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| 1. |
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[Description]
Introduction
Teacher gives the goals of the lesson.
Teacher asks students what is needed to live on land. Students give some suggestions.
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| 2. |
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[Animation]
Conditions on land and in water
Teacher runs animation about conditions in terrestrial and aquatic environments.
Teacher asks students to discuss if it is easier to live on land or in water. Students answer the question.
Next, teacher asks students to ‘vote’ by raising hands.
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| 3. |
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[Whiteboard exercise]
Features of terrestrial and aquatic environments
Teacher asks one of the students to complete the activity about the features of terrestrial and aquatic environments.
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| 4. |
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[Slideshow]
Living on land and in water
Teacher asks students if they know any animals that live both on land and in water.
Teacher shows slideshow about animals living both in water and on land.
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| 5. |
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[Student activity]
Life on land
Teacher shows slideshow to show the adaptations of organisms to life on land.
Next, teacher asks one of the students to run the simulation to see how organisms adapted to life on land. Students watch animations and listen to the narration.
Finally, teacher asks one of the students to complete the activity.
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| 6. |
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[Student activity]
Adaptations of plants to life on land
Teacher plays slideshow about the effects of terrestrial plants on the biosphere. After watching it, teacher tells that vascular plants and fungi alter the biosphere and enable animals to live.
Teacher plays slideshows about the role of different plant structures in adaptation to life on land.
Finally, teacher asks one of the students to complete the activity.
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| 7. |
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[Student activity]
Adaptations of insects to life on land
Teacher asks students what insects living on land they know.
Teacher shows slideshow about adaptations of insects to life on land.
Next, teacher asks students what adaptations of insects are essential for life on land. Students give their answers and teacher marks them in the exercise. If mistakes are made, teacher opens window with additional information and reads the information.
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| 8. |
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[Slideshow]
Adaptations of reptiles and amphibians to life on land
Teacher runs slideshow about adaptations of reptiles and amphibians to life on land. Teacher asks students to note: - what substance these animals excrete, - how their skin is built, - what the structure of reptiles’ and amphibians’ lungs is, - what the structure of hearts of these animals is, - how they reproduce.
If necessary, teacher plays the slideshow again or pause it.
Teacher asks students about the issues mentioned above.
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| 9. |
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[Animation]
Desert crocodiles
Teacher runs animation about desert crocodiles.
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| 10. |
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[Slideshow]
Adaptation of birds for flight
Teacher shows slideshow about adaptations of birds for flight.
Teacher asks one of the students how birds are adapted for flight.
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| 11. |
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[Animation]
Swift
Teacher runs animation about the swift.
Teacher asks students: What is interesting about swifts? (They eat, drink, copulate during flight and can fly at up to 170 km/h.)
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| 12. |
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[Description]
Summary
Teacher asks students to list adaptations of plants and animals to life on land.
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| 13. |
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[Description]
Adaptations of mammals
Teacher gives previously printed worksheets (document: Mammals.doc) and asks students to write down the examples of mammals living on land, in the water and flying ones. Teacher also asks students to list the adaptations of mammals to life in these environments.
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| 14. |
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[File]
Mammals.doc
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