Lesson Plan – Why and how do animals compete?

Learning Intention: Students explore animal competition and how that acts as a driver of evolutionary change.

In the lesson students will learn:

  • The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185)
    • Learn about the features and adaptations that animals use to impress their mates and gain limited resources and how this drives evolution
  • 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
  • Animals will compete in order to gain access to the limited resources in every ecosystem

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 7

  • Interactions between organisms, including the effects of human activities can be represented by food chains and food webs (ACSSU112)
  • Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)
  • Collaboratively and individually plan and conduct a range of types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)
  • Measure and control variables, select equipment appropriate to the task and collect with accuracy (ACSIS126)
  • Construct and use a range of representations, including graphs, keys and models to represent and patterns or relationships in using as appropriate (ACSIS129)
  • Summarise , from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS130)
  • Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS131)
  • Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS132)

Year 9

  • Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)
  • Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE157)
  • Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)
  • Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)
  • Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)
  • Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171)

Year 10

  • The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185)
  • Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)
  • Plan, select and use appropriate types investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)
  • Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203)
  • Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204)
  • Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205)

    NSW Syllabus Points

     

     Stage 4

    • LW1 There are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111)

    Students:

    a. identify reasons for classifying living things

    b. classify a variety of living things based on similarities and differences in structural features

    c. use simple keys to identify a range of plants and animals

    d. identify some examples of groups of micro-organisms

    e. outline the structural features used to group living things, including plants, animals, fungi and bacteria

    f. explain how the features of some Australian plants and animals are adaptations for survival and reproduction in their environment

    • SC4-14LW: relates the structure and function of living things to their classification, survival and reproduction
    • SC4-4WS: identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge
    • SC4-5WS: collaboratively and individually produces a plan to investigate questions and problems
    • SC4-6WS: follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually
    • SC4-7WS: processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions

    Stage 5

    • LW2 Conserving and maintaining the quality and sustainability of the environment requires scientific understanding of interactions within, the cycling of matter and the flow of energy through ecosystems.

    Students:

    a. recall that ecosystems consist of communities of interdependent organisms and abiotic components of the environment (ACSSU176)

    b. outline using examples how matter is cycled through ecosystems such as nitrogen (ACSSU176)

    c. describe how energy flows through ecosystems, including input and output through food webs (ACSSU176)

    d. analyse how changes in some biotic and abiotic components of an ecosystem affect populations and/or communities

    e. assess ways that Aboriginal and Torres Strait Islander Peoples’ cultural practices and knowledge of the environment contribute to the conservation and management of sustainable ecosystems  

    f. evaluate some examples in ecosystems, of strategies used to balance conserving, protecting and maintaining the quality and sustainability of the environment with human activities and needs      

     

    • LW4 The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence. (ACSSU185)

    • SC5-14LW: analyses interactions between components and processes within biological systems
    • SC5-4WS: develops questions or hypotheses to be investigated scientifically
    • SC5-5WS: produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively
    • SC5-6WS: undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
    • SC5-7WS: processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
    • SC5-8WS: applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems

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