Central idea:
Living things adapt in order to survive
Sharing The Planet
Lines of inquiry:
Concept of adaptation
CIrcumstances that lead to adaptation
HOw plants and animals adapt to respond to environmental condition
Students are provoked to the new unit by planting seeds. They need to observe how the seed grow as one of the characterstic of living things.
They also need to record theor observation in Science book. They need to record the way they treat and how it react. THis activities lead the students to come up with the concept of adaptation.
Tune into the unit:
The students need to understand the concept of adaptation, so I review the information or knowledge they have got during the previous unit. They have known some of living things adapt towards different seasons, such as hybernate, migrate, and change or act to protect themselves in certain conditions.
Then, come up into the conceptual understanding what is actually adaptation, because it will be the main concept they need to learn in this unit.
ADAPTATION
is how living things react to stay alive or survive in different conditions of environment
HABITATS
To let the students get deeper into the animals and plants adaptation, in my class, students explored about the ocean habitat. I sent home links of video to be watched at home. When they came to school the shared alot of ideas from the movie.
LIVING THINGS CHARACTERISTIC:
Students identified the characteristic of living things by reviewing what they have learnt in grtade 1. Most of them remembered what they are. They also have to talk to their neighbours to review again what they learnt about living things in grade 1.
Talk to neighbour about living things characteristic
Gallery Walk:
One student from each group became an expert to explain their findings to the other friends from different group of habitat.
Gathered information about the same habitat from different resources (a book or an article)
they have read at home.
Adaptation
I sent home an article about kinds of Adaptation as a Flipped Classroom strategy.
So basically the technique was the same as some articles as i have sent previously. In this case, students get 2 different articles about ways of adaptation; migration and camouflage.
In the classroom, we had a class discussion to share what they found from the articles. . I was the one who lead the discussion, and recorded their finding on board. Student might complete the note taking on their book .
After gathering more knowledges from video, books and internet, the sorting out activities would be a CARROLL Diagram. I gave them task to identify animals and plants based on the way they adapt, they are morphological, physiological, and behavioral.
Students learned a lot about 3 types adaptation by doing some games, acting out, comparing/observing pictures, and recall all the information to fill their Carroll diagram.
The Carroll Diagram
Summative Task:
Students will select a specific living thing who lives in certain habitat. Then they will analyse the challenges and the causes of living thing adaptation. They will create a new variation which has new specific features to survive.
Students' actions:
