Birth to Old Age Classification and plants Life Cycles

Transcription

1 Key Stage 2 Years 5 & 6 Birth to Old Age Classification and plants Life Cycles Tom Robson Education TRedu 1 Tom Robson Education TRedu Supporting Primary Science Jan 2015

2 Year 5 Animals, including humans Pupils should be taught to: describe the changes as humans develop from birth to old age. Year 6 All living things Pupils should be taught to: explain the classification of living things into broad groups according to common observable characteristics and based on similarities and differences, including plants, animals and micro-organisms Animals, including humans Pupils should draw a timeline to indicate stages in the growth and development of humans. They should learn about the changes experienced in puberty. Pupils could work scientifically by comparing data about the gestation periods of humans and other animals or by finding out and recording the length and mass of a baby as it grows. Notes and guidance Pupils should build on their learning about grouping living things in year 4 by looking at the classification system in more detail. They should be introduced to the idea of broad groupings and how these subdivide. Through direct observations where possible, they should classify animals into vertebrates (reptiles, fish, amphibians, birds and mammals) and commonly found invertebrates (e.g. insects, spiders, snails, worms). They should discuss reasons why living things are placed in one group and not another. Pupils should be taught to: describe the life process of reproduction in some plants and animals. describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird Tom Robson Education TRedu 2 Pupils might find out about the significance of the work of scientists such as Carl Linnaeus, a pioneer of classification. Pupils might work scientifically by: devising classification systems and keys to identify some animals and plants in the immediate environment. They could research animals and plants in other habitats and decide where they belong in the classification system. Pupils should study and raise questions about their local environment throughout the year. They should observe life-cycle changes in a variety of living things, for example, plants in the vegetable garden or flower border, and animals in the local environment. They should find out about the work of naturalists and animal behaviourists, for example, David Attenborough and Jane Goodall. Pupils should find out about different types of reproduction, including sexual and asexual reproduction in plants, and sexual reproduction in animals. Pupils might work scientifically by: observing and comparing the life cycles of plants and animals in their local environment with other plants and animals around the world (in the rainforest, in the oceans, in desert areas and in prehistoric times), asking pertinent questions and suggesting reasons for similarities and differences. They might try to grow new plants from different parts of the parent plant, for example, seeds, stem and root cuttings, tubers, bulbs. They might observe changes in an animal over a period of time (for example, by hatching and rearing chicks), comparing how different animals reproduce and grow.

3 . Alive/dead Oxygen New words Animal Petal invertebrate Anther Plant vertebrate Balanced Pollen kingdom Breathe Pollination protist Carbon dioxide Reproduction bacteria Diet Root Asexual reproduction Grow Stem Sexual reproduction Growth conditions Stigma Internal fertilization Healthy Style External fertilization Leaf Swim fish Living/non-living Walk amphibian Move reptile Movement bird Nutrition seed mammal organ spore Conservation Tom Robson Education TRedu 3

4 Asking the question Collecting data Learning objective Skill WILF: year 5 & 6 More independence and more systematic Asking the starter We can ask our own scientific questions 4 question Decide which type of We can make our own decisions about the type of enquiry to carry out 2 enquiry is needed Collect data What are we measuring or observing? Collect data What might affect what we are observing or measuring? Ask a questions (that could lead to a fair test) Predict what might happen We can decide the most appropriate observations and measurement to take and how long to take them for We can decide which variable to change and which variables to keep the same 2 What do you think will happen to X if we change Y and keep.., and..the 0 same (using appropriate units the sentence) We think X might happen because. (based on scientific knowledge) 4 planning We can decide the most appropriate equipment to use 2 Gather evidence This is what I have observed This is what I have measured (accurate, precise and repeatable) 2 7 A: The five kingdoms: the amazing variety of life on our planet B the circle of life: (birth, growth, development, reproduction, death), analysing data and drawing conclusion Presenting findings sorting and classifying We can use a classification key We can use a data base (record cards. Computers etc) to describe and classify living things and materials We can develop our own keys to describe and classify living things and materials Noticing patterns and relationships Think about spooky results (errors and anomalies) Tom Robson Education TRedu 4 From the data in our graph/table we found out the relationships between X and Y (e.g.the er er rule: the faster the X the slower the Y) We didn t think this would happen.. This is a spooky result. It might have happened because. Suggest improvements Suggest improvements to our method and say why If we did this again we would do X because Record findings We can choose the best way to record data including scientific diagrams and labels, classification keys, tables, bar and line graphs and models Reporting findings We can use or records to explain the relationships between variables (er.er rule) We can present our findings to an audience using displays, written text and power point etc describe using a model. This is a model of X and it show us C: Cycles of life, plants, insects, amphibians, birds and mammals

5 The five kingdoms. Variation: Grouping animals and plants Comments: The emphasis in this section is on exploring the wide variety of living things and being able to use and make keys to identify organisms, rather than developing formal ideas of classification systems. Misconceptions: Children often have a narrow meaning of the word plant which does not include tree or vegetable Children often have a narrow meaning of the word animal which does not include bird, fish, human or mini-beasts. Extension: Be able to allocate animals to their formal taxonomic groups Be able to allocate plants to their formal taxonomic groups Be able to explain the notion of species Be able to construct and use keys based on formal classification systems Can describe some of the factors which cause variation between living things Tom Robson Education TRedu 5

6 ) A - Variation: Grouping animals and plants Ensure pupils study their local environment throughout the year so that they recognise the stages of growth and reproduction in a variety of living things This should build on the previous content by introducing pupils to the importance of classification, including introduction to the term kingdom, the five kingdoms of all living things (bacteria, protists, animals, plants and fungi); vertebrates (reptiles, fish, amphibians, birds and mammals) and their similarities and differences; invertebrates; and ways of splitting these large groups into smaller groups e.g. mammals can be divided into three groups according to how their young develop: placental (live/fully formed babies at birth); marsupial (pouched); and monotreme (egg laying) mammals Grouping and classifying Give children lots of cut out pictures of animals, plants and inanimate objects and ask them to group them in different ways, such as: living or non-living plants, animals or other; legs or no legs; leaves or no leaves; fur or feather; mammals, insects, birds or plants, etc. Walk the children around the school grounds or local area. See if they can identify different areas and introduce the word habitat. Discuss why these areas are different. Predict, group and classify Encourage pupils to use the words bacteria, protists, animals, plants and fungi when describing the five kingdoms of living things. Pupils could carry out research to findmore about each group. Ask children to predict which of the five kingdoms might be found in different types of habitats. Introduce the pupils to the work vertebrate and invertebrate. Predict where these might be found. Ask pupils to think of common invertebrates and invertebrates Identify different plants and animals on a walk around the school and record where they were seen. Give the children some pictures of different habitats and different animals and plants and ask them to put the animals and plants on the habitat where they think they will be found. Gather evidence, group and classify Identify different types of sites for comparative studies, e.g. flower bed and a lawn, hedge and a wall, rotting logs and a tree, pond and a stream. Children can collect data through observation, drawing or sensitive collection of the different types of animals and plants that they find. These observations can then be compared. Tom Robson Education TRedu 6

7 A - Variation: Grouping animals and plants Ensure pupils study their local environment throughout the year so that they recognise the stages of growth and reproduction in a variety of living things Sorting and classifying> making keys, reporting findings Children should make up their own simple keys for common everyday animals and plants such as insects, birds, fish, trees, flowers, etc. They should be encouraged to use questions which divide the animals up, e.g. does it have wings? Is it brown? Does it have six legs? Does it have flowers? Their simple keys could then be put onto the Branch programme. Sorting and classifying> making keys, reporting findings Demonstrate how to make a key using everyday objects. Once the pupils have got the ideas about asking questions which need a yes or no answer get them to make a more complex key for animals or plants. Pupils to use each other s keys to identify a selection of animals or plants Ask questions, sort and classify Introduce the pupils to the terms fish, amphibian, reptile bird and mammal when exploring the animal kingdom. Ask pupils to do research on the characteristics of these groups. Start with questions such as, why do you think fish have thousands of eggs, amphibians have fewer eggs, birds even less and mammals don t lay eggs? Encourage pupils to think about what are the benefits of not laying eggs. What are the benefits of laying eggs and looking after them. Tom Robson Education TRedu 7

8 Progression for: Variation: Grouping animals and plants (A) Recognise a few common animals and plants, say cow, horse, dog, fly, spider, daisy, grass, dandelion, tree, etc. Describe the animals in terms of colour, whether it has legs, wings, etc Describe the plant in terms of colour of flower, number of leaves. Draw simple diagrams of plants and animals Tell me what these animals and plants look like; a tree, a cow, a fly, a daisy etc. Use a simple key to identify a few (up to 6) organisms. Groups not named but based on similarities of visual features e.g. wings, 6 legs. Construct simple key to identify three or more plants or animals Look at these different (pictures) animals/plants. Use the key to find out their names. Ask questions about where plants and animals live; what/why and how do you think Know that different living things are found in different places Suggest where to look for a plant or animal from a limited range of different habitats (pond, under stone, woodland, seashore) e.g. groups with wings, 6 legs, etc. Sort different plants into different groups using basic features What kind of animals do you think live in a pond/under a stone/ in a tree/ in the sea etc? What kinds of animals do you think have more than 2 legs? Classify plants and animals into main taxonomic groups: green/non-green plants, invertebrates/vertebrates (further divided into fish, amphibians, reptiles, birds, mammals). Explain why we need to classify animals and plants. (Classification makes it easier to identify an unknown specimen) Use a variety of keys to identify animals and plants What does the word invertebrate/vertebrate mean? Put these animals into the correct group (fish, amphibian, reptile, bird, mammal) Why do we put animals and plants into groups? What features do all mammals/birds etc have in common? Look at these different types of plants; put them into different groups. Link what an animal (plant) looks like to where it lives, e.g. fins of fish to live in water, wings for flight etc. Explain why some plants or animals go into one group while others go into another using observable features. Name a common feature that all birds/fish have Look at these pictures if different animals. Which groups would you put them into? Why? Tom Robson Education TRedu 8

9 Upper School B Cycle of Life: What do you think might happen to the planet if we didn t make babies? Throughout the whole of this module emphasise the impact of our life style of our health (diet, exercise and drugs.) Report findings Compare the life cycle of the female human to that of a flowering plant frog, bird and insect and compare the difference and pick out the similarities. Pupils can make a display: different groups can investigate different life cycles and tehn the class can compare and contrast them all Record findings Draw their own development so far, predict the future, what is the next stage? ICT use computers to compile newspaper story Report findings Introduce the word reproduce and the idea that both animals and humans produce babies. Ask children to draw a simple human life cycle, i.e. baby, teenager, adult male and female, baby growing in mother s tummy. Children sequence a series of pictures which show the examples. While children are drawing or sequencing, answer questions which might arise at this stage. Get the pupils to think about what might happen if adults did not have any more babies Record findings Draw human life cycle and briefly describe different stages. Own pictures. Be given human life cycle pictures and order them with arrows, label stages. Sort photos in order. Report findings Give children a collection of pictures related to the body and things connected with birth, e.g. baby, adult male and female pictures, eggs, sperm, stomach, child, heart, lungs. Ask the children to select pictures and put them into a human life cycle sequence and give a simple explanation. Tom Robson Education TRedu 9

10 Upper School Circle of life; What do you think might happen if we didn t make babies Report findings Children could collect photos of themselves or their parents to show how they have grown over a period of time. Make growth records over a period of several months of height, weight, show size, clothes size and talk about the changes. Keep stick insects and measure their growth over a period of time. Ask starter questions and predict and plan Design a habitat for an animal, real or imaginary, which shows shelter, water, food space for movement and protection for its young. Find out what it grows into explore its life cycle. Encourage the pupils to think about what might happen to these animals if the adults could have no more babies. Tom Robson Education TRedu 10

11 Cycle of life Talk about the differences and similarities between boys and girls Describe what happens when babies grow into adults Discuss other baby animals and how they grow from babies to adults Use words like old, young, grow, child, adult, big small. What is different about the children in different classes? What is different about the children in the secondary school? What do babies grow into? What will you grow into? Ask questions about babies! (be careful!) Talk about mothers that have babies which grow into a child, then an adult Group pictures of humans into different parts of the life cycle; baby, young person, older person, very old person. Look at these pictures (of various stages of the lifecycle) and sort them into the human lifecycle. Explain why we make babies Know that reproduction is essential for the survival of humans and all animals. (Understand that all things eventually die). Predict what would happen if we could not make babies. Record (draw with labels) a human life cycle What do you think would happen if we could make no more babies? What do you think happens to all living things eventually? Describe the major changes that go on during the life cycle Baby-child-teenager (puberty) adult old age death. Label these male and female parts of the body. Describe the major changes that a human goes through during their life. Explain the importance of reproduction to the continuation of the species. Be aware of the physical and emotional changes that happen at adolescence. What do these parts of a human do? (testes, ovaries etc). Where does the fetus get its food from? What changes happen to a human as he/she goes through the change from a child to an adult (adolescence/puberty)? Tom Robson Education TRedu 11

12 C: Cycles of life, plants, insects, amphibians, birds and mammals PLANTS Report and record findings: Ask children to identify how they know plants are alive. Use their responses to talk about and discuss those features which are common to all plants, i.e. they are usually green, take up water, grow and get bigger, produce seeds, produce their own food. Make a group or class spider diagram round two or three plant pictures listing all the common processes. Ask children to draw pictures to show the life cycle of a plant and to label or explain the life cycle. Gather evidence: Introduce children to a greater range of plants other than those used previously. Let them grow and observe how spider plants, strawberries and bulbs develop. Re-pot the runners and observe what happens. Recognise, draw and label the parts of these different types of plants and describe in simple terms how they make new plants. Ensure the pupils understand plants can reproduce by making seeds as well as by having cuttings. Gather evidence: Collect different types of seed, i.e. seeds that just drop, e.g. sunflower, conker, seeds dispersed by wind, e.g. dandelion, thistle, sycamore, ash and seeds dispersed by animals, e.g. sticky burrs, goose, grass, blackberries, strawberries. Children can then explore what happens when they are dropped, blown, eaten or stuck to clothing. There will need to be a discussion about the need for seeds to be dispersed because of competition for water and light as well as the spreading of the species. Let children look at burrs under a microscope and compare them with the way velcro works. Discuss how these plants are adapted to ensure their life cycle is successful/ Record and report findings: When the sunflower is seeding, collect some seeds and germinate them or refer back to seeds they started with (keep one or two back) and compare with the seeds produced by the flower head Keep a diary of how their sunflower seeds germinate and grow to produce new seeds. This could include drawings and measurements. Children could grow some vegetable seeds, e.g. onion, runner beans, broad beans, peas, through to flowering and fruiting. They should keep a diary and drawing of what happens. Construct a life cycle through first hand observations. Investigation what makes a difference to how long a sycamore seed or ash key stays in the air? (Make spinners). Possible ideas might be: shape, size, height dropped, effect of wind, type of material used, etc.) Similarly, the same can be done with parachutes representing dandelion seeds. How do these adaptation ensure the success of the plant? How does these adaptations ensure a successful life cycle? Tom Robson Education TRedu 12

13 Gather evidence: Use large flowers for children to dissect, e.g. tulips, daffodils, lilies. Children with good manipulative skills could use primroses, buttercups etc. Ask the children to draw or Sellotape the parts of the flower on to paper and label them. Relate structure to function. Ask the children to look carefully at how the petals of flowers are arranged around the stigma, ovary, stamen and pollen Research using secondary sources, the main parts of the flower and then ask the children to label a diagram of a flower that they have been given. Emphasise the role of the flower in the life cycle of the plant. What would happen to the life cycle of this plant if it did not make flowers? Investigate: What do you think affects the time it takes for a seed to germinate? Children a variety of seeds and devise tests to find out what is the range of different conditions necessary for seeds to germinate. Are these the same as the conditions needed for seedlings to grow? Children might try to suggest their own seed germination conditions, or the teacher might set hypotheses, such as do seeds need light to germinate? Do seeds need dark to germinate? Do seeds need soil to germinate? How much water do seeds need to germinate? Do seeds need a period of cold to germinate? Where does germination fit into the life cycle of a plant? Do all plants germinate in the same way? Is germination part of all plants life cycles? Do animals germinate? How does the life cycle of a plant differ to the life cycle of an animals? Sorting and classifying.collect together seeds and fruits which disperse in a variety of ways. Ask the children to sort and group them accordingly to how they are dispersed; wind e.g. sycamore, ash, dandelion, thistle, poppy (rocked out of head by wind), etc. water, e.g. coconut, water lily, alder tree, etc.; self dispersal, e.g. peas, beans, gorse, conker etc.; animals and birds, e.g. gooseberries, strawberries, blackberries, nuts, hooked fruits (goose grass, burdock, teasel). Relate their observation to the life cycle of the plant being investigated. What role does the structure of the seed play in the plants life cycle? Notice patterns and relationships: Discuss why seeds need to be dispersed and relate to good growth conditions, (i.e. light, water, space) and the spreading of species. Children select a plant and draw the stages of the life cycle from seed or collect a plant in different stages of its growth and stick these on a sheet of paper in order of development and then label and explain what happens. Make a set of picture cards showing different parts of the life cycle and ask children to put them into the right sequence and explain what happens. Tom Robson Education TRedu 13

14 Cycles of life of mammal bird amphibian and insect Record findings, Use models to help us explain things Describe an imaginary habitat or make a picture habitat which describes in detail the conditions. The children can then devise an animal or plant to suit the habitat or vice versa. Different groups of children can devise habitats for each other. Encourage the children to think about what the life cycle of this animals or plant might be like based on others they have found out about in the past (frogs, butterflies etc.) they could use their imaginations to make up an animal or plant and imagine what its life cycle was like. Gather evidence: Introduce the fact that some animals use camouflage to blend in with their surroundings, e.g. green caterpillars on leaves, brown ones on bark etc. Encourage children to work in groups to come up with different camouflage for different environment. Pupils present their ideas. Look at a number of different species of butterflies or moths and investigate their life cycles; what do they have in common? What is different about them? Record findings, Use models to help us explain things Make up some backgrounds from colourful wrapping paper to represent different habitats. Ask the children to design butterflies, etc. which when placed on the background will appear hidden because their colours blend in. Children could design animals, plants and other insects to blend into different backgrounds. How many animals or insects can they hide and can other children find them? What do the different stages of the life cyce look like? What do they do in order to survive? A similar activity can be done by hiding camouflaged shapes (representing different stages of the life cycle) around the classroom for other children to find. Encourage children to look at books and find out about other animals which blend into their surroundings. Gather evidence: Each child chooses a mini-beast and studies it through observation and secondary sources to find out what its life cycle looks like and how they compare to each other. Children collate their findings and the teacher helps them to generate a differences and similarities chart to compare what they have found about the different animals. Tom Robson Education TRedu 14

15 Life cycles of mammal, amphibian, insect and bird Gather evidence: Remind pupils that humans are mammals and we share characterises in common with other mammals. Ask pupils to work out the similarities and difference between the life cycle of other mammals and us. Which mammals have the most similar life cycle? Consider researching primates, especially the apes to allow the pupils to see the similarities in the care of the babies. Do all mammals care for their babies in the same way? Report and record evidence: Sprit the class into groups and each team of pupils investigates either an amphibian, bird or insect in terms of their life cycles. Teams report back and collate the similarities and differences between the different groups and species that have been investigated. Produce a whole class display to show the life cycle of a choses amphibian, bird and insect. Report and record evidence: Children to choose one mammal bird or insect in the habitat and identify why it likes that habitat and is suited to it. How does its life cycle help it success where it lives Describe a fictitious habitat to children (it might be on Mars!) and ask them to design an animal or plant that could live in the habitat or, conversely, describe an animal or plant and ask children to design a habitat that would be suitable. What sort of life cycle do you think it might have after investigating the animals you have come across on the planet earth? As children compare their habitats ask them to look for more precise explanations as to why particular mammal insects, birds etc. are adapted to their environment in relation to their life cycle e.g. greenflies are born pregnant, cuckoos life cycle, the life cycle of a salamander Gather evidence: Consider setting up observation of frog or toad spawn. Observe the changes over time. This could be an on-going project you do in early spring. It need not be specifically part of this topic If the school buys in chick or duck eggs, ask the group to monitor the changes over time and report back to the class. The pupils could take photographs of the different stages to construct a life cycle over a long period of time. The class could set up observation of a chrysalis developing into a butterfly. Kits can be bought from companies such as Live Butterfly Kit - insectlore.co.uk Tom Robson Education TRedu 15

16 Life cycles of mammal, amphibian, insect and bird All living things must make babies to stay alive All living things have a life cycle The butterfly is an example of an insect that lays eggs, turns into a pupa, then an adult and then lays eggs Why is it important what all living things make babies? Tell me about the life cycle of a butterfly Knows that mammals and birds usually take care of their your during their life cycle most insects and amphibians don t Can explain the life cycle of mammals, birds, amphibians and insects start with eggs and sperm, they develop in young and then adults who make eggs and sperm so they can make more young Knows examples of insect Understand the life cycle of amphibian and an insect is different to a bird and a mammal as the young sometimes look different to the adult Understands why if animals and plants did not reproduce life on the planet would stop Understands why the life cycle of the animals or plant matches where it lives Why do you think mammals only have a few babies but amphibians and insects have lots? Tell me about the life cycle of a mammal, a bird, an amphibian, an insect What is different about the life cycle of a mammal compared to a bird? What are the differences between the life cycle of a mammal, bird, and amphibian What are the main difference between the life cycle of X and Y Why do you think the life cycle of the toad is different to the life cycle of a bird? Can apply what they know and understand about life cycles to predict the life cycle of other animals and plants particularly mammals, birds, amphibians and insects What do you think the life cycle of an X might be? What do you think an animal of this mystery planet might look like? What do you think its life cycle might be? Tom Robson Education TRedu 16

17 Summative assessment Birth to old age classification Life cycles Emerging: Expected: to old Exceeding: Pupils that have made significant progress during this topic: Tom Robson Education TRedu 17