Lesson Plan 7: How different seasons affect animals.

Jessica Baker

Rationale: This lesson will introduce students to the effects seasons have on animals causing different habitats for animals to live in and the adaptations they go through to fit in them. Students will explore that the changes in seasons cause animals to react and that this is due to factors such as temperature, the amount of light and type of precipitation. Key Scientific Knowledge: - Animals react to changes in temperature, amount of light and type of precipitation (Southern, 2011). - Change in the amount of light is a signal to animals and plants of changing seasons and this can have an effect on their biology, particularly on reproduction (Parry, 2010). - Changes made in response to the environment are called adaptations. (Southern, 2011). - Adaptations of an animal can include: whiskers, sharp teeth, webbed feet, sharp claws, hooves, large beaks, and wings (Southern, 2011). - For animals to survive they need food, water, shelter and space (Malburg, 2010). - Different habitats can be grouped into 4 main categories: water, forest or bush, underground and desert (Monash University, 2006). - Camouflage hides animals from their predators and prey (Gonzalez, 2012). - Seasonal changes (Stinson, 2013): - Winter brings cold weather; many animals migrate during this time in hopes of finding food and warmer climates. -Spring weather warms up; animals come out to eat and regain energy - Summer brings hot weather; cold-blooded animals gain warmth from the sun while warm blooded animals search for shade. - Autumn weather is cool; some animals begin to prepare for winter by gathering food, others search for the perfect spot to hibernate. KLA (s): Science, Technology, English Objectives: For students to extend on their understanding of and look deeper into how the weather change of seasons can affect animals. For students to explore the concept of weather conditions forming different types of habitats and what animals need for survival. Students will view and gain an understanding on adaptations animals go through to fit into their environments in a hands-on experience. Outcomes & Indicators Earth and space DST1-8ES: Describes some observable changes that occur in the sky and landscapes. Observe and record environmental changes that occur over a longer time to identify patterns of events, eg. Seasonal changes in temperature and the appearance of the moon. Living world ST1-10LW: Describes external features, changes in and growth of living things. Describe some external features of a variety of living things, including plants and animals ST1-11LW: Describes ways that different places in the environment provide for the needs of living things Explores the needs of a plant or animal in its environment Describe how some different places in a local land or aquatic environment provided for the needs of the animals or plants that live there Resources & Equipment: Classroom organisation: - Group class on the floor in front of IWB- habitats IWB Paint- different colours, bowls, paper Painting work area covered with animal cut outs, marbles (Camouflage newspaper experiment) Newspaper

Lesson Development: - Recap on the previous lesson of plant growth in the different seasons in a brief group discussion. - Introduce students to the Habitat IWB. - Run through the experiences allowing time for discussions and questions. - The IWB is a resource that the children are to engage with (going up to the board and participating in the activities.) - To conclude the lesson, finish with the Camouflage experiment below. (Directions for experiment: Cover work area with newspapers. Place an animal cut out on bottom of the bowl. Spoon different colour paint into bowl. Do not mix colours together. Drop one marble into one colour and move marble around to cover it completely with the paint. Hold bowl with both hands and gentle roll marble around until the paint wears off. Repeat the same process using another colour. If you are using the same marble, make sure it washed off. It would be best if you used different marbles for each new colour. Try using several marbles at the same time in your bowl. When paper cut out animal is completely covered explain that the animal is Camouflaged in its habitat as you cannot see the paper cut out animal under all the paint as the background looks the same as the animal. Ask students if they can recall any animals that use camouflage.)

Support: Allow children to donut share (share and discuss solutions with one another). This will keep all students focused on the experience in front of them and provide scaffolding from a peer instead of an adult.

Extend: Encourage students to answer questions thoughtfully and in-depth to gain a greater understanding using blooms taxonomy model of deeper thinking.