Lesson Plan – Why and how do animals compete?

Learning Intention:

Students explore animal competition.

In the lesson students will learn:

  • Living things have structural features and adaptations that help them to survive in their environment ACSSU043
    • Learn about the features and adaptations that animals use to impress their mates and gain limited resources
  • The growth and survival of living things are affected by physical conditions of their environment ACSSU094
    • Learn about the conditions that influence the physical and behavioural traits of an animal and how they may be used as an evolutionary advantage
  • Living things have life cycles ACSSU072
    • Learn about what the process of competing for resources and mates within the life cycle of an animal
  • Explore and draw conclusions from the data they collected (Under the Science Inquiry Skills provided by ACARA)

Timing:

This lesson is designed to be accomplished in a 60 minute time period, but you may find that your students benefit from additional time. This lesson can also be extended where students are able to write up a scientific report using the information they have collected and answered during the process of doing the worksheet.

Assumed Knowledge:

  • Animals are required to do a variety of things to survive- some of these behaviours are unique to the animal, others all living things have in common such as eating. One of these behaviours is to impress the female so that they can reproduce.
  • Animals have a finite lifespan
  • There are limited resources in every environment

Preparation:

Reservoir Crabs cannot be played on a desktop or laptop due to the use of AR. Students will need a hand held device like a smartphone or tablet with internet connectivity and the app pre-loaded before the lesson. Students do not need to log in to use the app.

The Reservoir Crabs AR tags are located within the worksheets so no need to print them out beforehand! You can still download the tags from the Arludo Science Portal if you do decide to print them out.

Access the full lesson plan by creating your free account on the Arludo Science Portal:

Australian Curriculum Points (ACARA)

 

Year 3

  • Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)
  • Science involves making predictions and describing patterns and relationships (ACSHE050)
  • With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053)
  • With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)
  • Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS055)
  • Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)
  • Compare results with predictions, suggesting possible reasons for findings (ACSIS215)
  • Reflect on investigations, including whether a test was fair or not (ACSIS058)
  • Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)

Year 4

  • Living things depend on each other and the environment to survive (ACSSU073)
  • Science involves making predictions and describing patterns and relationships (ACSHE061)
  • With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)
  • With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)
  • Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)
  • Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)
  • Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
  • Reflect on investigations, including whether a test was fair or not (ACSIS069)
  • Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)

Year 5

  • How particular structural features and behaviours of living things enable their survival in specific habitats (AC9S5U01)
  • Pose investigable questions to identify patterns and test relationships and make reasoned predictions (AC9S5I01)
  • Plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place (AC9S5I02)
  • Construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationships (AC9S5I04)
  • Compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions (AC9S5I05)
  • Write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate (AC9S5I06)

Year 6

  • The growth and survival of living things are affected by physical conditions of their environment (ACSSU094)
  • Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE098)
  • Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100)
  • With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232)
  • Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS103)
  • Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS104)
  • Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107)
  • Compare data with predictions and use as evidence in developing explanations (ACSIS221)
  • Reflect on and suggest improvements to scientific investigations (ACSIS108)
  • Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS110)

NSW Syllabus Points

 

 Stage 2

  • A student compares features and characteristics of living and non-living things ST2-4LW-S
  • A student questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations ST2-1WS-S
  • Collect data and identify patterns to group living things according to their external features, and distinguish them from non-living things (ACSSU044) SysT
  • Identify that science involves making predictions and describing patterns and relationships (ACSHE050, ACSHE061) SciT
  • Describe how living things depend on each other and the environment to survive (ACSSU073)SysT
  • Identify that living things have life cycles (ACSSU072)
  • Conduct an investigation into the life cycle of plants and/or animals (ACSSU072)
  • Collect and record accurate, honest observations using labelled observational drawings, basic formal measurements and digital technologies as appropriate (ACSIS055, ACSIS066)
  • Use a range of methods to represent data, including tables and column graphs
  • Identify patterns and trends in gathered data (ACSIS057, ACSIS068)
  • Compare results with predictions
  • Suggest possible reasons for findings (ACSIS215, ACSIS216)

Stage 3

  • A student examines how the environment affects the growth, survival and adaptation of living things ST3-4LW-S
  • A student plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions ST3-1WS-S
  • Plan and conduct a fair test to show the conditions needed for a particular plant or animal to grow and survive in its environment (ACSSU094) SciT
  • Test predictions by gathering data and use evidence to develop explanations of events and phenomena (ACSHE081, ACSHE098) SciT
  • Understand that scientific and technological knowledge is used to solve problems and inform personal and community decisions (ACSHE083, ACSHE100) SciT¬†
  • Describe adaptations as existing structures or behaviours that enable living things to survive in their environment (ACSSU043) SciT
  • Make and justify predictions about scientific investigations (ACSIS231, ACSIS232)
  • Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data
  • Employ appropriate technologies to represent data (ACSIS090, ACSIS107)
  • Compare data with predictions
  • Present data as evidence in developing explanations (ACSIS218, ACSIS221)

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