1

Kent Scheme of Work for Primary Science, 2014, Edukent

Year 6 - Living things and their habitats Reference to the Programme of Study 2014

Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

Give reasons for classifying plants and animals based on specific characteristics. The learning journey: Living Things and Their Habitats Year group Statutory Requirements from the Programme of Study

2 Explore and compare the differences between things that are living, dead, and things that have never been alive

Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic

needs of different kinds of animals and plants, and how they depend on each other.

Identify and name a variety of plants and animals in their habitats, including micro-habitats

Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name

different sources of food.

4 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

recognise that environments can change and that this can sometimes pose dangers to living things

5 Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird Describe the life process of reproduction in some plants and animals.

6 Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

Give reasons for classifying plants and animals based on specific characteristics

2

Kent Scheme of Work for Primary Science, 2014, Edukent

How the children should learn science at Upper Key Stage 2

The principal focus of science teaching in Upper Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At Upper Key Stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings. Suggestions for Working Scientifically Pupils might work scientifically by: using classification systems and keys to identify some animals and plants in the immediate environment. They could research unfamiliar animals and plants from a broad range of other habitats and decide where they belong in the classification system. Further Guidance These opportunities for working scientifically should be provided across Years 5 and 6 so that the expectations in the programme of study can be met by the end of Year 6. Pupils are not expected to cover each aspect for every area of study. Planning enquires. Children should plan different types of enquiry to answer questions.

Identifying variables. Children should recognize and control variables where necessary.

Secondary sources. Children should recognize when secondary sources will be most useful to research their ideas and begin to separate opinion from fact.

Using equipment. They should choose the most appropriate equipment. Children should take measurements, using a range of scientific equipment with

increasing accuracy and precision.

Collecting data. They should make their own decisions about what observations to make, what measurements to use, and how long make them for.

Recording. They should choose how to record data. Children should record data and results of increasing complexity using scientific diagrams and labels,

classification keys, tables and bar and line graphs. They should report and present findings from enquires, including conclusions, causal relationships and

explanations of results (in oral and written forms).

Analysing data. Children should use test results to make predictions to set up further comparative and fair test. They should use simple models to describe

scientific ideas. They should identify scientific evidence that has been used to support or refute ideas or arguments.

3

Kent Scheme of Work for Primary Science, 2014, Edukent

Making Improvements. They should use their results to identify when further tests and observations might be needed

Preparation for this unit of study

When - Although aspects of this unit can be studied at different times in the year, there are particular aspects that are seasonal. In particular, children will need to identify trees by their leaves and smaller plants by their flowers. Know the names - Do a little research and find out the names of some of the plants growing around your school. This should include any trees, wild flowers and garden plants. The following website is useful to help you work out which plants you have: www.shootgardening.co.uk/plant/identify The identification charts from Gatekeeper, the identikit from the Great Plant Hunt website (free) and the identification charts from OPAL (free) are useful for you and the children. It would definitely be worth while taking photos of different plants in your school grounds throughout the year. Try to include all the groups; algae, mosses, ferns, seed-bearing plants and lichens. This way you will build up a useful knowledge of what grows where in the school, and what they look like at different times in the year. Recording findings throughout the year - It may be worth keeping a large floor book (like a giant scrap book) in which ‘evidence’ of the plant world developing in the school can be placed – e.g. photos of trees in different seasons, photos of dandelions over a period of time, etc. Some of this ‘evidence’ could be collected at different points throughout the year, but used in the studies during this unit of work. Preparing the learning spaces - Make sure that you have a great range of plants growing in the school grounds. This will mean having: long grass areas, wild flower area, garden flower area, trees, plants in and around a pond, vegetable allotment, and possibly plants in a green house. You will need to mark where particular plants are for particular activities. This could be done by laminating letters or number with a background of a particular colour that links to a particular activity. This will help not only for the children to focus in on the plants that are relevant to their activity, but can help the children to make links over time. Use information from CLEAPSS (Developing and Using Environmental Areas in School Grounds L221), as well as organisations such the Bee Conservation Trust, the Butterfly Conservation Trust and the RSPB to ensure that plants you grow are useful for the range of animals that could live in your school grounds. Also, look out for any national surveys that may be taking place which are looking different plants in local environments.

4

Kent Scheme of Work for Primary Science, 2014, Edukent

Resources

Envelopes containing the photos of different birds (some of the enveloped must contain some of the same pictures, and some similar pictures, but slightly different species).

A range of classification keys on animals. Gatekeeper makes ones for invertebrates, birds, etc. The Field Studies Council (FSC) has numerous different ones.

Key vocabulary

Classification

Vertebrate, invertebrate

Kingdoms: animal, plant, ‘micro-organism’

Classes: amphibian, reptile, bird, mammal,

Scales, feathers

Flowering plant, non-flowering plant

Key information for teachers

Amount of living things on Earth-

So far, scientists have named nearly 2 million plants and animals.

Scientists think that insects outnumber everything else by around 20 to 1.

5

Kent Scheme of Work for Primary Science, 2014, Edukent

Animal group Numbers of species

Insects 1,000,000

Higher plants 250,000

Arachnids 190,000

Fungi 69,000

Molluscs 50,000

Algae 40,000

Fish 18,800

Birds 9,800

Reptiles 6,500

Mammals 4,327

Amphibians 4,200

There are billions of different kinds of living things (or organisms) on earth. To help study them, biologists have devised ways of naming and classifying

them according to their similarities and differences.

The system most scientists use puts each living thing into seven groups (or taxons), organized from most general to most specific. Therefore, each species

belongs to a genus, each genus belongs to a family, each family belongs to an order, etc.

From largest to smallest, these groups are:

1. Kingdom

2. Phylum

6

Kent Scheme of Work for Primary Science, 2014, Edukent

3. Class

4. Order

5. Family

6. Genus

7. Species

Kingdoms are huge groups, encompassing millions of kinds of organisms each. All animals are in one kingdom (called Kingdom Animalia); all plants are in

another (Kingdom Plantae). In the most widely-used system, there are five kingdoms, containing animals, plants, fungi, prokaryotes, and protoctists (the

last two are different sorts of one-celled organisms).

5 Kingdoms Examples Photo Features

Prokaryotes Bacteria

Blue-green algae

The Kingdom Prokarya are distinguished from the life forms in all other kingdoms in that they do not have a membrane bound nucleus containing the genetic material of the cell. They are called "prokaryotes". The genetic material is simply found in strands ("plasmids") within the cell's cytoplasm.

Protoctists Amoeba

Paramecium

Kingdom Protoctista is the catch-all kingdom for everything that does not fit into the other four. It is comprised of many microscope organisms that are of great interest to this group (as well as some macroscopic organisms). These include

7

Kent Scheme of Work for Primary Science, 2014, Edukent

protozoa (or protista under the more modern name) and algae but also such diverse organisms as slime molds and slime nets.

Fungi Moulds

Mushrooms

Yeast

The Kingdom Fungi is comprised of non-motile cells (the entire organism does not move about under its own energy) that have cell walls made of chitin (the same hard stuff that the outer bodies of insects are made of) and not cellulose. Therefore, some argue that fungi are more closely related to animals than plants. Fungi develop from spores without any embryonic stage. They digest other living things outside their bodies by releasing enzymes and then absorbing the product.

Plants All green plants, including:

Algae, ferns and mosses (plants that do not

produce seeds) Conifers and flowering

plants (plants that do produce seeds)

The Kingdom Plantae is composed of multi-celled organisms that grow from embryos that are usually the result of sexual fusion of a male and female cell.

Most plants (but again not all) plants engage in photosynthesis

Animals All multicellular animals, including:

jellyfish, worms, arthropods, molluscs,

echinoderms, fish, amphibia, reptiles, birds

and mammals

The Kingdom Animalia is comprised of multi-celled organisms which develop from an embryo resulting from the fertilization of an egg by a much smaller sperm

8

Kent Scheme of Work for Primary Science, 2014, Edukent

Species are the smallest groups. A species consists of all the animals of the same type, who are able to breed and produce young of the same kind. For

example, while any two smooth newts are in the same species, as are any two common frogs, smooth newts and common frogs are in different species

(since they can't interbreed).

The lion belongs to the following groups:

Kingdom Animalia (includes all animals)

Phylum Chordata (includes all vertebrate animals, as well as some other more primitive ones)

Class Mammalia (includes all mammals)

Order Carnivora (includes carnivorous mammals)

Family Felidae (includes all cats)

Genus Panthera (includes the great roaring cats: lions, tigers, jaguars, and leopards)

Species leo (lions!)

An animal class is made up of animals that are all alike in important ways. Scientists have grouped animals into classes to make it easier to study them.

Classification system

The following information is useful background information for the teacher

9

Kent Scheme of Work for Primary Science, 2014, Edukent

Species

A species is a category within the classification system. Living things of the same type belong to the same species. Individuals of the same species can reproduce to make more individuals of the same species. Two individuals belonging to different species cannot normally reproduce together. If they do, their offspring is usually infertile and unable to reproduce.

Sorting plants from animals

Plants are able to use energy in sunlight to make their own food (photosynthesis). All animals must eat food for energy and nutrients. Some animals eat plants directly; others eat animals that have eaten plants.

Movement in plants is a growth response to stimuli, for example growth towards a light source. Plant cannot move themselves from place to place, but seeds or pollen may be carried. Animals can usually move about.

Animal groups

Vertebrates

Key features which distinguish between the main groups of vertebrates (animals with backbones) are their skin coverings and the place where they live.

Fish. Have scaly skin and live in water. They have gills that extract oxygen from the water.

Amphibians. Have smooth, moist skin. They live in damp places, and can extract oxygen from the water through their skin – but most of the oxygen that they need comes in through their lungs.

Reptiles. Have scaly, dry, waterproof skin. They can live on land – their skin does not use moisture to the air – and they breathe using lungs.

Birds. Have feathers. They live on land and breathe air – so diving birds can only submerge for a short time.

Mammals . Generally have hairy, smooth, dry skin. Most live on the land. All breathe air.

Invertebrates (‘minibeasts’)

Invertebrates are animals without backbones. The main groups are:

10

Kent Scheme of Work for Primary Science, 2014, Edukent

Platyhelminths are flatworms, e.g. Planaria

Annelids have long bodies which are divided into segments, e.g. earthworms

Molluscs have soft and unsegmented bodies. Most have shells, e.g. snails.

Arthropods are animals with hard exoskeletons and jointed legs, e.g. beetles (insects), spiders (arachnids), woodlice (crustaceans)

Main groups of plants

The main groups of the plant kingdom are:

Algae are simple plants that do not have roots, stems or leaves. Most algae live in water.

Mosses and liverworts are plants with very simple leaves or a leaf-like form. Some have root-like structures that help in anchoring the plant.

Ferns are flowering green plants with true roots. Stems and leaves. They produce spores during reproduction.

Seed-bearing plants can be divided into two broad groups, conifers and flowering plants. Conifers produce their seeds in cones. Flowering plants produce seeds protected inside fruits.

Lichens are a special kind of living thing. They are an alga and a fungus living together

Key scientists

Carl Linnaeus (1707-1778)

The following video outlines the work of Carl Linnaeus - http://www.nhm.ac.uk/nature-online/science-of-natural-history/biographies/linnaeus/

Evelyn Cheesman (1881 – 1969)

The following video outlines the work of Evelyn Cheesman - http://www.nhm.ac.uk/nature-online/science-of-natural-history/biographies/evelyn-cheesman/index.html

11

Kent Scheme of Work for Primary Science, 2014, Edukent

Sir Hans Sloane (1660 – 1753)

The following video outlines the work of Sir Hans Sloane - http://www.nhm.ac.uk/nature-online/science-of-natural-history/biographies/hans-sloane/index.html

Gilbert White (1720 – 1793)

The following website outlines the work of Gilbert White - http://www.nhm.ac.uk/nature-online/science-of-natural-history/biographies/gilbert-white/index.html

Learning Expectations Possible Tasks Resources

To be able to describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals.

To be able to give

reasons for

classifying plants and

Hook – Drama: New species of birds are found! You will need to establish with the children why we need to classify living things. We classify things into groups and categories to help us stay organised, keep track of things and be able to compare different things. For example, similar foods are grouped together on supermarket shelves to make it easier for customers to find them. Different brands of jam sit on the same shelf so you can compare one to another and decide which you prefer. Scientists classify living things to help explain their relationships to each other and to be able to learn things about newly discovered organisms by noting their similarities to known organisms. Divide your class into groups. Each groups can be ‘sent’ to different places around Britain (you could place flags on a map of Britain). Inform the children that each of the groups has been working hard to find different types of birds. Each group thinks that it has indeed found some new birds. Photos of these birds can be given to each group of children inside an envelope (great pictures can be found on the RSPB website). Each of the group members must choose one of the birds. They must then be prepared to answer questions from a news reporter (the teacher) about their new find – i.e. they must be able to describe what it looks like, its behaviour and where it was found. While a child is being questioned about their find in front of the class, the other children must listen carefully and be prepared to voice an objection if they think that they have also found this bird. In some cases they might be correct – thus reinforcing the need to classify

Envelopes containing the photos of different birds (some of the enveloped must contain some of the same pictures, and some similar pictures, but slightly different species).

A range of classification keys on animals. Gatekeeper makes ones for invertebrates, birds, etc. The Field Studies Council (FSC) has numerous different ones.

12

Kent Scheme of Work for Primary Science, 2014, Edukent

Learning Expectations Possible Tasks Resources

animals based on

specific

characteristics.

living things so that everyone is organised and can keep track of all finds. On other occasions their finds might be very similar, but different – thus reinforcing the need to classify so that comparisons can be made http://www.bbc.co.uk/learningzone/clips/classification-techniques-and-the-search-for-useful-plants/12894.html The video above clearly shows how contemporary scientists can classify plants according to their DNA. It also shows how this can be put to good use in finding plant cures for diseases. Classifying – How can we classify living things? Ask the children to name things that are living. Ask them then to think of terms for broad groups in which these living things can be placed. Share with children a range of images and decide in which of the broad groups they fit. You might choose to have just animals, plants and micro-organisms to begin with. Classifying animals This should simply be reminding children about how they classified animals in Years 2 and 4. Ask the children different ways in which animals can be classified. They might first suggest vertebrates and invertebrates. Secondly’ they might name some of the animals’ classes: mammals, fish, reptiles, etc. Give each group a set of animal pictures. They must decide which class of animal the animals belong in. Recording The children could provide headings for some of the classes. Under each one they can describe the characteristics for that class. Classifying further The following information will help children to further distinguish between different animals that are in the same class.

13

Kent Scheme of Work for Primary Science, 2014, Edukent

Learning Expectations Possible Tasks Resources

Identifying insects: a. Beetles Ask the children how they would describe beetles. There lots of different beetles (about 4,000in the UK). The following video is an introduction to them. http://www.bbc.co.uk/learningzone/clips/different-types-of-beetles/12658.html b. Butterflies You could use butterflies as an example. The following video will distinguish between several butterflies. http://www.bbc.co.uk/learningzone/clips/an-introduction-to-butterfly-varieties/2477.html The children might be able to name some more and describe what they look like. At the end of the summer term the children could take part in the Butterfly Count held by the Butterfly Conservation Trust. Birds. The following video shows how some people can recognise the species of bird through their songs. http://www.bbc.co.uk/learningzone/clips/how-to-identify-birds-from-their-songs/3012.html Using binoculars the children could try to identify different birds; describing their shape, colour, beak shape, noise they make, how they fly, etc. The following video is an introduction to birds of prey: http://www.bbc.co.uk/learningzone/clips/an-introduction-to-birds-of-prey/4161.html The children could try to create their own classification key for 5 or 6 of the birds that they have found. Mammals – rabbits and hares The following videos will help children to recognise the difference between rabbits and hares: http://www.bbc.co.uk/learningzone/clips/can-you-spot-the-difference-between-a-rabbit-and-a-hare/3008.html Amphibians – frogs and toads. The following video explains the differences between them.

14

Kent Scheme of Work for Primary Science, 2014, Edukent

Learning Expectations Possible Tasks Resources

http://www.bbc.co.uk/learningzone/clips/frogs-and-toads/47.html

To be able to describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals.

Survey over time – Which fungi can you indentify during the year? Fungi can be found throughout the year. Be ready to take advantage of any sightings. Use ID charts like the ones from Gatekeeper and the FSC to identify the find. Recording Keep a class floor book. Throughout the year place in photos of any fungi finds. Identify the fungi and provide any additional information about where it was found.

Fungi ID charts (from either Gatekeeper or FSC)

To be able to give

reasons for

classifying plants and

animals based on

specific

characteristics.

Naming plants Hook – Use the video below to show children how Linnaeus was the first to shorten the long, descriptive names of plants to a new system with only two words for each plant. http://www.bbc.co.uk/learningzone/clips/the-binomial-system-of-classification/12892.html Where can we find different plants? The website below will allow children to view a range of different plants in a range of habitats http://www.bbc.co.uk/nature/animals/wildbritain/look_around/plants/3a.shtml Classifying – How can plants be placed in different groups?

Digital camera

15

Kent Scheme of Work for Primary Science, 2014, Edukent

Learning Expectations Possible Tasks Resources

Hook – The video below will possibly widen children’s idea of the term ‘plant’; including plants with flowers, trees and grasses. http://www.bbc.co.uk/learningzone/clips/an-introduction-to-plant-life/2482.html Survey A– Can we find examples of plants from the different plant groups? Flowering and non-flowering plants One of the easier ways to divide plants is simply into flowering and non-flowering. Children can look for both kinds outside. This is however complicated by the fact that some plants (including grasses) have flowers that are difficult o see, and some plants might not yet have developed their flowers. Survey B– Can we find examples of plants from the different plant groups? Plant groups Introduce children to the groups of plants below.

Algae are simple plants that do not have roots, stems or leaves. Most algae live in water.

Mosses and liverworts are plants with very simple leaves or a leaf-like form. Some have root-like structures that help in anchoring the plant.

Ferns are flowering green plants with true roots. Stems and leaves. They produce spores during reproduction.

Seed-bearing plants can be divided into two broad groups, conifers and flowering plants. Conifers produce their seeds in cones. Flowering plants produce seeds protected inside fruits.

Lichens are a special kind of living thing. They are an alga and a fungus living together

Provide each group with a digital camera and ask them to record some of the plants that they find outside. Many of these images could be displayed on the white board. Children can then decide in which group the plants fit. To make the task more manageable, it is worth you placing some form of marker alongside the plants you wan t the children to study.

16

Kent Scheme of Work for Primary Science, 2014, Edukent

Learning Expectations Possible Tasks Resources

To be able to make a key to classify plants.

To be able to give

reasons for

classifying plants and

animals based on

specific

characteristics.

Classification – How can we classify trees? Allow the children to go outside and visit different species of tree that you have already marked. Ask them to find features that are different on different trees. Ask them to look carefully at the leaves. How many different shapes can they find? Challenge the children to draw the shape of a leaf from each tree. Ask them to use secondary sources to identify the trees. If there were any trees that were difficult to separate when only observing the leaf, can the children find another feature that would help to separate them? Now provide the children with manufactured tree identification keys – e.g. ‘Key to identifying trees and shrubs’ by Gatekeeper. Ask the children to use these to identify the trees. Recording The children could draw a key for 5 or 6 of their trees. They could use information about the leaves within their keys.

‘Key to identifying trees and shrubs’ by Gatekeeper.

To be able to make a key to classify plants.

To be able to give

reasons for

classifying plants and

animals based on

specific

characteristics.

Classification – How can we classify different flowering plants? Hook – Use the following video to show children how Linnaeus tried to classify plants according to parts in the flower (i.e. the reproductive parts) http://www.bbc.co.uk/learningzone/clips/linnaeus-and-the-first-system-of-classification-of-plants/12891.html Survey – How many different flowering plants can we identify? Provide children with some manufactured identification flower keys – e.g. ‘key to identifying flowers of chalk grassland’ and ‘key to identifying flowers of grassland’, both by Gatekeeper. Allow them to use these to attempt to identify a range of plants outside. Recording Challenge the children to find 5 or 6 different flowers. Ask then to identify several features of a flower that makes it different from another. They might identify: colour, number of petals, shape of petals, size of petals and number of stamen. Ask them to record their observations about each of the plants; ensuring they make notes about number of petals, length of petals, etc. Back in the classroom; provide an example of a classification key based on flowering plants.

‘Key to identifying flowers of chalk grassland’ and ‘key to identifying flowers of grassland’, both by Gatekeeper

17

Kent Scheme of Work for Primary Science, 2014, Edukent

Learning Expectations Possible Tasks Resources

The children could construct their classification key – this time based on the parts of the flower.

To be able to give

reasons for

classifying plants and

animals based on

specific

characteristics. To be able to identify scientific evidence that has been used to support or refute ideas or arguments.

Problem-solving – How can attract more bees and butterflies into the school grounds? Over recent years there have been scientists who have declared that there has been a decrease in many species of butterflies and bees in Britain. This could be partly due to a decrease in particular plants that they feed upon. The following video clearly shows how both bees and butterflies have adapted to feed at particular plants. http://www.bbc.co.uk/learningzone/clips/which-flowers-attract-butterflies-and-bees-into-the-garden/3013.html Can the children find the plants that have flowers that will attract particular bees or butterflies? Further information can be found on the Butterfly Conservation website and the Bee Conservation trust website. After the children have performed their survey they might decide that new species of plants need to be planted in order to encourage more butterflies and bees in the future. They will also need to work out whether they have enough evidence to support or refute the arguments made by the scientists.

Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants

Identifying and classifying - Bio-blitz – How many different things live in the school grounds? Inform children that they are going to try and find as many living things as possible in the school grounds. Each time they find a new living thing they take a photo of it. After 30 minutes, each group can download their photos onto a computer. As a group they must decide how they will classify their living things. They will probably start by separating the plants and animals. They will then need to look at both these in turn and continue to sub-divide them according to observable features. When each of the groups has produced their own keys, they can be tested outside by other groups.

18

Kent Scheme of Work for Primary Science, 2014, Edukent

Learning Expectations Possible Tasks Resources

and animals.

To be able to give

reasons for

classifying plants and

animals based on

specific

characteristics.

To be able to make a key to classify plants.

19

Kent Scheme of Work for Primary Science, 2014, Edukent

Year 6– Living things and their habitats Assessing children’s knowledge and understanding of the nature, processes and methods of science

Learning expectation Group 1

(lower ability)

Group 2 (average ability)

Group 3 (higher ability)

Comments

To be able to describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals.

To be able to give

reasons for classifying

plants and animals

based on specific

characteristics.

To be able to make a key to classify plants.

To be able to identify scientific evidence that

20

Kent Scheme of Work for Primary Science, 2014, Edukent

has been used to support or refute ideas or arguments.

Children below the learning expectations

Children above the learning expectations