animals and their habitats: ks2 student … · animals and their habitats: ks2 student resources....

ANIMALS AND THEIR HABITATS: KS2

STUDENT RESOURCES

ANIMALS AND THEIR HABITATS (Lesson 1:1)

Name:_________________________________Class:_______________ Date:____________

Living

things

need

Micro

habitats Macro

habitats

Animals Plants

Difference?

COMPARING ANIMALS (Lesson 1:2)

Name:_________________________________Class:_______________ Date:____________

Key

words

ANIMAL GROUPING TASK (Lesson 1:3)

Spider

Donkey

Elephant

Bird Sheep

Cat

Snake

Fish

Butterfly

Group the animals into

the correct areas in

the Venn diagram.

Has legs Can fly

Has fur

or hair

ANIMAL GROUPING TASK

Group the animals into

the correct areas in

the Venn diagram.

Name:_________________________________Class:_______________ Date:____________

ANIMAL GROUPING TASK

Group the animals into the correct areas in the Carroll diagram

Name:_________________________________Class:_______________ Date:____________

ANIMAL GROUPS (Lesson 1:4)

Name:_________________________________Class:_______________ Date:____________

Mammals Fish Amphibians

Birds Reptiles

Arthropods

Name as many animals as you can from each group.

ANIMAL / PLANT COMPARISIONS (Lesson 1:5)

Name:_________________________________Class:_______________ Date:____________

Animal / Plant Similarities Differences

Compare the plants and animals, how are they similar and how are they

different to one another?

THE HUMAN SKELETON (Lesson 2:1)

Name:_________________________________Class:_______________ Date:____________

Can you name the bones ?

ANIMAL STRUCTURES (Lesson 2:2)

Name:_________________________________Class:_______________ Date:____________

Animal: Animal:

What size is it? What size is it?

To which group does it belong? To which group does it belong?

Drawing of it’s skeleton / body parts (labelled) Drawing of it’s skeleton / body parts (labelled)

Choose one animal from the vertebrates: mammals, fish, amphibians, reptiles, birds and one from the invertebrates: arthropods, molluscs, annelids. Research the animals and draw their skeletons / body parts. Label your drawings.

DESIGNING WITH BACTERIA (Lesson 3:1)

Name:_________________________________Class:_______________ Date:____________

Research the microscopic shapes of bacteria and use them to develop a design for a CD cover.

Microscopic bacteria

drawings

Ideas for the

CD cover

Final design for your CD cover

FOOD CHAIN CARDS (Lesson 4:1)

FOOD WEBS (Lesson 4:2)

HABITAT

ANIMAL

PLANT

OMNIVORE

CARNIVORE

PLANT

CONSUMER

PREDATOR

PREY

PRODUCER

ENERGY

HERBIVORE

FOOD CHAIN WORDSEARCH (Lesson 4:3)

INDEPENDENT LEARNING: FOOD CHAINS (Lesson 4:4)

Explain the food chain terms below.

Name:__________________________________________Class:______________________

Producer

Consumer

Herbivore

Carnivore

Omnivore

Predator

Prey

Create a food web for the following animals.

Frog

Dragonfly Ladybird

Buzzard

Snake

Butterfly

Rabbit

Grass

Fox

Mouse

Greenfly

WHERE DOES THE FOOD GO? (Lesson 5:1)

Name:_________________________________Class:_______________ Date:____________

Explain what you already know about what happens to the food animals eat.

Explain:

Try and name the organs and draw them in:

Key

Terms

HUMAN DIGESTIVE SYSTEM (Lesson 5:2)

Card sort task: try and put them in order

HUMAN DIGESTIVE SYSTEM (Lesson 5:3)

Try and pair up these descriptions with the digestive system body parts.

This long tube is

where juices from the

liver and pancreas

help break down the

food so that useful

parts of it can be

absorbed into the

blood.

This is where the non

digested food is

passed into and water

is extracted to make

the waste firmer. This is where animals

excrete their waste.

This is a long

muscular tube that

forces the food along

it.

This where animals put

the food they want to eat. This is where animals

store the waste from

eating until it can be

excreted.

This is a sack which

kills bad bacteria in the

food and uses enzymes

to start to break down

the food into usable

parts.

This is a strong

muscular organ that

helps push the food to

where it can continue

it’s journey.

These cut and grind up

food so that animals

can eat it more easily.

PARTS OF A FLOWER (Lesson 6:1)

ANIMAL / PLANT COMPARISIONS (Lesson 1:5)

Name:_________________________________Class:_______________ Date:____________

(Lesson 6:2)

THE LIFE CYCLE OF PLANTS (LESSON 6:2 ALTERNATIVE)

Name:__________________________________________Class:______________________

EXPLAIN WHAT THE PARTS DO.

INVESTIGATION: PLANT GERMINATION (Lesson 6:3)

Name:_________________________________Class:_______________ Date:____________

SEED

POT

NUMBER

DAY 1

HEIGHT

DAY 1

CONDITION

DAY 2

HEIGHT

DAY 2

CONDITION

DAY 3

HEIGHT

DAY 3

CONDITION

DAY 4

HEIGHT

DAY 4

CONDITION

NOTES DAY 5

HEIGHT

DAY 5

CONDITION

1

2

3

Conclusions

The pots are to be placed in: 1. A dark, but warm place, 2. A cold light place, 3. A warm light place. Look at the seed pots daily and water them the same amount. Record any seed growth below.

SEED

POT

DAY 6

HEIGHT

DAY 6

CONDITION

DAY 7

HEIGHT

DAY 7

CONDITION

DAY 8

HEIGHT

DAY 8

CONDITION

DAY 9

HEIGHT

DAY 9

CONDITION

NOTES DAY 10

HEIGHT

DAY 10

CONDITION

1

2

3

INVESTIGATION: SEED DISPERSAL (Lesson 6:4)

Name:_________________________________Class:_______________ Date:____________

Conclusions

We are going to investigate what properties of seeds helps them with wind dispersal.

Agreed drop height for seeds: Speed of fan:

Seeds Description Drop 1 Drop 2 Drop 3 Average Observations

1 2 3 4 5 6 7 8

ANIMAL LIFE CYCLES (LESSON 7:1)

Name:_________________________________Class:_______________ Date:____________

Research the life cycles of a range of animals and record the main stages of development

below. Record the time each stage lasts.

DEVELOPMENT OF A CHICKEN (LESSON 7:2)

Name:__________________________________________Class:______________________

Watch the chicken embryo video and record the development of a chick inside an egg.

What are the stages of development and how long does each stage last?

INDEPENDENT LEARNING (LESSON 7:3)

Name:__________________________________________Class:______________________

Research the gestation period of a range of animals, record the time, normal size of the

young animal, what they are called and what they are capable of.

ANIMAL GESTATION TIME NORMAL SIZE RANGE WHAT IS IT CALLED? WHAT CAN THEY DO?




ANY CONCLUSIONS?

LIFE CYCLE MAKING TASK (LESSON 8:1)

Name:__________________________________________Class:______________________

We are going to be making the lifecycle of

STAGE ONE_____________ STAGE TWO____________ STAGE THREE___________ STAGE THREE___________

The stage we are going to make is

Team members

Shape Colours Details

The Beginning

__________

__________

__________

__________

__________

__________

__________

_______

The Build-Up

__________

__________

__________

__________

__________

__________

__________

_______

The Problem

___________

___________

___________

___________

___________

___________

___________

The Resolution

__________

__________

__________

__________

__________

__________

__________

_______

The Ending

__________

__________

__________

__________

__________

__________

__________

_______

Name___________________

Date____________________

Introduce the main

characters and where

the story is set.

What things happen?

Build up the interest.

What is said?

Is there a mystery or

problem?

Do bad things happen?

How are things sorted

out or solved?

What makes it good?

Happy or sad ending?

What do people learn?

Has anything changed?

INDEPENDENT

LEARNING

(LESSON 10:2)

ANIMAL ADAPTATIONS (LESSON 11:1)

Name:__________________________________________Class:______________________

Research your chosen animal and identify how you think the animal has adapted to it’s

habitat and why the adaptation helps

Animal: Habitat:

Adaptation 1

How has this helped?

Adaptation 1


Adaptation 1


Adaptation 1


FEET PAWS CLAWS MOUTH TEETH LEGS BODY COAT BEHAVIOUR EYES SIZE

ENVIRONMENTAL PROBLEMS (LESSON 12:1)

Name:__________________________________________Class:______________________

What is the problem?

How could it be

helped?

Why is it happening?

Who is responsible?

Where is it happening?

Timescale?

Research an environmental problem.

Photograph

Name:__________________________________________Class:______________________


What do they focus on?

Where do they work?

Name and explain one of their campaigns

Who set them up and when?

Can you name and explain a news

article involving them?

http://www.greenpeace.org.uk/

Name:__________________________________________Class:______________________



Where do they work?


Who set them up and

when?



http://www.foe.co.uk/

Name:__________________________________________Class:______________________



Where do they work?


Who set them up and when?



http://www.sas.org.uk/

Name:__________________________________________Class:______________________



Where do they work?


Who set them up and

when?



http://www.keepbritaintidy.org

Name:__________________________________________Class:______________________



Where do they work?


Who set them up and

when?



http://www.wwf.org.uk/

animals and their habitats: ks2 student … · animals and their habitats: ks2 student resources....

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