WHAT WE ARE LEARNING- THE VICTORIAN CURRICULUM STANDARDS
Biological – Science Understanding
- Living things have structural features and adaptations that help them to survive in their environment
- The growth and survival of living things are affected by the physical conditions of their environment
Science Inquiry Skills
Questioning and predicting
- Create questions that lead into a scientific investigation, and predict what the findings of an investigation might be based on previous experiences or general rules
Planning and conducting
- Plan an investigation to answer questions and use equipment, technologies and materials safely, identifying potential risks
- Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data
Recording and processing
- Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data
Analysing and evaluating
- Compare data with predictions and use as evidence in developing explanations
- Suggest improvements to the methods used to investigate a question or solve a problem
- Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect relationships (VCSIS088)
Personal & Social Capabilities
- Reflect on how personal strengths have assisted in achieving success at home, at school or in the community
- Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations
- Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved
- Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and describe both their own and their team’s performance when undertaking various roles
- Describe the various causes of conflict and evaluate possible strategies to address conflict
OUR FINAL PROJECT
To conclude our science unit on adaptation students will prepare an information display and presentation with supporting resources on a desert animal or plant. The audience for this presentation will be other Year 5-6 students. The purpose is to inform/teach.
Teams should comprise a year 5 and a year 6 student chosen to ensure effective use of time.
Before beginning and during the process teams must allocate roles and monitor progress.
Teams should assist one another to manage tasks and time and remind each other of their personal responsibilities. All team members must be responsible for at least one aspect of research and presentation.
There should be recognition of balancing the responsibilities between team members.
Your presentation should:
- describe the desert environment to which the species is adapted
- describe the structural features and behaviour of the species
- make claims about which are key adaptations that help the species survive.
Your presentations will be showcased during the last week of term where each team member will have to share their knowledge, answering questions from other students.
Examples of oral presentations by scientists on adaptations can be found at:
(Don’t worry- your presentation doesn’t need live animals!)
Present your research on a display board or in digital format.
(example only- yours may look different)
Show what you know about writing information reports- features and style. You will have access to and be marked according to a rubric.
Begin by making predictions about what you think might be some possible adaptations of your plant /animal. Say why you think this might be an feature or behaviour of your plant/animal.
Take notes from at least 3 sources before using these notes to draft your report in your own words.
Drafting & Publishing:
- The language of your report should be impersonal and contain three tier words.
- Use a font size of at least 16 points for the text on your display board, so that it is easy to read from a few feet away. It’s OK to use slightly smaller fonts for captions on picture and tables
- The title should be big and easily read from across the room. Choose one that accurately describes your work, but also grabs peoples’ attention.
- Graphic features- Use photos or draw diagrams to present non-numerical data, to propose models that explain your claims. Try to find or create a graph to illustrate an aspect of your learning. (you could use Excel)
- Include an annotated drawing to identify the adaptations of your plant/animal (similar to the one on ‘Camel features’)
- You may choose to construct a 3D model instead of or as well as your annotated diagram-expected or extension?
- The diagram and model should highlight the features and adaptations that are central to your species’ survival in the desert. Where possible, structural features on your model should be created to clearly show how the feature works to help the animal survive.
- A Bibliography. At least three sources.
Your group should include a proposal for an experiment to investigate if your claimed structural feature of the animal/plant is an adaptation for surviving in a desert environment. You will use your knowledge of models, variables, controls and fair testing that you learned during our 2 experiments this term. Deciding on what you and your team think you can achieve in the given time, you can either:
- propose an investigation (include mention of what variables will be tested and what variables will be controlled)
- plan the experiment (using the template we have used in our previous science experiments)
- conduct your experiment and observe, record and share the results in your final display. Would you change or improve your experiment if you did it again? What might be another experiment that could be carried out to extend knowledge of this area?