FREE www.sch
olastic.co
juniored
c.co.uk/
Curriculum links : NC Science: SC1 1a; 2a, b, e, h, i, j, l, m. Sc2 1a, c; 5a, b, d, e. Sc3 2e.
QCA: Science Unit 4B – Habitats, Unit 5D – Changing state; Unit 6A – Interdependence and adaptation
NC Geography: 1a, d; 2c, d; 3a, b, d; 5a; 6e.
QCA: Geography Unit 7 – Weather around the world;
Unit 16 – What’s in the news?
http://edtech.kennesaw.edu/web/ oceans.html
includes links to research and information sites, on the subject of animals, habitats, ocean data and human infl uence.
‘Under the sea’ (available at www.scholastic.co.uk/ juniored ).
Start the lesson by wearing a scarf and gloves in the summer, or a summery outfi t in the winter. Invite the class to explain what is wrong with your outfi t and then discuss whether animals dress to suit where they live. Establish that to survive anywhere, all animals must be suited to that particular environment. Encourage the children to research special features and habitats of ocean dwelling animals and record their fi ndings on the Online photocopiable ,
‘Under the sea’.
Learning objective: to use food chains to show feeding relationships in a habitat.
You will need: food chain pictures from one or more ocean habitat; Online photocopiable ,
‘Food chains’ (available at www.scholastic.co.uk/ juniored ).
Learning objective: to investigate the part played by evaporation and condensation in the water cycle.
You will need: coloured water; ice cubes; tin with lid; mirrors; Photocopiable 4 , ‘Changing states’; Online photocopiable , ‘Water cycle wonder’ (available at www.scholastic.co.uk/juniored – an interactive version is also available.)
Use a website, clipart or other reference materials to create a bank of suitable food chain images. Establish that food chains always start with a green plant and explain the roles of producer, consumer, secondary consumer, predator and prey. Demonstrate how arrows can be used to show the transfer of energy from food to consumer. Ask the children to look at pictures of an ocean habitat and arrange them in the correct order. Work through other examples as appropriate and support with the Online photocopiable , ‘Food chains’.
Learning objective: to fi nd out how animals in different habitats are suited to their environment.
You will need: out of season clothing; reference materials and internet access; Online photocopiable ,
Remind the children that all living things need water and discuss where it comes from. Establish that water can change from one state to another and back again.
Demonstrate how evaporation and condensation work by smearing coloured water onto an ordinary whiteboard and leaving it for a few minutes. Observe a tin fi lled with ice and left for ten minutes and ask the children to blow onto some mirrors. Encourage them to describe their observations in each instance using the terms evaporation and condensation and to record these on Photocopiable
4 , ‘Changing states’.
Ask the children to complete the diagram on the Online photocopiable , ‘Water cycle wonder’ by placing labels in the correct order. Use the interactive version as a whole class activity. Children can drag and drop labels onto the illustration. An answer sheet is also provided. Extend the activity by making a water cycle storyboard – told from a raindrop’s point of view.
PHOTOCOPIABLE 3
JE08_P1 backs.indd 3
Photocopy or download from: AUGUST 2007
Junior education
25/06/2007, 11:22:27