ADAPTATIONS TO ARID HABITATS Teachers Notes

Who is it for?
11-14 year olds session. The experiment can be left running overnight or until the next class, when the results and write up can take place.

How long will it take? The presentation and experiment set up are ideal as an hour-long

Learning outcomes:
Students will learn about how different animals and plants are adapted to surviving in arid habitats. Students will develop practical planning and investigative skills and will practice critically analysing and evaluating evidence from their observations and experiments.

What do you need?

Interactive whiteboard or projector Computer to connect to whiteboard or projector ARKives Adaptations to Arid Habitats classroom presentation (PowerPoint) Adaptations to Arid Habitats Worksheet 1 (one per student) Adaptations to Arid Habitats Worksheet 2 (one per group) One medium to large sponge per group (to be divided into four pieces) Water (to soak sponges) Selection of materials to simulate adaptations e.g., plastic bag or cling film as waterproof skin; cardboard or other material to provide shade; washing up bowl or other container to simulate a burrow If a heat lamp or desk lamp is available you can use these to simulate sunshine; otherwise, the sponges can be left in a warm, sunny spot (ensure there is natural light) Weighing scales

Summary:
This creative and practical activity is designed to teach 11-14 year olds about the concept of adaptation, looking specifically at how animals and plants are adapted to survive in arid habitats. Students will learn the definition of adaptation, and why living organisms need adaptations to survive in their natural environment. Using Barrow Island in Australia as a case study, students will also learn the definition of an arid habitat and about the particular challenges that arid environments pose to living organisms. Students will look at examples of mammals, amphibians, reptiles and plants and the specific adaptations that enable them to survive in arid habitats. Students will compare those species living on Barrow Island with examples of species living in other arid habitats worldwide.

Students will complete a worksheet that requires them to decide whether particular adaptations are behavioural adaptations or physical adaptations, using examples given in the presentation. Working in groups, students will then be asked to design and carry out experiment aimed at testing the effectiveness of different adaptations in reducing water loss. Students will leave the experiment for at least 24 hours, and will collate and report their results in a written scientific report.

Preparation guidelines:
1. 2. 3. 4. 5. Read through the instructions to make sure you understand the activity. Download the Adaptation to Arid Habitats PowerPoint presentation. Print out a set of Worksheet 1, one for each student in the class. Print out a set of Worksheet 2, one for each group. Assemble equipment for the adaptation experiment. Each group will need four sponges (or a large sponge split into four equal pieces), access to weighing scales, and enough equipment to simulate shade, waterproof skin and a burrow.

How to run the session:

1. Begin by introducing the concept of adaptations to arid habitats by working through the Adaptation to Arid Habitats PowerPoint presentation. See slide notes on the PowerPoint presentation for further guidance and information. 2. At the appropriate point during the presentation, hand out an Adaptations to Arid Habitats Worksheet 1 to each student to fill in. 3. Once the students have completed the worksheet, run through the answers on the PowerPoint presentation as a class. 4. The last slide of the presentation introduces the experiment. Once you have explained the experiment to the students, ask them to divide into groups. Hand out an Adaptations to Arid Habitats Worksheet 2 to each group and ask them to fill in the preliminary questions. 5. Hand out sponges and equipment and supervise the students setting up the experiment. If necessary, prompt the students as to how best to simulate the different adaptations, for example by putting the sponge inside a plastic bag or cling film to simulate waterproof skin. Students will need to ensure that their experimental design is consistent; for example, all the sponges should be soaked thoroughly, squeezed out to avoid oversaturation, and then weighed, and this treatment should be applied consistently for all adaptation simulations. Similarly, students will also need to consider the necessity for a control experiment. 6. Once the experiment has been set up, it should be left running overnight or until the next class. It is advisable to place the experiments in a sunny spot or under a heat lamp to ensure that the best results are achieved. Save the worksheets as the students will need these when collecting the results at the end of the experiment. 7. In the next class, get the students to record the results and answer the remaining questions on the last page of the worksheet. The students will be asked to produce a graph illustrating their results. 8. You may then want to ask the students to write up the experiment in full.

Suggestions for extension activities:

Extension 1 - Design a Species Ask the students to come up with their own imaginary species adapted to live in an arid habitat. Get the students to design a poster illustrating their species and labelling its different adaptations. If desired, the students can then present their posters to the rest of the class. Extension 2 - Camel Adaptations Ask the students to research the different ways in which camels are adapted to living in desert habitats. They can use the ARKive website, other online sources or books. Ask the students to design a poster or create a presentation explaining the camels adaptations and how they help it to survive. Extension 3 Adaptation Comparison In this activity, students have learned how animals are adapted to arid habitats, using Barrow Island, Australia as a case study. For this extension activity, get students to consider other habitat types, for example, polar, tundra, temperate, tropical, etc. Ask the students to pick a habitat type and have them research a particular location (e.g. Polar/Arctic) in order to compile their own case studies. Students should research the species that live in their chosen habitats and the adaptations they have evolved which allow them to thrive in their environment. Students can then choose how they wish to present their findings, for example, as a presentation, poster, written report, or other format.