Adaptation and Biodiversity

Overview

This dynamic 60-minute lesson explores how adaptations in flora and fauna contribute to biodiversity in Australian ecosystems, incorporating Aboriginal perspectives and deepening students’ understanding of the interconnectedness of nature. The lesson aligns with the Australian Curriculum, specifically Year 9 Science (Biological Sciences), and supports the cross-curricular priority of Aboriginal and Torres Strait Islander Histories and Cultures.

Curriculum Alignment

Science Understanding

ACSSU176: Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems.

ACSSU175: Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment.

Cross-Curriculum Priorities

Aboriginal and Torres Strait Islander Histories and Cultures (OI.2 & OI.3)

• Aboriginal Peoples' knowledge of ecosystems and sustainable management.
• The interconnected spiritual relationships between Aboriginal Peoples and Country/Place.

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Learning Intentions

Students will:

• Explain how structural, physiological, and behavioural adaptations of Australian organisms promote survival in diverse environments.
• Understand how biodiversity is influenced by adaptations and interactions with the environment.
• Appreciate Aboriginal ecological knowledge systems and how they enable sustainable management of environmental biodiversity.

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Success Criteria

By the end of this lesson, students should be able to:

• Identify key adaptations in Australian organisms and relate these to their specific environments.
• Articulate the role of biodiversity in maintaining balanced ecosystems.
• Describe an example of Aboriginal practices that sustain biodiversity.

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Materials

Teacher Materials:

• Interactive PowerPoint presentation with visuals of Australian flora/fauna adaptations.
• Didjeridu sound clip (may need prior school approval).

Student Materials:

• A3 paper
• Coloured markers
• Printed worksheet: "Adaptation & Biodiversity: Case Study - Thorny Devil and Aboriginal Land Management."

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Lesson Outline

Introduction (10 minutes): "What is Adaptation?"

1. Engage with visuals: Display an image of two Australian animals (e.g., Thorny Devil, Koala). Initiate a class discussion:

   • "What do you notice about their features?" (Prompt for structural adaptations like spines to capture water or fur density).
   • "How might these features help them survive in different environments?"

2. Link to nature’s diversity: Discuss how adaptations contribute to rich biodiversity in ecosystems.

3. Introduce the cultural lens: Briefly discuss how Aboriginal groups have observed and understood these adaptations for tens of thousands of years. Play a 30-second Didjeridu sound to centre students. Explain this instrument is tied to Aboriginal peoples’ cultural storytelling, often conveying environmental knowledge.

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Main Activity (30 minutes): "Adaptation and Interdependence"

Part One - Case Study: Thorny Devil (10 minutes)

1. Exploration: Present key information about the Thorny Devil, focusing on:

   • Structural adaptation: Spines that guide dew to the mouth.
   • Behavioural adaptation: Hiding under sand when predators approach.
   • Environmental challenges: Hot, arid deserts of central Australia.

2. Class perspective: Ask students to discuss in pairs:

   • "What would happen if the Thorny Devil disappeared from its ecosystem?"
   • Introduce the concept of cascading ecological impacts.

Part Two - Aboriginal Connection to Biodiversity (15 minutes)

1. Aboriginal ecological knowledge: Share an example linking Aboriginal land management (e.g., traditional fire-stick farming) with maintaining biodiversity. Explain how this technique creates patches of different habitats, supporting varying plants and animals.
2. Small Group Task: Divide the class into 5 groups:
   • Each group examines a specific adaptation of a unique species (e.g., Kangaroo, Emu, Bilby, Mangrove trees).
   • On A3 paper, students illustrate their species and its adaptations, linking them back to biodiversity.
   • Groups present findings briefly to the class (2 minutes each). Each group shares how Aboriginal knowledge of that species may contribute to its conservation.

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Conclusion & Reflection (10 minutes)

1. Whole-Class Discussion:

   • Pose reflective questions:
     • "What surprised you most about the adaptations you learned?"
     • "How can Aboriginal knowledge support biodiversity in the future?"
   • Emphasise the value of blending scientific and traditional ecological knowledge for sustainable environmental management.

2. Exit Task: Students write one fact they learned today on a sticky note and place it on the "What I Learned Wall" near the classroom door.

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Extension Activities

• Research Project: Investigate a local Aboriginal story about an animal and the environmental knowledge embedded in it.
• Eco-awareness Campaign: Students create posters or videos highlighting the importance of protecting specific ecosystems within Australia.

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Assessment Strategies

• Observation of group participation and presentations.
• Review of illustrations and written connections between adaptations and biodiversity.
• Exit task responses to gauge reflective thinking.

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Teacher Reflection

• Did students understand the connection between adaptations and biodiversity?
• Was Aboriginal knowledge appropriately incorporated and respected?
• Were the activities engaging, and did they cater to diverse learning styles?