter, 2005).

Marine organisms are exposed to a hypertonic environment.

Freshwater environments can be divided into two categories; standing water (Lakes, ponds,

swamps) and running water (streams, creeks, dam and rivers) and are generally a

discontinuous environment, isolated and not always linked to another body of water

(Huxley & Walter, 2005). Freshwater environments are relatively shallow in comparison to

the marine environment, and experience a lack of mixing throughout the water layers,

resulting in low visibility and low light penetration due to the turbidity of the water.

Freshwater organisms are exposed to a hypotonic environment.

Formative Assessment: Mini Inquiry - Marine v. Freshwater – compare and contrast

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adaptations, give an example of an organism for both habitat niches and discuss how the

organism will thrive and survive in their respective habitat. Students to produce a poster

(30- 45 minutes).

Why can marine organisms grow to large sizes?

Why do marine animals have a streamlined body shape?

What are the three main temperature zones in the marine environment?

What is a discontinuous environment?

What are the two types of freshwater bodies?

Concluding Activity - Where do I live? Identify the habitat of the organism based on its

characteristics and adaptations. (15 minutes).

Lesson Three – Extreme environment Types. Tropical v. Polar adaptations and Desert v.

Alpine adaptations (90 Minutes)

Tropical v. Polar (35-40 Minutes).

Tropical habitats can be divided into many different sub categories such as tropical

rainforests and tropical grasslands (Savannas). However the location of all tropical

environments is near the equator. Tropical environments generally experience

temperature, rainfall variations depending on the seasons; temperature usually remains

relatively constant annually.

The tropical habitat has a high biodiversity and species richness, thriving due to the

favourable conditions such as; sunlight, rainfall, temperature, high nutrients due to high

levels of decomposition (Huxley & Walter, 2005).

Organisms residing in these tropical environments have adapted to the conditions

exhibiting a number of adaptations to assist in survival.

Compare and contrast structural adaptations exhibited by Tropical organisms.

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Why does this environment type exhibit high biodiversity and species richness?

What makes it favourable to live in?

What are the disadvantages of this environment for an organism?

The Polar environments of the Arctic and Antarctic are harsh and subject to extremely cold,

windy and dry conditions. These polar habitats are commonly referred to as the polar

deserts due to the low biodiversity and species richness (Begon, Townsend & Harper,

2006).The temperature of the polar regions fluctuates, however there is less variation in

the Antarctic.

However organisms that have adapted and can withstand the bizarre and harsh conditions

of the poles, including in the Antarctic when half of the year is in 24 hour sunlight and in

blackness the other half, these conditions organisms can thrive.

Compare and Contrast structural adaptations exhibited by Polar organisms.

What makes the polar environment so harsh and unique for other environment

types?

What are the common adaptations exhibited by polar organism?

Desert v. Alpine (35-40 Minutes).

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The desert environment is harsh for plants and animals, with high temperature variations,

irregular rainfall and high evaporation rates, generates implications obtaining water (Huxley

& Walter, 2005). A large percentage of Australia is considered to be subject to semi-desert

conditions, experiencing hot temperatures, low rainfall, and sparse vegetation coverage

(Begon, Townsend & Harper, 2006).

Therefore many adaptations for surviving in the desert are centred around maximising

water uptake and minimising water loss.

Compare and contrast structural adaptations exhibited by Desert organism.

What is the primary factor organisms must adapt to for survival in desert

environments?

Why are deserts such harsh environments to inhabit?

Alpine or high altitude environments are consider to be high elevation deserts due to the

low biodiversity and species richness exhibited, however there are some exceptions (Begon,

Townsend & Harper, 2006). The vegetation coverage is greater in Alpine areas than deserts;

however it is the levels of oxygen that deems this an unfavourable habitat.

Compare and contrast structural adaptations exhibited by Alpine organisms. (NB.

Most adaptations exhibited by Alpine organisms are PHYSIOLOGICAL).

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What factor makes the alpine environment undesirable?

What is the main type of adaptation exhibited by organism in alpine environments?

Concluding Activity - Where do I live? Identify the habitat of the organism based on its

characteristics and adaptations. (10- 20 Minutes).

Lesson Four – Inquiry-based investigation (90 Minutes).

Adaptation Inquiry.

Part A. Choose two habitat types to investigate and explore the similarities and difference

between adaptations demonstrated by organisms.

Provide examples from both habitat types.

List adaptations and identify the types of adaptations exhibited.

Highlight the influential environmental factors as favourable or unfavourable.

In pairs discuss findings from investigation, and highlight key adaptations for survival in

chosen habitat types.

Part B. Choose a habitat type to utilise for final report on adaptations.

Identify key adaptations and reasoning behind these adaptations.

Provide a description of the environment of the habitat type. E.g. Hot grasslands,

Tropical rainforest, Salt marsh, Sub-Antarctic island, etc...

Lesson Five – Inquiry-based investigation (90 Minutes).

Adaptation Inquiry continued.

Part C. Create/Design an organism (living-thing) suitable for chosen habitat type and

environment.

Provide justification and reasoning for design of organism.

What adaptations does the organism have?

Why is the organism suitable for this habitat type?

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What trophic level does your organism occupy?

What is the diet of the organism comprised of?

Does the organism have a natural predator?

Lesson Six – Oral presentation and Argumentation segment (90 Minutes).

Adaptation Inquiry continued.

Part D. Presentation of final adaptation reports.

Each student to orally present their final report to the class. (Approximately 5-10

minutes per presentation).

Audience to critique presentations with the aid of a checklist provided (See

Appendix 2).

Students vote for the most authentic and realistic organism based on the

information provided on adaptations, habitat type and environment and

justification.

Rationale:

Purpose of lesson sequence: To explore and develop an understanding of : ecological

adaptations and the influence adaptations have on the survival of an organism; scientific

inquiry skills; investigative, analytical and communication.

The development of inquiry skills; investigative, analytical, and communication are

important components derived primarily from the science area of education (Tasmanian

Qualification Authority [TQA], 2013). Students will develop their investigative, analytical

and communication skills through field, laboratory and research investigations of biological

systems and interactions of ecosystem dynamics, via means of critical thinking and

evaluation. The biological knowledge and understanding built upon throughout this lesson

sequence provides the students with the scientific ability to explore ideas, issues and

observations of underlying biological processes (ACARA, 2015).

This lesson sequence implements a variety of activities and tasks at different levels

of achievement standards. The majority of activities throughout the lesson sequence are

aimed at a sound standard, providing the students a platform to demonstrate their

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scientific understanding of the concept of ecological adaptations. The integration of a mini-

inquiry is utilised to enhance and reinforce the underlying inquiry skills, prior to conducting

the major inquiry and argumentative investigation.

Assessment Tasks/Evaluation.

The assessment tasks associated with this lesson sequence provides multiple opportunities

for students to demonstrate their knowledge and understanding of the topic, ecological

adaptations. Formative and summative assessment strategies are embedded into this

lesson sequence, with the mini-inquiry conducted in a formative manner; building on

investigative, analytical and communication skills. The final report conducted in the form of

an oral presentation of the major inquiry and argumentative investigation is to be delivered

in a summative manner; requiring student to provide justification and supportive evidence.

The incorporation of formative and summative strategies provides the opportunities for

students to demonstrate their scientific understanding of ecological adaptations as an on-

going process.

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Teacher activities:

Introduce the topic

Guide the class discussion.

Explore the ecological adaptations

of Plants and Animals.

Assign groups of 3-4 students for

the investigation.

Guide class discussion on what

adaptations are required for

Lesson #2 habitats?.

Concluding activity – Where do I

live? (X3).

Guide final reports.

Learner activities:

Worksheet – individually or in pairs

Small group work (3-4) – Compare and

contrast tasks.

Concluding activities – individual task.

Class discussion.

Mini Inquiry – Individual task produce

poster.

Explanation (why do organisms adapt

to their habitats? Why do these

adaptations increase survival rates?) –

Logical reasoning.

Individual inquiry & argumentative

based investigation.

Oral presentation – final report.

Peer review of oral presentation –

critically analyse peers based on their

supporting evidence and justification.

Learner assessment:

Formative Assessment – demonstrating prior/basic knowledge of the topic

Summative Assessment – Inquiry & Argumentative based investigation and final

report (Oral Presentation) illustrating an understanding of how adaptations

influence the survival of organisms.

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Taken from Killen, R. (2013) Effective teaching strategies: Lessons from research and

practice (6th ed.). Melbourne: Cengage Learning Australia, Table 4.4, p. 105.

References.

Australian Curriculum, Assessment and Reporting Authority [ACARA].( 2015).Australian

curriculum; senior secondary curriculum, science, biology.

http://www.australiancurriculum.edu.au/seniorsecondary/science/biology/curriculum/seni

orsecondary#page=1

Begon, M., Townsend, C. R., and Harper, J. L. (2006). Ecology: from individuals to ecosystems

(4th ed.). Oxford, UK: Blackwell publishing.

Burns, A. (1997). Instant lessons in biology. Strathfield, NSW : Emerald City Books.

Huxley, L., and Walter, M. (2005). Biology: an australian perspective (2nd ed.). New York, NY:

Oxford University Press.

Killen, R. (2013). Effective teaching strategies: lessons from research and practice (6th Ed.).

Melbourne: Cengage Learning Australia.

Tasmanian Qualification Authority (TQA). (2013). Tasmanian qualification authority.

Retrieved from: https://www.tqa.tas.gov.au/

Lesson evaluation:

How did the class react to the topic? What was successful in the lesson? What sections

need improvement? Did the inquiry-based investigation and argumentative segment

develop a good understand of the topic, ecological adaptations? What was the overall

outcome of the class (successful or unsuccessful)?

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Appendices.

Appendix 1. Worksheets retrieved from Burns (1997).

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Appendix 2. Inquiry & argumentative based investigation final report - peer review

checklist.

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Students will be assessed by their peers based on a scale of 1 – 10, 10 being excellent. Peers

will assess the final report focusing primarily on justification of suitability and appropriate

adaptations, creativity & originality, and supporting evidence. A total mark will come from

the average of the three criteria.

Justification Scale 1 - 10

Creativity & Originality

Suitability for habitat

Supporting evidence

Total Mark