LKS2 Topic: Mountains, Rivers and Coasts Block F: Coasts – Where the land meets the sea
Investigate coastlines and the animals and plants that live there. Carry out research in the classroom
and, if you are lucky, on a field trip to the beach; use your research to deepen your knowledge of coastal
food chains and webs. Use IT to create your own nature movie!
Block F: Coasts –
Where the land
meets the sea
[7 sessions]
Main outcome(s): Science and Geography
By the end of this
block you will have
achieved the
following outcomes:


Session 1 Geography
What is a coast?
Investigate the
fascinating world of
coastlines and
discover what a
coast actually is!
Session 2 Geography
and Science
Beach field trip
(optional)
Visit the beach and
take part in a
fieldwork exercise
measuring and
recording plants,
animals and other
features.
Other outcomes: Computing and English
To construct and interpret a variety of food chains, including producers, predators, and prey.
To begin to identify how animals and plants are adapted to suit their environment in
different ways and that adaptation may lead to evolution.
 To describe and understand key aspects of physical geography, including coasts, cliffs and
beaches.
 To understand the processes that give rise to key physical and human geographical features
of the world, how these are interdependent and how they bring about spatial variation and
change over time.
 To use fieldwork to observe, measure, record and present the human and physical features
in the local area using a range of methods, including sketch maps.
 To select, use and combine a variety of software (including internet services) on a range of
digital devices to design and create a range of programs, systems and content that
accomplish given goals, including collecting, analysing, evaluating and presenting data and
information.
 Use search technologies effectively, appreciate how results are selected and ranked, and be
discerning in evaluating digital content.
 To write for a range of real purposes and audiences as part of their work across the
curriculum.
Children will
 Know what the coast is and begin to use some geographical language to describe some key
features of a coastline.
 Work in groups to discuss what they already know and what they want to know about
coasts.
 Begin to understand why coastlines are so varied and why they are always changing.
Children will
 Use fieldwork to observe, measure and record some of the features of the coastline.
 Begin to consider how and why the coastline might have changed over time.
 Identify what difficulties coastal plants and animals may need to overcome and to begin to
identify how they have adapted to their environment.
 Begin to identify the impact of humans on the coastal landscape.
© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.The links to the websites and the
contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton
Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and
accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge
that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents
associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all
responsibility and liability for any loss or damage arising from the use of any Links.
LKS2 Topic: Mountains, Rivers and Coasts Block F: Coasts – Where the land meets the sea
Session 3 Science
and Computing
Coastal animals
Research coastal
animals and plants
and their
adaptations to their
environment.
Children will
 Consider how to effectively and efficiently use an internet search engine to find out
information.
 Identify how and why animals and plants have adapted to their coastal environment.
 Begin to understand that animal and plant adaptations have evolved over time.
Session 4 Science
Coastal food chains
Discover the
complex world of
coastal food chains
and food webs.
Children will
 Use scientific language to describe a coastal food chain.
 Begin to consider the impact on the food web if a food source is no longer available.
Session 5 Science
and English
Narrating a wildlife
documentary
Create an engaging
and informative
wildlife
documentary about
a coastal scene.
Children will
 Use scientific language to narrate a coastal wildlife scene.
 Consider the audience when writing a narration by trying to add personification to their
writing.
 Begin to consider the impact of well made, and well researched documentaries on peoples
understanding of issues in nature.
Session 6 Science
and Computing
Animated food
chain- Stop Motion
Use the IT
programme Scratch
to create a simple
stop-motion
animation about a
coastal food chain;
add titles, credits
and an audio
narration to create a
mini movie.
Children will
 Work together to create animals, plants and a background to form a coastal food chain.
 Explore Scratch and create a simple animation by entering instructions for a character into
Scratch animation.
 Spend time filming a stop-motion animation about their food chain for an audience.
 Experiment using an animation software program to play their mini movie, including adding
a title and credits.
 Add their own audio narration to the animation.
© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.The links to the websites and the
contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton
Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and
accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge
that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents
associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all
responsibility and liability for any loss or damage arising from the use of any Links.
LKS2 Topic: Mountains, Rivers and Coasts Block F: Coasts – Where the land meets the sea
Session 7 Science
and Computing
Animated food
chain- Scratch
Animation
Use the IT
programme Scratch
to create a simple
stop-motion
animation about a
coastal food chain;
add titles, credits
and an audio
narration to create a
mini movie.
Children will
 Work together to create animals, plants and a background to form a coastal food chain.
 Explore Scratch and create a simple animation by entering instructions for a character into
Scratch animation.
 Spend time filming a stop-motion animation about their food chain for an audience.
 Experiment using an animation software program to play their mini movie, including adding
a title and credits.
 Add their own audio narration to the animation.
Resources
Session 1
Provided: Coast vocab list; A3 paper (1 per group); Mind-map; Coast sentences.
You will need:
Session 2
Provided: Worksheets for recording.
You will need: Clipboards and pencils (1 each); Magnifying glass (1 per group); Bucket & net (1 per
group); Camera and/or flipcam; Plain paper for sketching; Extra adult support; Risk assessment.
Session 3
Provided: Coastal animals and plants adaptations sheet.
You will need: Internet access (1 between 2); A4 paper for poster.
Session 4
Provided: Coastal wildlife names (preferably laminated); Food web worksheet; Food chain vocab;
Wildlife name notes for teacher.
You will need:
Session 5
Provided: Food chain diagram; Extra links to video clips of coastal wildlife.
You will need: Stop watch.
Session 6 & 7
Provided: Coastal food chain animation planning sheet.
You will need: A small cardboard box painted 1 colour on the inside and with one side removed; Digital
camera; Tripod; Chicken Run or similar DVD.
© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.The links to the websites and the
contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton
Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and
accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge
that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents
associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all
responsibility and liability for any loss or damage arising from the use of any Links.