First Level Science
Significant Aspect of Learning
Experiences and Outcomes
Planet Earth – Biodiversity and Interdependence
I can distinguish between living and non-living things. I can sort living things into
groups and explain my decisions.
Learning Statements
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Living and non-living things; sorting living things into groups.
The sun as a provider of energy for plants. Simple food
chains showing relationships between plants and animals
for energy.
Plant requirements for healthy growth and development.
Present data/information using displays, photographs,
simple carts and drawings.
Provide oral descriptions of what was done.
SCN 1-01a
I can explore examples of food chains and show an appreciation of how animals
and plants depend on each other for food.
SCN 1-02a
Prior Learning
Children had previously worked on living things through Health and Wellbeing; focussing on what our bodies need to keep healthy. They had a good prior
knowledge of living and non-living from learning in P3. This was clearly evident during the KWL grids (What do I know? What do I want to know? What have I
learned?) completed at the beginning of this unit
Context of Learning
The Learners investigated food chains using a workshop based approach. Three tasks were completed in rotation. Two were adult led and one
independent.
Learning Statement
Living and non-living things; sorting living things into groups.
Learner Comment 1
It’s easy to sort the animals into
habitats all the animals in the blue
hoop will be the farm, the yellow can
be the woods or forest and the green
is the ocean. Come on we have to
beat the timer!...
Learner comment 3
Learner Comment 2
That’s weird, look at this.
Look all the pictures that
go in the producer box are
plants!
Comment 1 provides evidence that the learner was able to sort the
living things into groups according to different criteria. The learner
was successful in this task because they had previous knowledge of
habitats and different living things.
Comments 2 and 3 display knowledge of the plants’ role in the food
chain. The learner was able to use the term producer in the correct
context and could identify that plants are producers as they make
their own food. During this task the learner also explained the term
‘consumer’.
Ha so it is… that’s funny. It’s
because the plants make
their own food and the other
living things can’t. They need
to eat them so they’re not in
the producer side because
they aren’t.
Learning Statement
Food Chains
The sun as a provider of energy for plants.
Simple food chains showing relationships
between plants and animals for energy.
The learner had various opportunities to
explore food chains using ICT games,
flashcards and sequencing games and cut
and stick activities.
Learner comment –
A shark would never
meet a fox so they
don’t belong in the
same food chain, that
group made a
mistake there.
This diagram was drawn by
the Learner during their free
choice time. The child has
demonstrated knowledge of
food chains and has recalled
the facts from the lesson. The
child also explained the
relevance of the arrows in the
brief explanation at the
bottom and mentions the
importance of the sun in this
process.
“The arrows represent the flow of energy and
the sun starts by giving the acorn its energy”.
During peer assessment the
learner was able to identify an
error in a food chain. The
learner explained that sharks
and foxes do not belong in the
same habitat and that
sometimes when there is a
problem the animals have to
move to survive but a fox
could never survive under
water and a shark couldn’t
survive on land. This
explanation demonstrated a
sound knowledge of habitats
and application of this
knowledge to the peer
assessment task.
I disagree because the
foxes will eat all of the
cats. Then there will be
thousands of birds.
I disagree because the
foxes should not have to
come here. The humans
should stop cutting down
the trees.
Learning Statement
The sun as a provider of energy for plants.
Simple food chains showing relationships
between plants and animals for energy.
Foxes over the past 20 years have moved from
their natural habitat into ours. They are more
commonly living amongst us and hunt at night.
This is great news! Foxes are so cute!
Agree or disagree?
I disagree because they
are putting our pets at risk
and if there were no cats
there would be too many
birds.
This is like what is happening
to the endangered animals
because the humans are
using their fur for medicine.
Teacher comment
The above comment was used to create a value line. The learner was asked to stand at either side of the line to agree or disagree and share their reasons why. The
comments above display higher order thinking. The comments regarding the increase in number of birds as well as the effect of the increase in foxes on the cats,
display an understanding of the food chain process and predators and prey. However these comments also display that the learner is applying this knowledge to a
new and unfamiliar experience or situation. The learner was able to relate the findings from their work to situations which occur around them. The comment
linking the role that humans have in endangering animals clearly shows that the learner has a deeper understanding of the impact that meeting human needs has
on some species on animals. This signifies that that learner is thinking beyond the facts and is capable of moving on to the second level science outcome
“I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to
their survival or extinction.
SCN 2-01a
The learner has demonstrated sufficient progress in
all the related learning statements for Biodiversity
and interdependence and are now recognised as
secure at First Level.