0.1+Learning+Activity+Details

=1.Environmental Factors = toc

Abiotic and Biotic factors and Limiting Factors
Purpose / Aim To be able to identify and understand limiting factors. To be able to look at an organism and its environment and identify the organisms abiotic and biotic factors.


 * Watch the following video﻿ on ghost crabs that live in harsh shoreline environments.

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 * In pairs discuss what adaptations the ghost crab has so it can live in this particular harsh environment. This will then be shared with the class.


 * As a class make a list of limiting, abiotic and biotic factors. Divide the abiotic and biotic factors into regional and local factors. This activity will encourage all students' participation and by the end the students should all have a good understanding of limiting, abiotic and biotic factors.

Links to VCE Study Design Key Skills

Apply biological understandings
 * apply understandings to familiar and new contexts; make connections between concepts

Communicate biological understandings Key Knowledge Unit 2: Organisms and their environment Area of Study 1: Adaptations of organisms This learning activity will also introduce the key knowledge: structural adaptations, physiological adaptations and behavioural adaptations
 * interpret, transpose and communicate ideas effectively
 * use scientific terminology and conventions appropriately
 * environmental factors: biotic and abiotic factors; availabilility of resources

=2. Structural Adaptations =

Case Studies in Survival
Purpose / Aim To gain an overview of the features that assist survival of organisms in particular environmental conditions. To recognise that plants have special features enabling them to survive extremes in specific habitats.
 * Present the class with an image of a bilby (Macrotis lagotis). Working individually, students are to list structural features they can identify of the animal, the possible functions of these features and how they may aid the bilby in surviving an arid environment.
 * Discuss as a class what features were noted and construct a concept map based on these responses.
 * Ask students what other features about the bilby may assist it in a hot habitat, and add this to the concept map, making connections to the structural adaptations previously listed. For example, bilby's nest in burrows during the day (behavioural adaptation); claws on the forefeet allow it to dig the burrow and therefore assist this behaviour.
 * Student's are to discuss and note how these features would function in an alternate habitat.


 * Now present the class with an image of the boab tree (//Adansonia gregorii//). Working in pairs, students are to list any notable features they can identify about the tree, and how this may assist its survival in the hot Australian climate

Links to VCE Study Design Key Skills

Apply biological understandings
 * apply understandings to familiar and new contexts; make connections between concepts

Communicate biological understandings
 * interpret, transpose and communicate ideas effectively
 * use scientific terminology and conventions appropriately

Investigate and inquire scientifically
 * Conduct first hand investigations: using materials appropriate to the investigation and evaluating experimental procedure and reliability of data.
 * Act responsibly when conducting investigations: maintain safe practices; work independently and collaboratively as required.
 * Collect, process and record information systematically, analyse and synthesise data; draw conclusions consistent with the question under investigation and evidence obtained

Key Knowledge Unit 2: Organisms and their environment Area of Study 1: Adaptations of organisms
 * structural adaptations: relating major features of organisms to survival value

=3. Physiological Adaptations =

On-line learning activities can be found on the Physiological Adapatations Page

=4. Plant Tropisms =

Experiment - Phototropism in Radish Seedlings
Purpose / Aim To give students the opportunity to observe how plants move, and how the environment effects their movement. To observe and record phototrophic responses in radish seedlings.

Links to VCE Biology Study Design Key Skills Investigate and inquire scientifically Communicate biological information and understandings
 * Conduct first hand investigations: using materials appropriate to the investigation and evaluating experimental procedure and reliability of data.
 * Act responsibly when conducting investigations: maintain safe practices; work independently and collaboratively as required.
 * Collect, process and record information systematically, analyse and synthesise data; draw conclusions consistent with the question under investigation and evidence obtained
 * Interpret, transpose and communicate information and ideas effectively
 * Use scientific terminology and conventions appropriately

Key Knowledge Unit 2: Organisms and their environment Area of Study 1: Adaptaions of organisms • plant tropisms: growth responses, rhythmic activities

Materials and equipment (You could also use a different kind of box or container if you prefer. The purpose of the container is to block surrounding light from the plant, except for where you place several small holes).
 * Small milk cartons, 1 litre (5 if you are running all three trials at once); should be thoroughly cleaned and dried before use
 * Permanent marker
 * Radish Seeds (1 packet)
 * Potting soil (1 bag)
 * Sticky tape
 * Aluminium foil
 * Hole punch
 * Protractor
 * Eye dropper
 * Notebook
 * Ruler
 * Graph paper

Procedure Students are to form small groups of 3 to 4. One group of students is responsible for one set of five cartons.
 * Preparing the Cartons**
 * 1) Using the permanent marker, label the sides of the milk cartons with the numbers 1–5.
 * 2) For carton # 1, cut off the top of the carton with the scissors.
 * 3) The plants in this carton will grow in normal lighting.
 * 4) For carton # 2, do not make any holes.
 * 5) The plants in this carton should germinate and start to grow, but will be kept in total darkness.
 * 6) For the following cartons, use the hole punch to make holes in one side of each carton, about 6 cm from the bottom. You will need to open the top of the milk carton to make the holes.
 * 7) Carton #3: One hole
 * 8) Carton #4: Two holes; should be near each other, but not overlapping
 * 9) Carton #5: Four holes; should be near each other, in a cluster
 * 10) Be sure to write in your lab notebook the number of holes in each carton, and what each carton's conditions will be once the experiment begins (lighting).
 * 11) Now make some additional holes to allow air into the cartons and excess water to drain out. Punch 10 holes in the bottom of each carton using a pen. Each hole should be about 5 mm in diameter.
 * Planting the Seeds **
 * 1) Put about 3 cm of moist potting soil into each carton. Keep the amount of soil equal in each carton.
 * 2) Moisten the potting soil with water.
 * 3) Put four seeds in each carton. Bury the seeds to a depth of about 1 cm. Plant all of the seeds at the same depth.
 * 4) Use the permanent marker to put a letter on the side of the carton near each seed so that you can identify them as they grow. For example, label them A, B, C and D, with markings inside the carton.
 * 5) Close cartons 2–5 and seal them with clear tape.
 * 6) Wrap the tops and sides of cartons 2–5 in foil to block light from reaching the plants. Don't cover the holes in the bottom.
 * 7) Write the number of the carton onto the foil with the permanent marker.
 * 8) Record the time and date that the seeds were planted in your notebook.
 * Making Your Observations**
 * 1) Check carton #1 each day. Wait until the seeds in carton #1 have germinated and grown about 3 cm. Then begin the exposure to light for the plants in cartons 3–5 (remember, carton #2 stays sealed).
 * 2) Using the scissors, remove the foil only from over the hole in carton #3. Leave the rest of the foil in place to keep the plant in darkness, except for the light from the one hole.
 * 3) Remove the foil only from over the holes in cartons #4 and #5. Leave the rest of the foil in place to keep the plant in darkness, except for the light from the holes.
 * 4) Record the time and date that the plants were exposed to light in your notebook.
 * 5) Use the clear tape to hold the aluminum foil in place around the holes, if desired.
 * 6) Place the cartons in a well-lit room, but out of direct sunlight. Record the time and date in your lab notebook
 * 7) Expose the plants to light during the day. Keep them in darkness at night.
 * 8) Record how long the plants receive light from the holes in the carton.
 * 9) All students must expose thier cartons to the same amount of light each day.
 * 10) The next morning (day 1/ class 2), take the all of the cartons to a dimly lit room, open the cartons, and observe the plants.
 * 11) Use the protractor to measure the angle of the stems. If the protractor is too big to fit into the cartons, use a twist tie to obtain the angle for the stem. Position a twist tie parallel to the base of the stem to be measured. Bend the twist tie to match the angle of the bend in the stem. Use the protractor to record the angle of the twist tie.
 * 12) Record your observations of the plants from all five cartons in your lab notebook.
 * 13) As an option, check the plants more often than once per day in the morning. Keep the light exposure to a minimum while taking measurements.
 * 14) Do not let the soil dry out. If needed, add some water (equal amounts) to each plant, using an eye dropper.
 * 15) Return the cartons to their original states (covered or uncovered), place them in the light again, and allow them to grow for another day.
 * 16) The next morning (day 2/ class 3), again take the cartons to a dimly lit room, open the cartons and observe the plants. Repeat steps 6–7.
 * 17) Remember to treat all of the plants exactly the same. The only difference between the plants in the different cartons should be the amount of light to which they are exposed.
 * 18) Repeat steps 6–7 until you feel you have enough data. Five days/6 classes worth of data will probably be sufficient.
 * 19) For each day you collected data on the angles of the plants, graph the angle of the stems vs. the amount of light (the number of holes) to which the plants were exposed.
 * 20) You can graph the data for each plant individually, or graph the average of the angles within a carton.
 * 21) Class Data will be collected and results and conclusion can be drawn from class results.

Downloaded and modified from the Science Buddies.Org website @ http://www.sciencebuddies.org/science-fair-projects/project_ideas/PlantBio_p041.shtml

=5. Behavioural Adaptations =

A. Concept Map
Create a concept map of how behavioural adaptations are integreated with structural, physiological adaptations.

Purpose / Aim The aim of the activity is for students to demonstrate that a variety of adaptations are linked, and that together they operate to aid the survivourship of all organisms.

Links to VCE Biology Study Design Key Skills: Concept maps create structure to big ideas. They provide a valuable way in which students interpretate the topic of adaptations.of organisms. Concept maps encourage students to think carefully about how a large topic can be divided. Working in groups facilitates cooperative learning through collaboration; a useful skill for integrating into society outside of the classroom.

Key Knowledge Behavioural adaptations (individual and group behaviours of animals including rhythmic activities, feeding behaviours; communication; social and territorial behaviours.

B. Brainstorming activity
Purpose / Aim a. Brainstorming activity - collective focus on the specific behavioural adaptations of a chosen number of species. These chosen species are representative of a wide variety of behavioural traits found throughout the animal classes.

b. After the brainstorming session, the class fractures into groups of four. Within these groups students are allocated a specific class of Animalia. From the allocated class, students are to discuss which specific 'species' they wish to represent to the class in a short two minute oral presentation of the behavioural adaptation of those respective species.

Links to VCE Biology Study Design Key Skills: Students learn the value of communicating ideas with the view of useing each contribution to build wider picture of a large topic. Students will need to collaborate within their respective groups, and in doing so lean to value the efforts of others. refinement of their individual thoughts

Key Knowledge Behavioural adaptations (individual and group behaviours of animals including rhythmic activities, feeding behaviours; communication; social and territorial behaviours.

C. Lifestyle behavioural adaptations
Purpose / Aim Activity three marks the start of the four main reasons why behavioural adaptations have evolved (feeding, living space, protection and reproduction). The activity focuses on feeding behaviours. As with all these series of activities, the interconectedness of the various adaptation is highlighted.

Students are allocated a specific mode of lifestyle i.e. Diurnal, Nocturnal or Crepuscular. With each mode individual students are to write a list of organisms that live by each of these three lifestyle modes. From the list, students draw a table that displays the types of feeding behaviours for each, and provide a assessment of the benefits to each lifestyle mode.

From the list, students are allocdated three organisms representative of each of the three lifestyle modes:

a. Brown rat b. Grey wolf c. Tasmanian devil

Students are re located to a computer room. Reaserch into the feeding regimes of the three species will form the basic background knowledge for three short essays on the feeding behaviors of the respective organisms. Essays are to include linkages between overall lifestyle and how the differing feeding regimes influence their survivourship.

__Assessment:__

1. List of organisms 2. Table of contents 3. Benefits to each lifestyle 4. Research focus 5. Essay - does this express understanding of different feeding behaviours and link these to survivourship?

Links to VCE Biology Study Design Key Skills: Behavioural adaptations (individual and group behaviours of animals including rhythmic activities, feeding behaviours; communication; social and territorial behaviours

Key Knowledge Unit 2: Organisms and their environment Area of Study 1: Adaptations of organisms

D. The importance of our own space
Purpose / Aim Students will gain an understanding of how organisms have individual roles in nature, and that these roles allow for the 'spacing' / distribution of organisms to facilitate the diversity that makes up a healthy ecosystem.

Students will discover a number of behavioural adaptations that allow organisms to co exist in different niches. General headings include: Competition, Territoriality and Sociality. Under these headings students will increasingly learn about the interconectedness of adaptations,not only within a behavioual context, but also relate this the a broader perspective.

a. The introduction to the activity begins with the teacher asking the class to write down all the places they travel to and live within during there normal daily lives. Students are encouraged to comtemplate who they have contact with, and what it means the them as individuals to 'live' within, not only a geographical space, but also haw they effect the space of others with whom they come into contact.

b. Student are to draw a 'Time Line' of where they travel during the day, and who they associate with during that average day. Students are now handed a list of words:

__ Word List __ Competition Territory Communication Hierarchy

Using their daily Time Lines as their primary resourse, students are asked to describle how they 'feel' about each of these words, and relate each to their average day - how do we relate, and subsequentally behave when we experience the following:

1. Feel threatened (either physically, or academically or both) 2. Dislike for another student 3. Feel disgraced by another student 4. Feel betrayed by another student

The rational behind the excersise is to allow students to consider the meaning of these basic 'space' related words are common to many organisms, including themselves. For example; Tracy might aviod sitting next to Amy, because Amy is pretty and this makes Tracy feel uncomfortable. Another example; David thinks he's the 'King Pin' and holds the respect of the other boys who consider him 'touch'. But David is nervous around Carl. Carl is friends with a number of other boys in the same social group as David. David feels threatened that Karl will goin his group, and so creates space to avoid this happening - he does this by acting aggressively, speaking in a loud voice, and by occational displays of strength; such as throwing a chair.

Students are asked to form pairs and describe and discuss, some of the reasons why organisms display behavioual adaptations.

__Assessment:__ 1. Time Line: Clearly addressing the relevant topics. 2. Word List: Derive understanding of the commonalities that organisms experience and their responses to them.

Links to VCE Biology Study Design Key Skills: Behavioural adaptations (individual and group behaviours of animals including rhythmic activities, feeding behaviours; communication; social and territorial behaviours.

Key Knowledge: Students will learn that where they travel and who they react with can determine behavioural responses.

E. Predator - Prey (role play)
Purpose / Aim Survival of organisms depend partly on how effective defense mechanisms are. Students will learn that behaviours have an important role in the survivourship and the genetic continuation of individual genes. Coupled with structural adaptations, behavioual adaptations allow organisms to defend themselves and their offspring from threats or harm. Students learn that psychological 'bluff', and 'physical ability' are distinguisable.

a. The class is divided into two groups (A and B) of equal numbers. Tables and chairs are rearranged so that each group faces the other in the classroom. One group represent predators (lions) 'A'; the other prey (wilderbeasts) 'B'.

b. In the respective groups students allocate a secretary. All group members contribute the drawing up a list of adaptive behavioual strategies that allow survivourship. Group A needs to successfully hunt / kill wilderbeast in order to survive; group B needs to aviod being killed in order to survive.

c. Students are encouraged to consider both behavioural, physiological and structural adaptations (of both lion and wilderbeast) when drawing up their list of survival strategies.

d. When the two groups decide they have completed their lists, they swap positions in the class: Group A alights to sit in the place of group B and visa versa. The roles are switched: Group A are now the 'prey', and group B are now the 'predator'. Each group draws up a list of survival strategies as before.

e. When lists are completed the teacher writes all the behavioual adaptations of survival on the white board. The class are quized as to why they chose the strategies they did, and asked to contemplate that both Lion and wilderbeast have their unique behavioural techniques to survive.

__Assessment:__

1. Group collaboration. 2. Have groups considered structural and physiological adaptations? 3. Have individuals understood that survivourship depends on effective behavioual adaptations?

Links to VCE Biology Study Design Key Skills: Behavioural adaptations (individual and group behaviours of animals including rhythmic activities, feeding behaviours; communication; social and territorial behaviours.

Key Knowledge Unit 2: Organisms and their environment Area of Study 1: Adaptations of organisms

= 6. Reproductive Adaptations =

Investigating Reproductive Strategies
Students work in pairs to compare five aspects of an organism that reproduces sexually with one that reproduces asexually. As a class, students share their comparisons and generate a list of general characteristics for each mode of reproduction, and discuss the advantages and disadvantages of both.

Purpose/ Aim To demonstrate the two modes of reproduction - asexual and sexual, and to examine the advantages and disadvantages of both.

Links to VCE Biology Study Design Key Skills

Investigate and inquire scientifically Communicate biological information and understandings
 * Conduct first hand investigations: using materials appropriate to the investigation and evaluating experimental procedure and reliability of data.
 * Act responsibly when conducting investigations: maintain safe practices; work independently and collaboratively as required.
 * Collect, process and record information systematically, analyse and synthesise data; draw conclusions consistent with the question under investigation and evidence obtained
 * Interpret, transpose and communicate information and ideas effectively
 * Use techniques of communication appropriate to different audiences and purposes
 * Use scientific terminology and conventions appropriately

Key Knowledge: Reproductive adaptations: systems and strategies; development and life cycles.

This is an activity downloaded with permission from the Genetic Science Learning Center in Utah ([])

= 7. Monitoring Techniques =

Transect Survey Techniques and Estimation Skills
Purpose Students will become familiar with transect survey techniques using measuring tapes, quadrats, and recording data on practice field data sheets. Data will be collated on board at the end of the lesson to demonstrate how to construct vertical profiles and vertical distribution diagrams. Students will gain an appreciation of how variable their estimations can be and undertake experiments to test and improve their skills. Links to VCE Biology Study Design Key Skills Investigate and inquire scientifically Communicate biological information and understandings Key Knowledge Unit 2: Organisms and their environment Area of Study 1: Adaptations organisms Materials Procedure Transects – ideal practice location is somewhere local, near or on school grounds, for example a sloping table drain near the schools oval. Ø Divide into two groups Ø Each group will need a 50 metre tape measure and three quadrats. Ø Run a transect line from the top of the slope to the bottom. Ø Choose three points along the transect (one near the top, middle an bottom) Ø Record the distance of each point on your record sheet Ø Record the percentage cover of grass, weeds and other plants in your quadrat Ø When you are finished, leave the quadrats exactly where they are and switch with the other transect group. Ø Record where they have placed the transect, then record your estimation of the percentage cover. Ø Now compare your results to that of the other group. Are there any differences? Is estimating percentage cover an accurate method of data collection?
 * Conduct first hand investigations: using materials appropriate to the investigation and evaluating experimental procedure and reliability of data.
 * Act responsibly when conducting investigations: maintain safe practices; work independently and collaboratively as required.
 * Collect, process and record information systematically, analyse and synthesise data; draw conclusions consistent with the question under investigation and evidence obtained
 * Interpret, transpose and communicate information and ideas effectively
 * Use techniques of communication appropriate to different audiences and purposes
 * Use scientific terminology and conventions appropriately
 * Techniques used to monitor species distribution.
 * 2 x 50m tapes
 * 6 x quadrats
 * record sheets and pencils
 * sample pieces of coloured cardboard (see procedure)
 * hats, sunscreen, appropriate footwear

Record Sheet
 * Transect 1 ||
 * Distance (metres) || Narrow leaf grass (% cover) || Broad leaf grass (% cover) || Weeds

(% cover) || Other

(% cover) ||
 * Quad 1 ||  ||   ||   ||   ||
 * Quad 2 ||  ||   ||   ||   ||
 * Quad 3 ||  ||   ||   ||   ||
 * Transect 2 ||
 * Distance (metres) || Narrow leaf grass (% cover) || Broad leaf grass (% cover) || Weeds

(% cover) || Other

(% cover) ||
 * Quad 1 ||  ||   ||   ||   ||
 * Quad 2 ||  ||   ||   ||   ||
 * Quad 3 ||  ||   ||   ||   ||

Estimation Techniques

Following on from the previous activity, facilitate class discussion around the previous exercise and get students to develop an experiment to test their estimation ability with the quadrats. Ideally, they would come up with something like this activity. If we were short for time I would incorporate this as part of the previous activity. Prepare a number of pieces of cardboard of varying shapes, sizes and colour. Calculate and record the area in cm2 on the back of each piece. On a flat area of homogeneous substrate (either concrete or grass), set up a number of quadrats with a random assortment of cardboard pieces, coloured side up. Get the students to work in small groups and rotate through the different quadrats and record their estimations. Give students a handout of an estimation guide. When the students are finished, as a class, go back to each quadrat and add up the areas of the colours to give students a chance to reflect on their estimations. Discuss any general trends that may have emerged from the results, e.g. under estimating dark colours. Have some sort of prize for the most accurate group.
 * Quadrat Number || % Blue || % Red || % Black || Total % ||
 * 1 ||  ||   ||   ||   ||
 * 2 ||  ||   ||   ||   ||
 * 3 ||  ||   ||   ||   ||
 * 4 ||  ||   ||   ||   ||
 * 5 ||  ||   ||   ||   ||

Field Estimation Guide

Example handout of estimation guide, adapted from Figure 11., Page 98. McDonald, R., Isabel, R., Speight, J., Walker, J., & Hopkins, M. (1998). Australian Soil and Land Survey: Field Handbook. Canberra: CSIRO



= 8. Field Trip to Wilsons Promontory =

Purpose The field trip to Wilsons Promontory will allow students to use the skills and knowledge they have acquired during this Area of Study.

==

Norman Bay, Wilsons Promontory

Field Trip To Wilsons Promontory Assessment Task

Time will be given in class to work on the assessment task for the field trip. Below is an assessment rubric for the assessment task.



=9. Revision Game =