Unit Plan

Plant and Animal Adaptations Unit Plan

8 x lessons | Suitable for years: 5 - 6

This Science unit addresses the concept of plant and animal adaptations.

It consists of 8 lessons of approximately 60 minutes duration.

The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class.

An inquiry-based research task, which may couple as an assessment task, is included in the unit. The number of lessons required to complete this task may vary from class to class.

Curriculum

ACSSU043

Living things have structural features and adaptations that help them to survive in their environment
ACSHE081

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions
ACSIS231

With guidance, pose clarifying questions and make predictions about scientific investigations
ACSIS087

Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate
ACSIS218

Compare data with predictions and use as evidence in developing explanations
ACSIS090

Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate
ACSIS093

Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts

VCSSU073

Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people's lives
VCSSU074

Living things have structural features and adaptations that help them to survive in their environment
VCSIS082

With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be based on previous experiences or general rules
VCSIS084

Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data
VCSIS085

Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data
VCSIS086

Compare data with predictions and use as evidence in developing explanations
VCSIS088

Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect relationships
VCSSU074

Living things have structural features and adaptations that help them to survive in their environment
VCSIS082

With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be based on previous experiences or general rules
VCSIS084

Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data
VCSIS085

Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data
VCSIS086

Compare data with predictions and use as evidence in developing explanations
VCSIS088

Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect relationships

Author

Stephanie (Teach Starter)

Teach Starter Publishing

We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!

2 Comments

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Megan Dalton · a year ago

There are some errors in this unit - Eg it says that blubber on a penguin is a structural adaptation. As it's internal, it's actually physiological. Similarly, it refers to camouflage as a behavioural adaptation - it can be but it's far more frequently a structural adaptation (eg a stick insect already looks like a stick)
- Stephanie (Teach Starter) · a year ago
  
  Hi there Megan. Thank you for your feedback. After conducting further research, I found several sources supporting the claim that blubber is a structural (physical) adaptation. Further research has also suggested that, as you rightly point out, camouflage is in most cases a structural adaptation (whereas mimicry is behavioural). I appreciate your feedback and will ensure the resources in question are updated in due course. Have a lovely day!

Curriculum

Author

Teach Starter Publishing

2 Comments

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