Unit : Adaptations in Plants and Animals Big Idea : How do the ecosystems on earth have an impact on plant and

animal adaptations? Or Understand the most important ecosystems on earth and their impact on plants and animal adaptations. Understanding Goals : Understand the term ecosystem and various ecosystems present on the earth. Undesrtand the importance of plant and animal life in each of the ecosystem. Undesrstand characteristics and behaviour of animals to their environment. Understand the behaviour and body structure that have specific growth and survival functions of animals. Understand that the destruction of ecosysytems leads to extinction or endangerment of plants and animals. Undertand the characteristics and survival of plants in relation with their environment.
There

Cause and effect daptation !hotosynthesis "urvival Extinction#$hreats Skills -Classification -%eduction and Clear thin&ing -%ebating and presenting an argument -'athering and Interpreting %ata -(bservation -)istening

are ways that people can help protect the ecosystem and the threatened species. Key concepts Ecosystem Habitat Inter- dependence

-compare ___________________________ ___________________________ ______ Entry event: Visit to Pradhyuman Park Zoo Previsit: Teachers to ask: 1. *hich animals will we see there? . !hat do you think we will see there apart from animals" #. !hich other things do you think should be there" Note: Teachers to carry the worksheet Visit to Zoo $ at Pradhyuman park. %tudents will note down their observations in the worksheet.They will use the worksheet in %ession 1.

Session ',( Pre$aring to )ind Session 1,2 - Tuning

Ob e!tive : Studens s"ould be able to Ob e!tive : Compare the physical characteristics of living +now that all types of habitats are ecosystems Classify animals in various categories adapted to a certain environment: Explain how an animal;s behavioral adaptatio %efine the term , Habitat habitat:are found in our surroundings Identify the different types of habitats animals %istinguish between physical and behavioral S#ills- Classification- (bservation- using the facts collected S#ills- Classification- comparing O$ening :$eacher does oral discussion of the wor&sheet . t the /oo. O$ening :+egin ,it" a !lass dis!ussion o) Pro!ess: *hat are the categories into which living thin Each student share their writing on their animal and teacher 0ot down the divided into two parts animals and plants7 name of an animal of every individual*hat on the board in different groups do these living things need to survive ? according to their habitat without any things heading are food- water- shelter- and air. fter students share teacher pose a 1uestion as*hat pattern can they four needs diff %o the things that satisfy these observe on the board or *hy has He #"he written thefor name of animals in %o they differ animals that occupy differe groups? %o all animals need the same type of food? " "tudents respond that they are grouped according to different habitats or the of shelter? "ame amount of space? place where they live in and thus $eacher introduces the term *hy would a rabbit not survive if it had to sta Ecosystem- http,##forest.mtu.edu#&idscorner#ecosystems#definition.html not survive if it had to live in a tree? - http,##www.nhptv.org#naturewor&s#nwepecosystems.htm %o all plants survive in all &inds of habitat? H 2ideo lin&- http,##www.dnatube.com#video#33443#*orld-s-5atural-Ecosystem $eacher explains that these animals are grouped or classified according to Pro!ess: their habitat but they can also be classified in various other categories li&e -(nce the class has discussed the above 1uesti classification based on their feeding habits body features protection ways ada$tations, or <specialtools.= Have the studen etc. 6 $eacher can elicit these answers using from students as well7 the following activities, -Have a student demonstrate wal&ing on four l %losure: howthat thisaccording would limit ability to do every $hus - teacher ends the session explaning to his#her their habitats-Have students wor& with 6partners animals are mainly divided into five main habitats. 8 $errestrial land 7 - to tape or ti palms of their hands then try pic&ing th 1uatic 6 water 7 - 6 mphibians7 landthe and waterrboreal 6 onand trees 7 and the use of their thumbs. %iscuss erial 6 in air 7 !lease note teacher to without introduce these new terms and add into the m thumb and how it <opposes= the other fingers t their word ban&. 9 -Hand out copies of the < daptations ctivity &esour!es: work in pairs to examine the living things and !orksheet & 't the Zoo& -%iscuss the answers to the 1uestions with the

differentiate between physical and behavioral adaptations for each living )ion Camel @ule things. Cactus %eodar $iger %losure: 2ulture "pruce Clying "1u %iscuss conclusions regarding the adaptations of the living things on the "hrubs !ine (pposums activity sheets. Cir Dirds Explain how different animals physical and behaviour adpatations help them to survive in its specific habitat. Cedar )eopard (wl &esour!es:&'daptation 'ctivity %heet & Ea& $ain%orest &a'itat to 'e done t&ro g& doc

Session -,.,/- PO0*inding Out %losure: Students s"o, t"eir PPTs to t"e tea

Ob e!tive : Students s"ould be able to - &esour!es: 'ather information on a particular animal # plant through en1uiry nimals and !lants boo&sboo&s - lin&sand - %ata sheetposting lin&s on Edmodo Note )or tea!"ers )earn how different animals and plants have uni1ueto adaptations to 'athering survive in $eachers collect %ata its habitat wor&sheets as it will be re1uired at sorting out stage for Aeport S#ills- %ata 'athering- Comparing *riting. O$ening : (inks w&ic& can 'e posted to Aecaptulate the previous session on introduction the adaptation in indi)idtoal stterm dent %or reserac& living things work http,##en.wi&ipedia.org#wi&i#Cr "idewinder Pro!ess: Camel Each student researches on a particular animal # plant given by http,##en.wi&ipedia.org#wi&i#Ca the teacher. http,##en.wi&ipedia.org#wi&i#Ca Cactus "tudents research on the same and fill the data sheet # 1uestionnaire given to http,##en.wi&ipedia.org#wi&i#2u 2ulture them http,##en.wi&ipedia.org#wi&i#"h "hrubs Aesearch through en1uiry -boo&s or by posting lin&s on Edmodo under http,##animals.nationalgeograph @ountain 'oat teacherBs supervision. http,##en.wi&ipedia.org#wi&i#@u @ule "tudents will prepare a !!$ and ma&e a presentation. http,##en.wi&ipedia.org#wi&i#Ce %eodar en.wikipedia.org/wiki/Spruce %ivide each group as mentioned below, "pruce en.wikipedia.org/wiki/Pine !ine Gro p - ! Gro p - " Gro p- # en.wikipedia.org/wiki/Fir Cir en.wikipedia.org/wiki/Cedar %esert Habitat Hills and 'rasslands Cedar @ountains http,##www.owlpages.com# (wl en.wikipedia.org/wiki/Yak Ea& "idewinder @ountain 'oat "potted %eer

"potted dear )ion $iger Clying "1uirrel (pposums Dirds !olar Dears rctic Cox "eal !enguin "nowy owl )eopard

http,##n>pnewdelhi.gov.in#spotted-deer.htm Edmodo uploads,

en.wikipedia.org/wiki/Lion hibernation-

video- rctic animals- hiber

http,##&ids.nationalgeographic.co.in#&ids#animals#creaturefeature#tiger# http,##www.flyings1uirrels.c http,##www.birds.cornel Ob http,##animals.nationalgeographic.co.in#animals#mammals#opossum#

Session 12- Sorting Out-

e!tive : %tudents will write a report on the chosen for P/6 (session -+8+9* http,##www.polarbearsinternational.org#about-polar-bears#essentials S#ills: writing http,##animals.nationalgeographic.co.in#animals#mammals#arctic-fox# (%kill of report writing to be e0plained by the http,##en.wi&ipedia.org#wi&i#"eal advance.* http,##www.defenders.org#penguins#basic-facts !rocess, http,##&ids.nationalgeographic.co.in#&ids#animals#creaturefeature#snowyowl# $eacher will give instructions for how to http,##animals.nationalgeographic.co.in#animals#mammals#leopard# "tudents will write a report on !(I they &esour!es: P/6 worksheet

Session 2,3,14,11- Presentations

Ob e!tive : %tudents will be able to make presenation in front of the Session 1',1(- &ain)ores using the PPT(any 1 animal)plant* they have prepared. Ob e!tive : %tudents should be able to state ho S#ills: Presentation survive. 5anguage 6s$e!t : Si7$le Present Tense S#ills: Viewing+ using factual te0ts !rocess, Entry event and !rocess, "tudents will ta&e turns and ma&e presentations in front of the class. "tudents will watch videos on rainforest $eacher will explain the rubrics to all the$eacher students. to elicit and explain adaptations $eachers to grade the students. "* marks + Presentation skill Explain terms li&e rainforest and canopy Note: 8Presentations to be made groupwise ieExplain 1.desert+ , of reading material the.hills content #.grasslands+-. polar region Cor teachers, ./nce presentations of all the students of a particular group is done+ teacher -http,##www.srl.caltech.edu#personnel#&rubal#rainfore will e0plain and give away reading material - http,##www.enchantedlearning.com#sub0ects#rainfore - http,##environment.nationalgeographic.co.in#environ 'lso e0plain terms like camouflage+ hibernation+ aestivation+ migration - http,##www.enchantedlearning.com#sub0ects#rainfore wherever you come across. Closure, "ummari>e the session Teacher to show) upload PPTs to reinforce these concepts. &esour!es: Videos+ 1cd &esour!es: 123 for showing students PPTs+ 4ubrics+ PPTs for camouflage+ hibernation+ aestivation+ migration 5ote: 6f time permits show PPTs in the classSession or post on edmodo. 1-,1.67$"ibians and 6;u 9:: Aeading material of Aainforest to be given away at home. "tudents will Ob e!tive : %tudents should be able to state h read and come. amphibians survive.

Entry, 2ideo 1uatic animals and mphibians -)in& - http,##www.countrysideinfo.co.u&#wetlandFsurvey#ad for &ids !rocess, %losure: $eacher will name a plant and as& st s&,*here do a1uatic animals live? plant is it? I $ape grass- pondweed- water lily How do you thin& they are able to survive? -*hy do they have soft- spongy or hollow ste How do they breathe? different from terrestrial plants? *hich body parts help them move around# swim? &esour!es:PPT and video on ';uatic plants+ Have you heard the term amphibians? Note )or students: =ring > chart paper+ crayo *hat do you understand by that? ne0t session. $eacher to explain adaptations of these animals. $eachers may refer the !%C file I 1uatic daptations. lso explain in detail about amphibians.
)in& for amphibians- http,##animals.about.com#od#amphibians

%losure: s&-*hat are amphibians? 'ive few examples . Session 13124- Sorting Out- % *hy does frog have webbed Obfeet? e!tive : %tudents will prepare a classbook *hen on land- how do they breathe? and animal) animal adaptation pictures chose &esour!es: video+ 1cd S#ills: Imagining- Creating Upload on edmodo, ma>ing sea creatures Entry,$eacher will give away the report writin necessary instructions. !rocess, Session 1/,12- 6;uati! $lants < Unusual $lants- *inding out Each child will be bring N chart paper. Ob e!tive : %tudents will be able to e0plain how a;uatic plants and unusualof their ani "tudents will bring a picture plants adapt to their surroundings. "tudents will paste the picture and write S#ills: <athering 6nformation+ cooperating report neatly in the chart. Entry , $eacher will show videos on a1uatic plants and pause have a 1uestion. (nce all the students completed th -*hat did you see in the videos? prepare a classboo& or calendar -*hat do we call plants growing in the water? %o you &now any unusual &esour!es: chart paper+ sketch pens+ crayons plant? !rocess, %ay3 $eacher will give away reading material of 1uatic plantsplants in Session 21- >a#ing %o swampy area and unusual plant. Ob e!tive : "tudents will ma&e connections of %ivide students in groups of J#K. 6L groups7mapping and demonstrate their under concept ssign 3 plant to each group 6floatingfixedunderwaterS#ills: logical thinking marshy areapitcher plant- sundew- venus fly trap7. Entry, $eacher writes few words related to th "tudents will read- discuss and share their understanding with all. $eacher will as& students IIs there any conne $eachers will add points if re1uired. !rocess, %ayM $eacher will explain how to ma&e a con Entry, $eacher to show !!$ on unusual plant. activity.

 "tudents will ma&e a concept map for the words related to adaptation respiration7 in - allows 6osmosis7 plants and animals in the given wor&sheet.
front legs and feet

&esour!es:!orksheet 9:: ?Going *urt"er@ $eacher will post videos and articles on rare animals on hind legs and long- powerful- able to 0ump great d edmodo. "tudents to read# watch and come. feet with G toes direction 1uic&ly - w
swimming

short- with G toes - used to &eep the fro bottom or ground

upper body green upper body green wi with many spots the frog in its natural (b0ective, "tudents will be able to ma&e a list of how they will can contribute light under belly disruptive colour pat in saving# protecting plants and animals in the ecosystem. obscure the shape of where there is norma !rocess, $eacher will as& the appearance of so *hat did you read or watch in the videos# articles? viewed from the side

Session 22- Ta#ing colour6!tion

re the animals important to us or not? eyes positioned on top positioned on top of *hat can you do to save them? of head wide angled visual fi lower eyelid in water with only pa *hy should we save them? transparent eyelid transparent - a Elicit from students and ma&e a list on the paper ream. large and bulging large and bulging - a Closure, ll the students to ta&e a pledge on doing all the things they agreed movement and veloc upon. ears a flat dis&-li&e - streamlines the bod !ledge- <*e the students of FFFF class ta&e a pledge that we will never harmear canal tympanic entering plants and animals around us and will also try and protect them and our membrane ecosystem.<
mouth very large and broad

- able to catch and ea

M "essions will be for Class ssignment and Class *or& $est of daptations will be on MM.M.3K
,or -eac&er - A.P/IBIA0 A1AP-A-IO0S
BO12 PA$body S-$U3-U$A( $EASO0 A1AP-A-IO0 small waist no nec& broad- flat s&ull thin and moist

tongue

attached at front of mouth long and stic&y laid in masses stic&y gelatinous covering

attached at front of m flic&ed out 1uic&ly lo to it when caught

eggs

laid in masses - eggs eggs on the inside sti they are not carried a covering - protection infections and diseas conserves heat produ embryo

s&in

- streamlined body shape % for !$ swimming no OU $IC "(@E $I(5"-(C movement of head beneficial during !) is5$" swimming - easier to swim through water: holds prey "ome things to loo& for in a1uatic plant adaptations are, - allows for gaseous exchange 6cutaneous P gaseous exchange - to aid flotation of leaves

and stems P surface area to volume ratios of leaves - for flotation and ability to see& sunlight P waxiness of leaves - to protect against transpiration and saturation P softness of leaves and stems - to aid propagation by pieces brea&ing off and regrowing P hardness- stiffness uprightness or erectness to stand up tall and get above other plants for sunlight or to protect from damage when the water flows P the type of root system - to hold the plant or to allow it to move P propagation methods - transportation of seeds or plant parts- flowers that float- move with the bree>e or attach to birds and insects P rhi>omes - that encourage clumping and spreading- allowing a plant to dominate a patch or >one P ability to 1uic&ly recover from drying out P the plants role as food and habitat for animals and insects for fertili>ation and assistance with transportation and propagation P growth response to nutrients - some will grow very rapidly with only a small increase in nutrient levels