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					Curriculum Area: Science –Habitats QCA unit 4B                                         Theme: lesson one
Year Group: Y4                                                                         Time: 2 hours
Skills:                                                                                Key Vocabulary:
Information and Processing: Observe, sort and classify                                 Nutrition, habitat, condition, organism, predator, prey,
Enquiry: Generate ideas. Raise questions.
Deciding and evaluating: Critically reflect                                            producer, consumer, food chain, key.
P.O.S           Learning    Learning    Opportunities          Introduction           Support/Access      Core      Extension/   Plenary     Resources
.              objectives   outcomes      for skills                                                                challenge
                                        development
Sc1         to identify  identify    Sorting and       Begin by finding out the                                                See if      Photographs
1a,b,, 2     different     local       classifying       extent of children's                                                    children    or pictures
a,b,c,d,                   habitats                                                     Take the children for a walk round
             types of                  pictures of       knowledge of plants and                                                 can         of habitats
e,g,h2I-                   and         organisms.        animals. For example,
                                                                                        the school, particularly the
                                                                                                                                 suggest     and
M            habitat       recognis                                                     woodland eco-area and old pond
            that
                                       Observing         do they know that                                                       reasons     organisms.
                           e those                                                      and make a list of habitats
                                       differences       seaweed is a plant and                                                  why the     Pre-printed
             different     which                                                        such as flower bed, hedge
Sc2 1a,                                and               so are trees and grass?                                                 organis     sheets.
             animals       are                                                          bottom, plant trough, grassy
b, c                                   similarities       Introduce organism as                                                 ms are      Differentiate
             are found     similar                                                      patch, pond, tree, wooded area,
                                       between them         a                                                                    suited to   d.
             in            in scale                                                     under stone. Ask children to
Sc4                                    Generating        term which includes ALL                                                 their
                           or                                                           record
a,b,c        different                 ideas about       living things.                                                          habitats.
                           diversity                                                     the habitats found and the Pre-
             habitats     recognis    how they live      Obtain a list of various   Pre-printed      Pre-printed               It is
Sc5         to                        and why ,                                         organisms sheet
                                                                                      sheet labeled found in them. printed       importan
                           e that                        types of organism and
a,b,c,d,                               what they                                      habitats and     labeled      sheet        t for
e,,f         observe       animals                       arrange them on the
             the                       need.             board into loose classes,    organisms.       habitats and labeled      children
                           and
                                       Raising           e.g. birds, mammals,                          organisms.   habitats     to
             condition     plants
                                       questions         reptiles, shrubs, flowers,   Can draw the                  and          realise
             s in a        are
                                                                                      pictures of                   organisms
                           found in    about             trees, moss etc. Finish                                                 that
             local                                                                    organisms.                    .
                           many        suitability of    by putting the classes                                                  some
             habitat                   habitats.                                                                                 large
                           places                        into either plants or
             and                       Reflecting on     animals.                                                                organis
             make a        eg on
                                       findings and      Explain, with the aid of                                   Extra        ms such
                           window
             record of
                           sills       own theories.     diagrams or                                                column       as a
             the                                         photographs, the term                                      explaining   tree, are
             animals                                     habitat. Use the familiar                                  why they     themsel
             found.                                      example of a woodland                                      are suited   ves
            That                                        habitat to                                                 to this      habitats
                                                         explain that it is the                                     type of      for
             animals
                                                         natural home of plants                                     habitat.     other
             are
                                                         and animals and a place                                                 smaller
             suited to
                                                         which offers them food,                                                 organis
             the                                                                                                                 ms such
                                                         protection and shelter.
        environm                         Explain to the class that   as
        ent in                           they are going to be        insects
        which                            studying local habitats.    birds
        they are                                                     and
        found.                                                       parasitic
                                                                     plants.




Assessment and Impact for future learning:
Curriculum Area: Science –Habitats QCA unit 4B                                              Theme: lesson two
Year Group: Y4                                                                              Time: 2 hours
Skills:                                                                                     Key Vocabulary:
Information and Processing: Observe, sort and classify                                      Nutrition, habitat, condition, organism, predator, prey,
Enquiry: Generate ideas. Raise questions.
Deciding and evaluating: Critically reflect                                                 producer, consumer, food chain, key.
P.O.S.              Learning     Learning     Opportunities         Introduction             Support/Ac       Core        Extension/       Plenary     Resources
                   objectives    outcomes       for skills                                      cess                       challenge
                                              development
Sc1 1a,b,,      that        make and        Generating      Using pictures of                                                          Help        .
2                different    justify a        ideas on         places in the                  Ask children to observe and                 children
a,b,c,d,e,g,                  prediction       what to          immediate locality or          describe the conditions eg light,           return      Insect
h2I-M            animals
                              eg the           expect in        similar to those in the        water, soil, shade, temperature.            any         collecting
                 are found    woodlice will    different        locality as stimuli, ask       Ask children whether they                   animals     apparatus
                 in           be under the                                                     found the organisms they
Sc2 1a, b,                                     habitats.        children to predict                                                        collected
                 different    stones
c                                             Observing        where a particular             expected.                                   to their    Soap and
                 habitats     because it’s                                                     All children to wash hands after handling   habitat     water
                                               organisms in     organism will be
Sc4 a,b,c       to           damp there
                                                                found eg woodlice,
                                                                                               organisms
                             describe a       habitat.
                 observe                      Raising          snail, butterfly, bee.
                              habitat in                                                     Complete
Sc5              the                           questions        Visit locality to check                    Observatio    As core and
a,b,c,d,e,,f
                              terms of the                                                   chart with
                 condition    conditions       and              predictions.                               nal           encourage         Share
                 s in a                                        Explain that collecting      drawings.     drawings      expanded          informati
                              eg leaf litter   hypothesis
                 local                                          animals must be              Differentia   and           work and          on with
                              is cool, damp    about
                              and dark                          done with care so            ted.                                          other
                 habitat                       behaviour of                                                comments      thoughts.
                 and make  state that         mini-beasts.     that the animals are                       on habitats   differentiated    groups.
                 a record     animals and      Reflect on       not damaged. Help                                                          Discuss
                              plants are       the              children to collect                                                        findings.
                 of the
                              found in         information      invertebrates and
                 animals
                              some places      gained.          record locations in
                 found.                                         which they were
                              and not in
                That         others and                        found.
                 animals      explain why                      Go out to eco-area
                 are suited   eg worms are                      with correct
                 to the       found in the                      apparatus and collect
                 environm     soil not in                       mini-beast and
                 ent in       tarmac                            surrounding habitat
                 which        because they                      material i.e. leaf litter
                 they are     cannot find                       etc. One per
                                food or                         group/pair?
          found      burrow
                     through
                     tarmac




Assessment and Impact for future learning:
Curriculum Area: Science –Habitats QCA unit 4B                                       Theme: lesson three
Year Group: Y4                                                                       Time: 2 hours
Skills:                                                                              Key Vocabulary:
Information and Processing: Observe, sort and classify                               Nutrition, habitat, condition, organism, predator, prey,
Enquiry: Generate ideas. Raise questions.
Deciding and evaluating: Critically reflect                                          producer, consumer, food chain, key.
P.O.       Learning     Learning         Opportu         Introduction        Support/Access     Core            Extension/         Plenary             Resources
S.        objectives    outcomes         nities for                                                              challenge
                                         skills
                                         develop
                                         ment
Sc1          to            To                       Show children a        With support,     Children      Give this group a     Discuss the        Photographs
1a,b,,        group          understa                 set of pictures of     the children      to record trickier set of           findings. How      of birds,
2             organis        nd the
a,b,c,d       ms             term
                                                      animals and ask        can carry out     groups        animal groups such    have the           insects,
                                                      them to                the same          and the       as arachnids,         children grouped   amphibians
,e,g,h2       accordi        categoris                identify and sort                                                            the animals and    Mammals,
I-M           ng to          e and be                                        work as core,     animals       mollusks and
                                                      the animals into
              observ         able to                                         but they may      that fall     crustaceans and       why have they      fish,
                                                      the following
              able           sort
                                                      groups. Bird,          need to draw      into them. see what they know       chosen to do it    crustaceans,
Sc2           feature   animals into
1a, b,                                                insect, reptile,       the animals or    They are about these                in that manner?    molluscs.
              s         broad
c                       categories                    amphibian,             have a word       to write a creatures. Provide       Discuss some of
                        according to                  mammal, fish,          bank to help      few lines some reference            the tricky cases
Sc4                     characteristic                other. Ask             them.             about         material to help      and think about
a,b,c                   s or                          children                                 each          them.                 why we can’t
                        observable                    how they know, for     All children to complete sheet ‘habitat’ to say how
                                                                                               group.                              catergorise just
Sc5                     features.
a,b,c,d                    Be able
                                                      example, that a        each animal is suited to its environment.             on observable
,e,,f                                                 gull is a bird and     (Reviewing last lesson).                              features.
                            to list                   not a
                            some                      reptile.) They may
                            features                  answer, "because
                            for a                     it can fly." Can all
                            given                     birds fly ?
                        group of                      (penguin, emu,
                        animal and                    ostrich) Stop at
                        understand                    this point and ask
                        that                          children to
                        whereas                       consider features
                        physical                      about birds which
                        features                      are irrefutable.
                        such as
                wings and
                legs are
                easily
                recognisabl
                e, some
                features
                which are
                used to
                group
                animals
                may not
                readily be
                observed.




Assessment and Impact for future learning:
Curriculum Area: Science –Habitats QCA unit 4B                                                     Theme: lesson four
Year Group: Y4                                                                                     Time: 2 hours
Skills:                                                                                            Key Vocabulary:
Information and Processing: Observe, sort and classify                                             Nutrition, habitat, condition, organism, predator, prey,
Enquiry: Generate ideas. Raise questions.
Deciding and evaluating: Critically reflect                                                        producer, consumer, food chain, key.
P.O.S      Learning      Learning           Opportunities             Introduction                  Support/          Core         Extension/         Plenary       Resources
.           objectives    outcomes           for skills                                              Access                         challenge
                                            development
Sc1           to use       To be able     Sorting and     Present the children with a picture                                                    Go through       p/c sheet
1a,b,, 2       keys          to use         classifying     from the collection – preferably          Continue to make a decision tree             the decision     43 100
a,b,c,d,                     decision
e,g,h2I-
               to
                             trees to
                                            animals.        unfamiliar. Ask them to write 2 or        together.                                    trees that the   science
M
               identif
                             identify       Reflecting on   3 things about it down on their                                                        children have    lessons
               y local                      their own       whiteboards. Using reference                                         Design their      mad and see if
                             animals
               plants       To use         decisions and   books ask them how easy it would       Pair            Use the       own decision      everyone         using keys
Sc2 1a,        or            simple keys
               animal
                                            those of        be to identify this. Show the          together to     ‘using keys   tree for 4        agrees with      sheet
b, c                         to identify
               s                            others.         children an enlarged copy of the       complete        ‘sheet and    animals or        the animals
                             local plants
Sc4           to            and            Generating      ‘using keys’ sheet (curriculum         the using       complete.     plants of their   groupings.
a,b,c          know          animals.       ideas about     bank p112) show the children how       keys sheet.                   own choice
               how a                        what            to use this.                           It may help
Sc5                                         features the    Enlarge p/c p43 (see notes on          the children
               decisi
a,b,c,d,
e,,f
               on                           animals have.   back of plan) tell pupils you are      to physically
               tree                                         thinking of an organism and            move
               key                                          they’re to ask the 1st question on     around the
               van be                                       the board etc. Tell the children you   carpet to
               used                                         are going to make a decision tree      complete
               to
                                                            together. Put the pictures on the      their own
               classif
               y and
                                                            board and ask Q. what is the           tree sheet.
               identif                                      difference between the two
               y                                            groups? Write the q. down on a
               animal                                       strip of card. Ask children to think
               s                                            of a yes/no question to ask

Assessment and Impact for future learning:
Curriculum Area: Science –Habitats QCA unit 4B                                                       Theme: lesson five
Year Group: Y4                                                                                       Time: 2 hours
Skills:                                                                                              Key Vocabulary:
Information and Processing: Observe, sort and classify                                               Nutrition, habitat, condition, organism, predator, prey,
Enquiry: Generate ideas. Raise questions.
Deciding and evaluating: Critically reflect                                                          producer, consumer, food chain, key.
P.O.S           Learning            Learning            Opportunities           Introduction         Support/       Core          Extension/         Plenary         Resources
.              objectives           outcomes              for skills                                  Access                       challenge
                                                        development
Sc1             To pose           Can investigate    To raise              Ask the children to     As a        Using the      As core with      Discuss          Phoots, tubes,
1a,b,, 2         questions          the behaviour      questions and         generate questions      group       core           harder frame      questions        soap and
a,b,c,d,         about              of an animal
e,g,h2I-         organisms          species.
                                                       answer in the         that investigate        with a      experiment     but encourage     raised and the   water, paint
M                and the           Can explain the    form of an            alternatives i.e. how   teacher,    frames for     the children in   answers they     brushes .
                 habitat in         need for           investigation.        do we                   design an   help, in       CH’s maths        discovered.
                 which they         repeated tests     To observe            know…woodlice           experime    pairs          group to          Reassure
Sc2 1a,          live and          Can put ideas      behaviour of          prefer damp             nt          design an      quantify the      those whose
b, c             make               for
                 predictions.
                                                       organisms and         conditions etc?         together    investigatio   results. E.g. 5   answers
                                    investigations
Sc4             To know            in the form of a   evaluate this in      Discuss with the        using the   n and carry    out of 8          where
a,b,c            how to             questions.         response to           children how to         support     it out.        woodlice chose    uncertain and
                 investigate                           investigation.        investigate these       frames                     the dark side     discuss the
Sc5              the                                   To reflect on their   questions, how to       for help.                  more than the     need for
a,b,c,d,         behaviour
e,,f
                                                       own findings and      collect the evidence                               light.            repeated
                 of an
                 animal                                question these.       and what equipment                                                   tests.
                 species.                                                    they will need.
                To decide
                 what                                                        Discuss safe and
                 evidence to                                                 ethical manner in
                 collect.
                                                                             which to handle
                                                                             organisms.

Assessment and Impact for future learning:
Curriculum Area: Science –Habitats QCA unit 4B                                                     Theme: lesson six
Year Group: Y4 E.Collins.                                                                          Time: 2 hours
Skills:                                                                                            Key Vocabulary:
Information and Processing: Observe, sort and classify                                             Nutrition, habitat, condition, organism, predator, prey,
Enquiry: Generate ideas. Raise questions.
Deciding and evaluating: Critically reflect                                                        producer, consumer, food chain, key.
P.O.S           Learning            Learning           Opportunitie         Introduction          Support/       Core          Extension/         Plenary          Resources
.              objectives           outcomes            s for skills                               Access                       challenge
                                                       development
Sc1             To identify       Describe what      Questioning     Give each child a small    Using p/c   Using          With              Show the          Bread – beware
1a,b,, 2         food               a particular       their ideas     piece of bread to eat      p74         secondary      teacher.Extend    extension         of any dietary
a,b,c,d,         sources of         animal eats and
e,g,h2I-         different          explain that it
                                                       of where        and ask them where it      children    resources,     childrens         groups ideas      needs or
M                animals in         can only live      food comes      came from?                 produce     children to    knowledge by      and discuss       allergies.
                 different          where its          from.           Q where do we get our      food        make more in   introducing the   the term food
                 habitats.          suited.            Classifying     energy from? What          chain and   depth food     term food web-    web. Let the      Page 74 and 5
Sc2 1a,         To identify       Identify food of   foods and       different things do we     can draw    chains .       begin to          group explain     pcs
b, c             the                a specific
                                                       sorting into    eat? List suggestions      each                       construct a       the decisions
                 structure of       animal
Sc4              a food            State that         producers       on board. Take one         stage.                     food web          they made.        Resource books
a,b,c            chain in a         predators eat      and             suggestion and trace                                  together                            n-f
                 specific           other animals.     consumers.      backwards until reach                                 explaining that   EXTENSION/
Sc5              habitat.          Sequence valid     Reflecting      green plant. (don’t show                              this is the       HOMEWORK          Flipchart on
a,b,c,d,        That most          food chains.                                                                                               KWL grid on
e,,f
                                                       on foods        arrows yet) where do                                  bigger and                          habitats in
                 food chains                                                                                                                   board. Model
                 start with a                          consumed.       chickens get their                                    more realistic                      staffcommon
                                                                       food from? Trace                                      idea.. Usepage    process by        area will show
                 green                                                                                                                         choosing an
                 plant.                                                where does cheese                                     75 to aid this.                     food chains.
                                                                                                                                               animal. Using
                                                                       come from? What Is                                                      reference
                                                                       at the beginning of                                                     books to
                                                                       each of these food                                                      answer
                                                                       chains? Explain terms                                                   questions. In
                                                                       producer and                                                            pairs of 2 or 3
                                                                       consumer.                                                               raise questions
                                                                                                                                               about their
                                                                                                                                               animals –
                                                                                                                                               include what
                                                                                                                                               do they eat?
Assessment and Impact for future learning:

				
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