Life Processes 4 The Environment 4.2 Further Afield

Sc2: Life Processes

4.The Environment

4.2. Further Afield

P.O.S.

Key Stage 1 Sc 2: 5b

Key Stage 2 Sc 2 5b, 5

LEARNING OBJECTIVES

  • To experience with all the senses, features of environments further afield.
  • To be able to name some plants and animals found in environments further afield.
  • To be able to identify some simple adaptations of living things to their environment.
  • To be able to sort living things into an appropriate environment (e.g. place picture of tree in forest or farm, not sea).
  • To be able to develop the skill of observation

ICT
  • Use CDs
/ LINKS
Geography
Art /

VOCABULARY

Desert, rain forest, farm, forest, polar regions, animal names, seaside
ACTIVITIES
  • Look at pictures, books, videos of different contrasting environments e.g. desert, North Pole.
  • Make model environments in classroom, e.g. desert – large sand tray, which pupils can walk in barefoot, rain forest (with lots of pot plants and hose pipe), North Pole etc.
  • Visit Tropical House of zoo or Botanic Garden, butterfly farm, Zoological museum.
  • Visit other natural environments e.g. farm, woods, seaside, city.
  • Look at pictures, videos, books of animals and plants found in different environments.
  • Talk about simple adaptations of animals to their environments e.g. polar bears are white to “hide” in snow, camel – hump, flat feet, third eyelid etc. Make models of polar bears in different colours and compare against white background. (this links to camouflage in the previous unit)
  • Visit to school by “endangered animals” specialist e.g. zoo or conservation group.
  • Dinosaurs – look at videos; discuss why they are no longer alive, make models, visit Dinosaur Park or museum.
/ RESOURCES
  • Posters
  • Videos
  • Dinosaur figures
  • Maps- animals, plants etc
  • Big Books
  • Materials to create habitat in classroom
  • Digital camera, video tapes to follow up from visit.
VISITS
  • Zoological museum
  • Botanical gardens
  • Butterfly houses – zoos with particular animal habitat
  • Caves
  • Local County environmental study centres
/

POINTS TO NOTE

  • Be aware of possible allergies to animal fur etc.
  • Ensure good hygiene – wash hands after touching animals on visits, ensure pupils don’t eat animals food etc.

OWN ACTIVITIES

POSSIBLE INVESTIGATIONS

How would you keep a polar bear cool in the desert? Make animal shapes in freezer, then use different materials to wrap them up when placed in model “desert” – which melts last?

  • What foods would you take with you on holiday to the North Pole? Look at a variety of foods before and after placing in freezer (e.g. you wouldn’t take cucumber because it goes “yucky” after freezing)

Name:

Date Record Began:

Outcomes: ‘P’ Level 1 NC Level 1

P1 (i) /
  • Is present during experience e.g. different temperature inside and out, or smells in zoo animal homes, may show no response.

P1 (ii) /
  • Shows random fleeting response to aspects of environment e.g. turns head, vocalises, looks briefly during a visit.

P2 (i) /
  • Begins to attend and respond – may be inconsistent, e.g. smiles, shows surprise, startles to changes in temperature or humidity.

P2 (ii) /
  • Begins to show preferences and emotional response e.g. withdraws hand after touching ice, shows pleasure when touching hot sand.

P3 (i) /
  • Observes results of own actions with interest e.g. watches water disappear into sand

  • Remembers obvious features of model environment e.g. reluctant to touch ice.

P3 (ii) /
  • Applies simple solution to a problem relating to past experiences e.g. indicates need for gloves when asked to put ice in polar “environment”.

P4 /
  • Communicates an awareness that certain actions will change the model environment in classroom e.g. pouring water on “desert” sand will make it stick to bare feet.

P5 /
  • Begins to share, takes turns, e.g. helps to fill trough with sand to make “desert”.

  • Shows anticipation e.g. shows excitement at prospect of watching dinosaur video, reluctant to touch ice.

P6 /
  • Takes initiative to explore e.g. model in classroom

  • Begins to make connections e.g. laughs, signs, points to an animal that is in the wrong environment.

  • Selects an animal from a group that is similar to another one e.g. if the teacher picks a dinosaur, can pick another dinosaur from group of animals .

P7 /
  • Begins to name some animals and plants in environments further afield e.g. tiger, crocodile, cow, sheep, with support, using pictures or miniatures

  • Makes sets of animals found in specific environments with support e.g. farm animals, sea creatures, using pictures or miniatures.

  • Observes one feature of one animal/environment e.g. it is cold or hot.

P8 /
  • From choice of animals, indicates which might be found in particular environments without support e.g. camel in desert, penguin in polar region.

  • Observes more than one feature of an environment e.g. it is cold and wet.

N.C. Level 1 /
  • Can describe simply an environment further afield e.g. more than one feature plus plant/animal likely to be found there.

  • Can name some animals found in specific environment e.g. when shown picture of desert, can say what lives there without any other visual clues

  • Can group animals using a given criterion.

Further Comments