All living things have evolved with a set of adaptations – structural features and behaviours – that help them to survive in their environment.

Note:

• Maximum number of students is 50 per day.

What adaptations do animals and plants have to help them survive in their environment?

In this program students will:

• Define the term adaptation
• Differentiate between structural and behavioural adaptations
• Recognise some structural and behavioural adaptations of Australian animals and plants

Students will:

• Examine macroinvertebrates under a microscope and complete a scientific diagram labelling some adaptations
• Carry out a series of activities investigating the structure, function and adaptations of different feathers.
• Complete an experiment tracking the temperature of different coloured reptile scales over time, and graph the results
• Undertake a gamified activity looking at several different plant adaptations
• Handle several plant samples, macroinvertebrates, and view a reptile up close

Science – Science Understanding

• Organisms have evolved over time, as seen in fossils and scientific records; the structural features and behaviours of living organisms enable them to thrive in their environments (VC2S6U02)
• Light can be produced from many sources; light travels in a straight path, can form shadows, and can be absorbed, transmitted, reflected or refracted by objects (VC2S6U08)

Science – Science inquiry

• Investigable questions and reasoned predictions can be used in guiding investigations to identify patterns and test relationships VC2S6I01
• Repeatable scientific investigations to answer questions can be planned and conducted, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests, considering potential risks, planning for the safe and ethical use of equipment and materials, and obtaining permissions for investigations conducted on Country and Place or in protected areas (VC2S6I02)
• Equipment can be used to observe, generate, measure and record data with reasonable precision for repeated measurements, using digital tools as appropriate (VC2S6I03)
• Data and information can be organised and processed to show patterns, trends and relationships by constructing representations including tables, graphs and visual or physical models (VC2S6I04)

Mathematics – Statistics

• Interpret and compare data sets for ordinal and nominal categorical, discrete and continuous numerical variables using comparative displays or visualisations and digital tools; compare distributions in terms of mode, range and shape (VC2M6ST01)
• Interpret line graphs representing change over time; discuss the relationships that are represented and conclusions that can be made (VC2M5ST02)

The following Learning Continuum is a guide for teachers to show the links between the programs Ecolinc offers onsite, online and through outreach. The Learning Continuum can be used to access Ecolinc resources to support the development of units of work.

Outreach programs are conducted by an Ecolinc education officer at your school. They are available to moderately disadvantaged primary schools in the Geelong, Ballarat and western suburbs areas (or within 100km radius from Bacchus Marsh)