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  • Find one animal (vertebrate or invertebrate) on or near your plant. Draw it and try to identify what kind of animal it is. Observe the animal and describe how it is adapted to feed, reproduce and protect itself from enemies.

  • Participate in a class discussion led by your teacher. Share what the different pairs found out about how plants and animals in your school grounds are adapted to survive.

Field trip

Learning Activity 3: Orientation walk

  • When you arrive at the nature reserve, go on a brief walk to get to know the area.

  • Observe and describe the soils and climate. Discuss the challenges / opportunities these physical conditions pose for plants, animals and people.

  • Look for plants and animals illustrated on the identification sheet provided by the reserve. Tick each picture as you observe the plant or animal and share anything interesting you may know or observe.

Learning Activity 4: Adapted to their environment

  • Your educator will clearly outline the study area where you will observe plant and/or animal adaptations. Discuss how you should behave in the nature reserve.

  • Divide into groups of five. Take a picture (photo or drawing) of a plant or animal. Identify your plant / animal and investigate how it is adapted to survive and reproduce in this habitat.

In each group

  • One learner draws and labels an accurate drawing of the plant / animal

  • Two learners measure / estimate its size, and describe the plant / animal on their worksheet (e.g. type of plant / animal; height; shape, size, colour and texture; adaptations to habitat; etc).

  • Two learners look for any interactions with other plants / animals, and record what they are and what they are doing.

  • Complete as much of the record sheet as you can through observation.

  • Present your observations briefly to the rest of your class on a final interpretative walk around the study area.

Post-visit feedback:

Learning Activity 5:

  • Back at school, conduct research on your particular plant or animal and its adaptations using the e-Kapa website and other sources of information (e.g. books, websites). Add information to the worksheet you started on the field trip.

  • In your group, draw up an illustrated fact sheet either on the computer or by hand. The fact sheet should include:

    • the scientific and common names of your organism;

    • full-colour, labelled illustrations;

    • information on its habitat and how it is adapted to survive in this habitat;

    • information on its reproduction / life cycle and how it is adapted to reproduce effectively.

  • Make a copy of the class’s fact sheets and send them to the nature reserve where they can be used by learners from other schools. 36

  • Drawing of animal; list of adaptations to feeding, reproduction and protection.

Assessment tasks and tools

  • Completed checklist (to be provided by the nature reserve)

Assessment tasks and tools

  • Partially completed worksheet on plant / animal adaptations.

  • Brief presentation on each group’s organism.

Assessment tasks and tools

  • Completed worksheet on

plant / animal adaptations.

  • Illustrated fact sheet.

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