These lessons are designed to be assigned by the week and are mostly independent work since my Level 2 Science course is taught alongside my Level 2 Chemistry course. They are to provide necessary background information to support students when they research their extreme environments internal. Even though this work is independent, make sure to check in with students at the following points...

• Task 2 - Make sure that they picked up the mystery vocab words to be living and non-living. Print these out as cards so students can physically organize them. 

• Task 5 - Although this internal does focus a lot on the Western way of thinking about life, it is useful to think about your chosen organism in the Māori way of circular and reciprocal since they need to think about what characteristics the organism has that allows it to survive in an extreme environment. 

• Task 6 - Check in with their understanding of MRS GREN and use the example of fire of how that is a limiting list. Talk about how cell/control (homeostasis) was added. 

• Task 8 - The reason why we're going into more detail about plant cells is for three reasons. First, they might pick a plant or organize that has photosynthesis ability for their extreme organism. Second, it starts them thinking about adaptations and how that helps with survival. Third, regardless of what organism they pick, they will probably need to talk about the food chain and plants are at the base of every food chain. This will be discussed more in the next lesson.