Recent Changes

Week
Topic
Learning Outcome

This may be done through having the students select a particular animal species and discuss the various adaptations that they have made to survive within their environment, and be able to reproduce.
Presentation of this task may be done through a Powerpoint presentation, Poster, Essay format, or creation of a 'nature documentary'.
Please*Please note that resources required and their relevant references are included in the Big Ideas'Big Ideas' pages.

This may be done through having the students select a particular animal species and discuss the various adaptations that they have made to survive within their environment, and be able to reproduce.
Presentation of this task may be done through a Powerpoint presentation, Poster, Essay format, or creation of a 'nature documentary'.
Please note that resources required are included in the Big Ideas pages.

Tolerance range of organisms- maintaining equilibrium by detecting and responding to changes in the environment.
Nerve control in complex organisms (multicellular): major sense organs and pathways of transmission of nerve impulses
Hormonal control in complex multicellular organisms ie: environmental influences towards sexual mutation in animal species and sunlight orientation in plants.
Regulating water balance and controlling temperature- ie: osmosis and diffusion, endothermic and exothermic organisms.
. .
Week Week
Topic
Learning Outcome
2/3
Physiological Adaptations
* Tolerance range of organisms- maintaining equilibrium by detecting and responding to changes in the environment.
Nerve control in complex organisms (multicellular): major sense organs and pathways of transmission of nerve impulses
Hormonal control in complex multicellular organisms ie: environmental influences towards sexual mutation in animal species and sunlight orientation in plants.
Regulating water balance and controlling temperature- ie: osmosis and diffusion, endothermic and exothermic organisms.
4/5
Behavioural Adaptations

Week
Tolerance range of organisms- maintaining equilibrium by detecting and responding to changes in the environment.
Nerve control in complex organisms (multicellular): major sense organs and pathways of transmission of nerve impulses
Hormonal control in complex multicellular organisms ie: environmental influences towards sexual mutation in animal species and sunlight orientation in plants.
Regulating water balance and controlling temperature- ie: osmosis and diffusion, endothermic and exothermic organisms.
. .
Week
Topic
Learning Outcome
1
Introduction to Adaptation
2Able to recognise the different kinds of Adaptations
The Purpose of Adaptation.
1/2
Environmental Factors
3Able to name the different environmental factors that impact upon an organism.
Able to identify whether an impact is biotic of abiotic.
Able to discuss the repercussions of a particular environmental change.
2
Structural Adaptations
4Understand the purpose of organisms structures.
Be able to discuss the purpose of structures found within an organism.
2/3
Physiological Adaptations
54/5
Behavioural Adaptations
6
Plant TrophismIdentify individual and group behaviours.
Understand the Mirgation and Rhythmic activities of organisms, and the purpose.
Explain the territorial ranges, and how this is communicated to other individuals.
Various social aspects within a groups of organisms.
Feeding behaviours.
The different methods of communication.
5/6
Reproductive Adaptations
The reproductive strategies used by organisms
Development and Life cycles of an organims in relation to their reproductive ability.
7
SAC - ApplicationPlant Tropisms
Understand the adaptations of Theoryplants that all them to a hypothetical situationsurvive within their niche.
Beable to explain the different types of responses to particular stimuli.
8
????Assessment Task
Within this week a research project may be set to determine the students' level of understanding.
This may be done through having the students select a particular animal species and discuss the various adaptations that they have made to survive within their environment, and be able to reproduce.
Presentation of this task may be done through a Powerpoint presentation, Poster, Essay format, or creation of a 'nature documentary'.

Students' environmental experiences, the teacher may engage students by referring to these experiences.
Teaching procedures (and particular reasons for using these to engage with this idea).
Activity 1
Video - 'Assignment Discovery: Abiotic and Biotic Factors
environmental factors. Discussion could then be made with the class about some different abiotic and biotic factors that they can think of.
Activity 2
Taking the students to a natural environment (perhaps the school oval/courtyard) then discussing the different environmental factors.
are learning. When back in the classroom students can discuss some of the potential impacts of an environmental factor, for example;
What would be some potential repercussions of removing the trees to make room for the oval?
How might the school oval look if it was left untouched?
Activity 3
Students select an area they know well, and discuss the different environmental factors of this place.
Again this would allow the students to connect with the content on a deeper level. Applying person experience to the theories would also help in clarification of the Key Ideas.
Specific ways of ascertaining students' understanding or confusion around this idea (include likely range of responses).
biotic (living). Through asking open ended and discussion questions is would be possible to gain knowledge of students' limitations in understanding.

As stated in the VCAA Biology Study Design .
Why is it important for students to know this?
linked to an increased understanding about homeostatus.
What else you know about this idea (that you do not intend students to know yet)?
Linking to group behaviour seen in humans.
- Any particular place were a behaviour occurred? This activity would allow the students to observe adaptive animal behaviours for themselves. The Melbourne Zoo website also has many resources that the teacher is able to print off and give to the students before the excursion.
Activity 2
to complete questions about the purpose of Bower Bird behaviour.
- What type of communication are the Bower Birds using?
- What are the benefits of this type of communication?
- What are some disadvantages?
- How do other birds communicate a worksheet.Activitysimilar message?
- What are some key structural requirements that the Bower Bird needs?
Questions used in teaching this unit can be connected to previously learned material. This would investigate the deeper Activity 3
Have the class working in pairs to pass on a message without using words. An example of messages that could be used would be;
- A flying predator is near by.
This would cause the class to think about the types of behaviour they may notice in the animal world, and the potential reasons for it.
Specific ways of ascertaining students' understanding or confusion around this idea (include likely range of responses).
apply learning.
//*//* What are
Do organisms that live in different environments have different behaviours that enhance their chances of survival in changing conditions?
//
By By causing students level of understanding. understanding, it is possible to understand the limits of their knowledge. Connections can also be made to the other Areas of Study.