and heart for quick breathing;  long muscular tail as a counterweight for balance, and a rudder;  hard, ridged paw pads and claws that cannot retract completely for good grip or traction. 


2 3


(5)


Camouflage – animal has colours and patterns similar to its natural environment  to blend in and therefore hide from its predators.  Mimicry – one harmless species evolves to look like a dangerous one.  (3)


Stick insect – colour and elongated shape of body and legs is the same as sticks/wood  so that it blends into the tree branches, which protects it from predation.  Sea urchin has sharp spines to protect it from predation.  (3) Total: 17 marks


Assessment guidelines


• This activity is intended for informal assessment. • Use the suggested answers supplied to assess learners informally. Allocate learners a mark out of 17 and give them feedback on their performance to prepare them for formal assessment.


Unit 6 Conservation of the ecosystem Learner’s Book pages 44–47 Unit overview


This unit introduces the principles of conservation to learners. They learn about the ways environmentalists and nature conservationists manage and protect ecosystems, as well as how they, as individuals, can contribute to conservation.


Teaching guidelines


• Introduce this unit by asking learners what they understand by the term “biodiversity”.


• Write keywords up on the board. TIP!


Ask learners to list different kinds of animals and plants which make up the biodiversity of the region surrounding where they live.


Background knowledge


Biodiversity refers to the vast range of organisms that exist in the ecosystems. Some areas have greater biodiversity than others. It is important to conserve ecosystems so that the extent of their biodiversity remains.


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