Medium/Long Term Plan for 3/4B, 3/4K and 3/4SC Autumn 2015
Science – Animals including Humans
Establish why classification of plants & animals is important & classify minibeasts. Read & construct food chains & webs. Recognise that
environments can change.
Sessions A, B and C
Habitats and classification.
Remind chn of MRS NERG (met in Year 2) – mnemonic
for the seven characteristics of living things. Define a
habitat and establish that animals & plants live in a
particular habitat to meet their basic needs. Chn name
Sessions D and E
Classification keys, food chains and webs.
.
Model how simple classification keys work. Introduce chn to
available software for creating branching databases or
dichotomous keys. Chn create their own classification key for
living things in a range of habitats.
minibeasts.
Explain that there are about 9 million different living
Remind chn of the feeding relationship (food chains) between
things on Earth & discuss why is it useful to classify
them to aid identification. Make chn aware of the
different living things in a particular habitat (Y2). Find out how
food chains can be built into complex webs & weave one
importance of careful observations of living things. Look
together. Discuss what happens if one link in the chain is
at recently discovered species.
removed.
Use the school grounds or the local environment.
Observe &/or collect minibeasts & record them & any
evidence (including plants) to show why the habitat is
suitable for them. Use identification charts. Make a
guide for other chn!
How you can help your child achieve:
Use the Internet to find out more about habitats and classification.
Can you go on a minibeast hunt? What did you find?
Sessions F and G
.Effects of change, management.
Discuss natural & human-led changes in
environments, both positive & negative, e.g. nature
reserves, ecologically planned parks & garden ponds
OR population, litter & deforestation. Chn research
& report on a particular issue. Set up a litter
enquiry.
Find out how habitats are managed, both in the past
& present. Discuss what happens to unmanaged
habitats. Study in depth a local habitat that is being
managed. Finish litter enquiry. Write Estate Agentstyle description for a minibeast habitat!
Medium/Long Term Plan for 3/4B, 3/4K and 3/4SC Autumn 2015
Science- Animals including Humans
Find out about food groups & healthy balanced diets. Study the human digestive system & how food is transported around the body. Compare
diets of herbivores, carnivores & omnivores. Investigate teeth & what causes decay. Look closely at food chains/webs
Sessions A,B and C
Digestion and the digestive system, animal diets
Sessions D,E
Teeth and tooth decay. Whole investigation.
.
Explain that digestion is the act of softening &
Look at models of teeth or sets of teeth. Use mirrors to
changing food so that the body can absorb & use
look at & count own teeth. Compare teeth of different
it for energy & growth. Chn find out which human
organs are involved & begin a class model of the
human digestive system.
Discuss further details of the digestive system
including functions of the various organs
animals. Learn about incisors, canines, (premolars) &
molars. Find out what they are used for. Make a model of
a human jaw with plasticine.
Learn about the importance of keeping your teeth
involved. Find out what happens when we eat
healthy & watch an animation. Study tooth decay & draw
poisonous or bad food & how illnesses can be
a careful diagram of a tooth. Start an enquiry to see
caused by poor diets. Chn finish model & present
which liquid does least damage to an eggshell. Start a
facts about organs.
poster about tooth care.
Compare human digestive system to other
Continue with & complete the eggshell enquiry from the
animals’ particularly ruminants. Chn define
carnivores, herbivores & omnivores & investigate
examples of each type of animal. They then
become Zoo Keepers for the day & order food
for their charges.
Sessions F,G and H
Producers, predators and prey. Food webs.
All living things in a habitat are interdependent.
Plants are producers & animals are predators
&/or prey. Chn investigate a number of feeding
relationships & create food chains to show the
transfer of food (energy) from the producer to
the consumers.
A wonderful food web is woven from simple food
chains in this session as children understand
more complex feeding relationships. They
discover the impact that small changes can have
on the whole web. Discuss the importance of
plants to all life on Earth!
last session. Record the results. Can we use the results
to draw a conclusion? Was our prediction right? Was it a
fair test? Finish posters about tooth care. Identify
sugar content from labels.
How you can help your child achieve:
Use the internet to play teeth games. When you visit the dentist ask if they have any information for your child about our teeth. Go to the library and find out about our digestive system.