Assessment guidelines


• This activity is intended for informal assessment. • Ask learners to swop their books and mark each other’s work using the suggested memorandum to assess learners informally, allocating each other a mark out of 10.


Extension/Extension activity


Ask learners to look up other plants or even bring some plant samples from home which have specific adaptations for survival in their environment.


Activity 2 Describe adaptations in animals Learner’s Book page 42 Guidelines to implement this activity


• This is an individual activity. • Ask learners to read the information on animals and answer the questions in their workbooks.


Background knowledge


Animals have adaptations for living in extreme environments and for being predators among other things.


Suggested answers 1.1 Camel has wide feet to spread the load on the desert sand;  polar bear has large paws to spread its load on ice and snow. 


They both have small ears. 


1.2 Long eyelashes  and hair-lined nostrils  that can close to keep sand out of their eyes and nose.


1.3 Great white shark: it can detect the movement of animals in the water as an electromagnetic field;  has a very powerful tail and can swim so fast when it attacks that it sometimes shoots out of the water;  pointed snout and smooth body make it very streamlined and fast;  two rows of triangular teeth, with new ones ready to grow into place when it needs them;  top half of its body is grey-blue to match the colour of the water.  OR


Cheetah: long legs and narrow, lightweight body for acceleration and manoeuvrability;  good binocular vision;  larger than usual nostrils, lungs


43


(2) (2)


(2)


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