Science Year 4
Biology Strand: Living things and their habitats
This plan makes reference to session resources that can be downloaded at https://www.hamilton-trust.org.uk/browse/science/y4/livingthings-and-their-habitats-year-4-new-curriculum/108968.
Session C
Minibeasts
Working
scientifically
Resources
Programme of study: Recognise that living things can be grouped in a variety of ways
Explore and use classification keys to help group, identify and name a variety of living things in their local
and wider environment
Make systematic and careful observations
Gather, record and classify data
Record findings using simple scientific language, keys and drawings
Place to visit for Field Trip, letter to parents to be sent out beforehand seeking permission, risk assessment,
extra adults, etc., Pooters, paper plates, paint brushes, plastic spoons, sweep nets, white trays, pond dipping
nets, etc. for collecting, identification books/keys, pencils, clipboards, a digital camera. Access to internet
Whole class teaching:
Arrange a field trip to a particular habitat: this may include one you have identified within your school grounds or within the
local area. The primary aim of the field trip is to collect information about the living things (particularly minibeasts, which are
invertebrates – could be extended to include plants) present within the habitat you have chosen to visit. Explain that children
will work in groups & record their findings on session resource on a clipboard. Show the children the equipment they will have
to collect specimens & ensure they all understand how to use it. Pick up minibeast using a plastic spoon or a paintbrush (very
small creatures) as they are delicate & can be easily harmed. There are a number of ways children can search – looking carefully
in leaf litter, soil, grass or overturning logs, stones, etc. and carefully replacing them; ‘tree beating’ – one child holds a tray
under a tree branch or bush while another child shakes it vigorously (you might have to be quick to spot some of the creatures
if they can fly, e.g. lacewing or run fast, e.g. spider!); use a sweep net to check what lives in long grass or nettles; use a pond net
to collect creatures from a pond. Tell children they should note where they found each minibeast too. You may wish children to
record other details such as temperature, light intensity, etc. using appropriate measuring instruments.
Safety: Remind children not to put their hands near their mouths after searching for or handling minibeasts until they have
washed them. Also point out that nettles, brambles, ponds, etc. can be hazardous. If using nets check they will not be hitting
anyone.
Also before you embark on your field trip you should talk to the children about how to treat living things with respect and care,
explaining that all specimens of minibeasts should be returned to their habitat unharmed. If you are visiting a site out of the
school grounds this will have to be done before you leave, so photograph them &/or sketch them before releasing them back
into the wild. Show children The Qualities of a Good Observer or Collector (see session resources).
You could do this field trip as a ‘bug count’ for the OPAL website – see http://www.opalexplorenature.org/bugscount. Their
pocket guide to help identify ‘bugs’ can be found as a session resource. The results that children record can be entered on their
website.
Group activities:
Adult-led activity:
Explain that children are going to name the minibeasts they found using a simple identification chart. Some good resources for
identifying minibeasts can be found at http://www.naturedetectives.org.uk/packs/minibeast_pack.htm (the Woodland Trust
website). Two useful sheets from the Holland Park Ecology Centre can also be found in session resources. Explain that children
are going to create a guide (pages of fact files) to the minibeasts found in an environment near the school, so that younger
children in the school can use it to identify minibeasts they find. Discuss what should be included, e.g. name of minibeast,
drawing or photograph of minibeast, number of legs, colour, size, micro-habitat, available foods, etc. Once the minibeasts have
been identified, ask children to choose one to present for the class guide.
Independent activity:
Help the aliens to suitable habitats at http://www.bbc.co.uk/bitesize/ks2/science/living_things/plant_animal_habitats/play/ or
find the living things in the pond & woodland habitat at http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats.shtml.
Independent activity:
Children try the pond dipping game at http://www.rspb.org.uk/youth/play/dipping.aspx.
Independent activity:
Children can investigate some virtual habitats online: pond-dipping: http://www.microscopy-uk.org.uk/ponddip/, woodland:
http://sustainability.sellafieldsites.com/resources/virtual-woodland/ (over 4 seasons), &/or rock pool:
http://www.kscience.co.uk/as/module5/seashore_web_site/places/rockpool.htm.
Independent activity:
Have a go at a sorting activity based on ‘Happy Families’ (adapted from http://www.saps.org.uk/primary/teachingresources/560) – see session resources.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
We refer you to our warning, at the top of the You Will Need document, about links to other websites
Science Year 4
Biology Strand: Living things and their habitats
Plenary:
Collate children’s finished pages for the minibeast guide – ask for volunteers to create a front cover. This can then be given to
another class to use in a minibeast hunt! Reinforce the identification of some common minibeasts by playing Creepy Crawly
Bingo – see session resources.
I can:
1. Name some common minibeasts/invertebrates.
2. Use a simple identification chart.
3. Write a fact file for a minibeast.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
We refer you to our warning, at the top of the You Will Need document, about links to other websites