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Adaptations of organisms

Adaptations of organisms

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Adaptations of organisms

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  1. Adaptations of organisms Unit 2, AOS 1

  2. Under the sea...

  3. Under the sea...

  4. Strange looking fish • What features did you see on the Anglerfish (the fish with the light) and the other deep sea creatures? • Why do you think these creatures look so different to creatures on land? Think, pair, share

  5. Strange looking fish • One of features of the Anglerfish was a light • This light performs the role of a lure for prey (The light is a result of bioluminescence produced by a mutually beneficial interaction, called symbiosis, with bacteria) • This light is an example of a structural adaption...

  6. Visual organiser...

  7. Adaptation: A structural, functional or behavioural characteristic that increases the survival, and therefore the reproductive potential, of an organism and is passed on to offspring. • structural (physical - how an organism is built) • functional (physiological – how an organism works inside) • behavioural (what an organism does)

  8. Adaptations: some examples • Polar bear • Structural • pads of the paws are covered with small, soft papillae (dermal bumps) which provide traction on the ice • thick layer of blubber (fat) keeps the polar bear warm while swimming in cold water • Functional • extremely well developed sense of smell, being able to detect seals nearly 1.6 km away and buried under 0.9 m of snow • good long distance vision • Behavioural • digs dens several metres deep to obtain shelter from high winds that sweep over the ice • moves slowly to prevent overheating and rests often

  9. Identifying adaptations Using these six animal pictures (and research) come up with examples of two structural, two functional and two behavioural adaptations. Use all animals once and include reasons why these adaptations would increase the animals survival. Record in your visual organiser.

  10. Your example... • What is an example of an adaptation that has not been presented here? What type of adaptation is it and what is it’s purpose? Record in your organiser.

  11. Game time... Play the Darwin: Who Wants to Live a Million Years? game

  12. Let’s discuss... • Did you manage to survive to a million years? • Those of you who survived for a million years, or close to, what did your population of three individuals look like at the beginning? • Why do you think having individuals with different traits helps your species survive longer?

  13. What do you think the surviving members of the human race would look like in 1,000 years if tomorrow the oceans rose, all man-made resources were destroyed, and the only food source was in the sea? Think, pair, share

  14. Final task In class work: • Design an individual of an imaginary species displaying at least three structural adaptations • Write down justifications for the adaptations you chose. How are they relevant to the environment you set your creature in? What benefit do they give your creature? The assignment: • Based on the work done in class, create a model of the imaginary creature you designed • ‘Show and tell’ your model to the class, describing the environment selected as your creatures habitat, pointing out the adaptations on your model , and providing your justifications for the adaptations

  15. Sources Finding Nemo YouTube clip: http://www.youtube.com/watch?v=fMTHrvskSW8 Deep sea creature images: http://www.nytimes.com/2007/05/22/science/22deep.html?_r=1& Darwin natural selection game: http://science.discovery.com/interactives/literacy/darwin/darwin.html With special thanks to Google Images