Aston St Mary’s School SCIENCE MEDIUM TERM PLAN
Class: 2
Term: Spring ½ 2015
Church of England
(VA)
Primary School
Living things and their
habitats
Wk
Learning Objectives
Learning Question
Skill
Independent and Guided Learning
Resources
“I can….”
Assessment
1
How do we know that
something is alive? Explain what
they have found out
Ask the children if you (the teacher) are alive. How do they know?
What do you do that shows you are alive? Write the ideas on f/c,
e.g. grow, talk, eat, drink, move, perhaps you’ve got children of your
own - reproduce, etc. Now show children a pot plant and ask them if
they can think of anything that the plant does that is similar to what
you/they do. Discuss the things that living organisms need to stay
alive & healthy.
Provide a minibeast(s) e.g. snail, beetle found locally and a plant(s)
in a pot or in a tray so roots are visible (pictures could be used if this
is not possible). Have labels with questions available to prompt
discussion of similarities Provide a minibeast(s) e.g. snail, beetle
found locally and a plant(s) in a pot or in a tray so roots are visible
(pictures could be used if this is not possible). Have labels with
questions available to prompt discussion of similarities
Children draw a picture of themselves and write underneath ‘I need
… to stay alive and healthy.’ Provide a word bank if appropriate.
Play Taboo Words found in the ‘Excuse me, are you alive?’ pack
downloaded from http://www.pdsa.org.uk/aboutus/education/primary-lesson-plans/science#excuse-me-are-youalive. Chn have a card each & have to describe the animal, person or
object without using the taboo words on the cards. Can the rest of
the group/class guess what it is?
Tell children that all plants and animals are made up of cells. These
are very small. In humans we have, e.g. skin cells, blood cells, liver
cells, muscle cells, etc. and plants have leaf cells, bark cells, root
cells, etc. All cells have parts in common, but also are different
shapes, sizes, colours and are used to do different things. Some
organisms are only one cell, e.g. an amoeba
Pot plant,
minibeast(s),
plant with visible
roots. Access to
internet
Questions - Can it
move?
Can it breathe?
Can it have
babies? Can it
see, hear, feel,
taste and smell?
Does it need
water? Does it
need food? What
colour is it? Are
plants always
green?
Explore and
compare the
differences
between things
that are living,
dead, and things
that have never
been alive
Access to internet
2
What are the 7 life processes?
Demonstrate what they have
found out.
Explain that in this session we are going to look in more detail at
the life processes that are common to all living things
A lady called MRS NERG (sometimes written as MRS GREN) is going
to help us remember them! Meet Mrs Nerg describing the seven life
processes of animals at
http://www.oum.ox.ac.uk/thezone/animals/life/! Discuss how they
apply to plants using the session resource.
Watch the short video at
https://www.youtube.com/watch?v=Q2HDJP10qSQ and join in the
song at the end!
In groups make up a drama to illustrate the 7 life processes – record
Discuss what actions might show an audience what the seven life
processes are, e.g. walking, dancing, etc. (Movement), cuddling a
baby/doll (Reproduction), holding their nose and pulling a face to
show they are reacting to a horrid smell (Sensitivity), miming eating
and drinking (Nutrition), breathing out in exaggerated way to get rid
of carbon dioxide (Excretion), pretending to eat something,
breathing in to obtain oxygen & then running fast on the spot
(Respiration) and finally crouching & gradually growing taller
(Growth). You or the children may have better ideas! Practise this &
have children holding the relevant life process up at the appropriate
moment. If shown to an audience, more able volunteers could
explain what each action shows.
List the seven life
processes common
to animals and
plants.
2. I can explain
some (or all) of the
life processes
relating to animals
and plants
3
Can I tell which objects are
alive/not alive or have never been
alive?
Sort objects into three groups
Show children the collection of living and non-living things and begin
to sort them into two hoops labelled Living and Non-living. Then
include a dead leaf or plant. Ask how we could describe this. Is it
living? No, but it was alive once, so a third hoop could be added for
Was Alive Once. Then show children a wooden ruler, a cotton Tshirt, etc. & discuss how they are made from things that were once
alive. Compare with a plastic ruler or an acrylic top & point out that
these are man-made, manufactured & have never been living.
Take the class for a walk to see what living and non-living things they
can identify around the school or in the school grounds. Talk about
what they saw back in the classroom & note examples of living and
non-living things on f/c.
Muddle up objects and help children in small groups to sort them
into living and non-living. For more able children have a third
category – was once alive – and ensure they identify paper, wood,
cotton, cork, leather, etc. as having been a part of a living plant or
animal once.
Choose one object to write about in detail.
Hoops for sorting.
Set of living/nonliving objects to
sort - include a
plant and if
possible
something like a
snail, woodlouse
in a pot, plus
some examples of
things that were
living once, e.g. a
wooden block or
ruler, a dead leaf,
a cork, some
paper, a cotton Tshirt, leather
gloves or belt,
etc. Access to
internet
. Distinguish living
organisms from
non-living things.
2. Understand that
animals (including
humans) and
plants are living
organisms.
3. Identify things
that were alive
once.
4
Can I explain what a habitat is?
Record things that a plant or
animal needs.
Tell children that all living organisms (both plants and animals) live
in habitats (a natural environment where they live). Their natural
habitat supplies them with the basic things that they need to live.
Ask children to suggest things that plants and animals might need to
remain healthy & stay alive (recap on ideas from Session A). Write
their ideas on f/c., e.g. food, water, shelter (home), protection (from
environment, e.g. weather conditions, & predators), light (plants),
air, warmth, etc.
Ask if any children have pets at home. What do they need to stay
healthy & alive? How do children (or other people) help them achieve
this? Feed regularly, ensure water bowl contains water, give them
opportunities to exercise
Baby animals can be dependent on their parents to provide many of
their needs to start with, e.g. food, water & a place to live. Other
animals are born and can live independently right from the start.
Discuss how human babies are dependent on their parents/carers to
survive. Ask children how their parents still provide their basic
needs, e.g. providing a home with a bed for them to sleep in, buying
food & drink for them, providing clothes to keep them
warm/dry/cool etc., loving them, etc
Watch cartoon video at
https://www.youtube.com/watch?v=wOXay8rdzRg
Draw a pet and things that represent its needs, e.g. a food or water
bowl. Label the picture to show how its needs are met.
Contrast & compare the basic needs of animals & plants, e.g. both
need food, water & air. Both need shelter/ protection, e.g. home,
trellis to grow up, spot to grow out of the wind. Plants also need
sunlight to make their own food.
Access to internet
List the basic
needs of animals
and plants.
2. Understand that
animals and plants
survive best in
habitats that
provide their basic
needs
5
What are plants and animals reliant
on?
Complete sentences about
dependency
The plants and animals living in a particular habitat are often
dependent on one another. Some animals eat plants, and so if
suitable plants were no longer available in the habitat the animal
might go hungry. What could the animal do in that case? Try eating
a different plant or move to a place where the original plant was still
growing. Some animals eat other animals, so again if the animals
they eat as food no longer live in the habitat those animals might
also be hungry. What could they do in that case? Try eating other
similar animals, eat plants or move to a place where their favourite
food is still living.
Can children think of any other ways in which animals might be
dependent on plants? They might live on or in the plants, e.g. birds
nesting in trees or bushes, squirrels living in trees, owls nesting in
holes in trees, butterflies laying their eggs on plants, etc. One
amazing example of a plant providing home for many animals is the
oak tree. A mature English Oak tree supports a larger number of
different life forms than any other British tree. This includes over
280 species of insect living on it & up to 324 types of lichens growing
on the bark of any one tree. The vast array of insect life found in the
oak tree means that they supply the most food for birds such as Tits
and Tree Creepers. When acorns loosen in their cups, the oak tree
provides a harvest for many wild creatures. In ancient times the wild
boar, but now, jays, pigeons, pheasants, ducks, squirrels, mice,
badgers, deer and pigs feast on acorns in the autumn.
Plants can provide shade &/or protection from heavy rain as well as
shelter for animals.
Many plants also depend on animals to spread (disperse) their
seeds. This can be done in different ways – some fruits containing
seeds are eaten by animals & these seeds then pass through them &
are deposited on the ground when the animal does a poo, e.g.
blackberry & raspberry seeds. Other seeds are collected by animals
& stored to eat when food is more scarce, e.g. acorns & walnuts by
squirrels. They then forget where they’ve left them & in the Spring
the seeds germinate & grow! Some seeds are covered in hooks or
spines, which get caught in the animal’s fur or feathers (or human
clothes) & are carried away from the parent plant before they drop
off or are knocked off, e.g. cleavers or goose grass & lesser burdock.
Show chn examples of these seeds if available.
Children draw pictures of seeds that are spread by animals. Label
the seeds. Children could use the Catching a Lift and Animal Food
sections of this website:
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/sc
ience/plants_pt2/dispersal.htm.
Examples of
seeds that are
spread by animals
(if available).
Access to internet
. Explain how
animals depend on
the plants in their
habitat.
2. Explain how
plants depend on
animals in their
habitat.
6,7
Think of a local habitat to explore – ask the children to come
up with own ideas. Did they include the school grounds, local park,
Can I find out which creatures and
animals are in our pond ?
Record results
their own gardens, etc.? Is there more than one habitat in the school
grounds? Pond, vegetable garden, field, playground, flower garden,
wooded area, wild flower area, etc Each of these habitats has
different plants & animals living in it. However there are also some
micro-habitats (small areas, e.g. under a stone, under a log, in some
leaf litter, in a bush or tree, etc.). In these habitats & micro-habitats
we find minibeasts!
Use the school pond to look at the creatures and plants that are
found there – extra adult needed,
Look at topic books to find more information about the creatures
found.
Independent activity:
Download the minibeast trump cards from
http://www.naturedetectives.org.uk/download/trumps_minibeasts
and divide children into groups to play the game.
Discuss the minibeasts (& plants) that were discovered by children.
Share questions, points of interest & observations. Discuss how the
minibeasts could be sorted depending on e.g. the number of legs,
whether or not they have wings, etc. Discuss any larger animals that
might be found in the school grounds, including birds. There may be
evidence of activity by urban foxes, mice, etc. that you could share
with children. Perhaps there are fish, frogs, toads or newts in the
school pond.
Extra adults.
Access to nature
area, containers
for minibeasts,
e.g. tubs with
magnifying
lids/margarine
containers + lids,
paintbrushes,
pooters (or good
set of plastic
minibeasts), hand
lenses.
Information
books about
minibeasts. Pond
dipping
equipment if
appropriate.
Digital camera.
Access to internet
. Handle living
creatures and
plants with care.
2. Name some
animals and plants
that live in the
school grounds.
8
Can I find out which animals live in
a contrasting habitat?
Record results
Remind children that in the last session we looked at plants &
minibeasts found in the school grounds. Today we will think about
other habitats that are different. What other contrasting habitats
can you think of? Share your ideas with a partner.
contrasting habitat & ask children what they think lives there and
why? Visit http://a-z-animals.com/reference/habitats/ & click on
oceans. Different organisms live near the shore & in the deep ocean.
Can children name anything that lives in the sea? Write a list on f/c.
E.g. in the ocean: fish; mammals such as whales, dolphins, seals;
seaweeds; crabs; penguins (birds), corals, jellyfish, etc. can be found.
Some birds live by the sea, e.g. on cliffs, but hunt for their food out
at sea, e.g. gannets, puffins. Then choose another habitat & ask
children to name plants & animals that live there. Build up a bank of
some of the more obvious plants & animals that live in different
habitats for children to choose from when working in pairs on the
individual activity below. Suggested habitats: hot desert, ocean,
seashore/rock pool, rainforest, woodland, meadows/grassland,
freshwater pond, & Arctic or Antarctic polar regions
Together work through the questions based on several different
habitats at
http://www.abpischools.org.uk/page/modules/human_animal_habi
tats/index.cfm?age=Age%20range%205-7&subject=Science Use
Chrome browser to open this website, if does not work in Internet
Explorer. Groups of children with at least one able reader could
work through some of the habitats on their own.
Children work in pairs on a particular habitat & discover at least four
organisms that live there. They should each draw a picture of two
organisms to add to a back ground picture of the habitat (see session
resources). More able children can find out one interesting fact
about each of their organisms too.
Information
books I pads
Understand that
different animals
and plants are
found in different
habitats.
2. List some
organisms that are
found in particular
habitats.
9
Which habitat does the woodlouse
prefer?
Design a fair test
In this session, the children will be conducting an enquiry into the
preferred habitat of a minibeast: woodlouse (they thrive in damp
and dark conditions & can be collected easily from under stones,
plant pots, etc.) or worm (they thrive in cultivated garden beds &
can be collected by digging over the ground), or mealworm (if not
many woodlice or worms are available), which are easy to buy alive,
e.g. at http://www.reallywildbirdfood.co.uk/mealworms/livemealworms-for-birds-7-26/ or http://shopping.rspb.org.uk/livemealworms-500g.html or http://www.amazon.co.uk/LIVE-MEALWORMS-500GSACK/dp/B000O8JYDC/ref=sr_1_8?ie=UTF8&qid=1399449504&sr=88&keywords=mealworms. Ask children which habitats we found
woodlice (note the unusual plural like mouse & mice!) & worms in
during our search of the school habitats, e.g. under logs or stones or
in the leaf litter/ in the garden beds, on grassy lawns or fields. Why
do children think the woodlice/worms like these micro-habitats? List
possibilities on f/c, e.g. dark, damp, protected, plenty of food, easy
to move around, etc.
Show children the following question: ‘Which habitat do [insert the
name of the minibeast you have chosen to use for this enquiry]
prefer?’ Talk about how children might find an answer to the
question & show them a plastic tray that has been split into 4 equalsized areas with different conditions ideal for a woodlice/mealworm
enquiry, i.e. dry & light/dry & dark/damp & light/damp & dark.
Explain that this is called a choice chamber. Dampness can be
provided using blotting paper & water, darkness by covering with
black sugar paper. In the dry sections just add blotting paper with no
water. Food should be provided in all four sections (very small
pieces otherwise creatures may hide under them – darkness). There
must be a way for the minibeasts to access all of the areas so that
you can see which area (habitat) they prefer (choose). Use cling film
over the whole choice chamber to prevent any organisms escaping.
Decide how many organisms to monitor & how results should be
recorded
A choice chamber
for each group, or
materials to make
them: plastic or
polystyrene food
trays, pieces of
card, scissors.
Blotting paper,
black sugar paper,
water, cling film.
Some vegetation
from habitats
where woodlice
were found,
chopped carrots
for mealworms
Carry out a simple
enquiry.
2. Collect evidence
to answer a
question.
3. Explain that
minibeasts prefer
habitats that
provide their
needs
10
What is a food chain?
Write my own food chain
Remind children that having a suitable food source is one of the
necessities for an organism being able to survive in a particular
habitat, & that plants make their own food, but that animals have to
eat plants or other animals to stay alive. There are special names to
describe animals that have different diets. Herbivores (e.g. rabbits)
eat plants, carnivores (e.g. foxes) eat animals & omnivores (e.g.
humans) eat plants & animals. Children will find out more about
these in Year 4. Show children a simple food chain (session
resources). Can they name all the living things in the food chain?
Watch the short video about a similar food chain at
http://www.nationalstemcentre.org.uk/elibrary/resource/7800/habi
tats-and-food-chains-fox-and-hedgehog. Each of the organisms in
the food chain talks about themselves: plant (carrot), caterpillar,
hedgehog and a fox. Afterwards discuss & model how to draw the
food chain pointing out that the arrows point at the organism that
will eat the previous member of the chain; the arrow stands for ‘is
eaten by’. Re-label the food chain you have drawn with: plant
(producer), animal (primary consumer - herbivore), animal
(secondary consumer – carnivore). Discuss the vocabulary you have
used: plants produce (make) their own food, so they are called
producers; animals consume (eat) plants and/or other animals, so
they are called consumers; consumers can be herbivores (eat
plants), carnivores (eat animals) or omnivores (eat both plants and
animals). Emphasise that food chains always begin with a plant (that
produces its own food using energy from the Sun). An animal that is
eaten by another animal (secondary consumer) is also called its
prey, with the secondary consumer called the predator
Children visit
http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats_fs.sh
tml and identify the plants & animals that live in two habitats & then
create food chains for those habitats online.
Play the food chain game at
http://www.sheppardsoftware.com/content/animals/kidscorner/ga
mes/foodchaingame.htm and watch it come to life if you answer
correctly.
Scissors, glue.
Access to internet
Read and construct
a simple food
chain.
2. Define some of
the vocabulary
associated with
food chains, e.g.
producer,
consumer, prey,
predator,
herbivore,
carnivore and
omnivore.
3. Explain that
food chains always
begin with a plant.