to advenhe the habitat, esiale agent. style, to a liing thing oftheir. Say whether lvhat. Make further. resulis in simpl
I
-r-
--4{-.1 _-41 l
Scheme ofWork:
_4.-/
I€rDiDg obiectiv€. Xno*lcdte and urderdeoding
Tark
:: -irl:ih
Bi8 Book page 2.
Task Sheet
1 Plants , nd . nimah.
MaBazines-
Cbildren understand the concept
Safety! lfyou have
ofliving a.d lear. aboul the
in the classroom, consult wirh
rhe
L€artring obiective:
LiteEcy and
Resouaces
Evidence of learning
trumefttcy
and safety
Children:
Skilti
links
dlfference between plants and
l.
Can idenriry livin8 things
Uve
animals
Can give reasons for
lheir
LEA or governor guidelines
unfamiliar
animals.
about their care. handling and saiety. Also be aware
ofany
poisonous planls or planir that
nay cause allergic reaciions. Big Book pag€s 5'5. 2 What lires
oiplanls and animals
near,ou?
leadint to scientific
Children idenlily local plants
,n the localiq, and
lhar
lhq
Linking
Task Sheet 2.
Can name plants and animals
reading to
Safety! Children should wash
in iheir localiiy.
enquiry.
their hands before and afier
Know thai they are living rhings.
Use drawings and
handlinglivi.tlhings.
and should be treared with carc.
Reierence books, CD-ROMs,
Can predicl and invesiigale
should be
sensiu!it{ To esublish the
Iiljng and nonliving things. To understand the
6'rl.
Blg Book pages
Reading sinple
5 Tale ue hoDel habitats and to
record infoimation in
4
Maling
a
ihe
diiferences between two habilats.
table.
answered by irying
Task Sheet 3,
observe them and record them in
Children spol animals and planis.
Safetyl Take the opportunity
a
which are in inappropriate habitats
to advise the children on waler
differences between iwo habitals.
of
before carrying out some research
Use ICT 1o research
chronological
safety and the dangers
into those a.inals and plants.
animals and their
reports. e.g.
playing near even shallow
Childre. talk aboui the
young. Predict ihe
use
of
ponds (or
table. Can confirm lhe
C2n re.ord
inforhrtion on,
baihr.
the] 1i!e in y
ofiheiro$n.
make a iable
a simple table.
vhy
difterenl planb and
Bt8 Book page
Say whether lvhat
5 Watchin8 walk. 5 what did
dittetent habi1a1s.
Il,
Task Sheet 4.
Can e\plain Nhy aninals
and giving
Reference bools, CD-ROMS.
and planls are adapled
1o
Make further
much flora and launa as they can.
They make a class table
=E!
their habitals.
Children go on a walk to look for as
ldentiryjnB
,0u ffnd?
rA
ra ra
...
Solving a
organising
To establish
ra €
scieniific tables and where they nay have seen them before. They then
rA
oltheir
findings before designing a posier
Predicling resulis in simple
endings while
-
readiDg wiih
- -
to advenhe the habitat, esiale agent style, to a
To eslablish
lhat
flowering planls
liing thing oftheir
Big Book paSes 12, 15. 7
lruits and
Yeg€tables.
Children ide.tify *hich are lruits To learn that
fruiis
Task She€t 5.
Knos thai lloserins
Frxits and vegetables !o cui
produce ftuits
;1.:l
conEi.::: -::.
ope.. t.iv€s (to be used under
from a collection of fruits and vegetables. Ifpossible. they then
Safety! ChildreD mav hale
cut some lruirs open and sludy the
allergies io some fruits. Remind ihe children never to
drinl aN,ihinS used ir an experiment' unless )ou sal il is oka\: Allo take care snh eat or
+
+
I
&drd !d,
Eslootpcarr
1{,
l;.
lQrp ,o{r o7n llcorll, Cfildrer loot at difiercnt seeds that E
CD-ROM9, lntemel. Crcss,
Knor/ i.hat plants ned
alfalIa or mung beans
and moisture to gros.
yrfitL
to gmx,, digital or ordinary
atE s€rYed Ior a meal and assess how
lo Srow a healthy plant.
Safety! Children msy have
alergies to some &uits and seeds. Remind the childrcn
never to eat or
drinl anlthing
used in an expernnent unless
)ou say it is okay. Tomato plant leaves can be an
Iolst
pld bg*
Ji.L xhat
lccd to begin
Solt questioN inio
BIE Book pa8e! 14, 15, 9 S/€
tant to Browl
Chlllien
those
drscuss what see& need to
$ow
tlal
can be
answered by
tiying
wafiitl
Posing
Know thal plants need
questions and
and moisturc to begin to groi/.
rccording thenl
it out and lhose
Usins labell€d
tiai
diagrams iD
cannoL
irnhnt.
instructions. re8ular 'trale ob6enetiors of
Blg Bool pag€s 15,
Sroving plants aEd to I€am that Dexr plant!
Ch drcn look at
gow toio
some of their
To
seeds.
lz
10 Ro8ie's be-an tablea table showing the
Use dtEvings,
SoIYing a
Iast
phoiographs and
pmblen by
Cre$, alfalla or l'run8 beans
labels to Fesent
organjsinS
io grow digitd or ordinary
o}n. They keep a
Use prcpared
a
sir4le
table.
Can meke regular observations o{ growing plant!.
Knov
tlat
seeds grow into
nev
phnts.
informauon in
li{e c}Ele ofthe seed belore growing
record of their seeds' proBress.
She€t 5.
Srfetyl Do not allow the
tables.
children to handle seeds that
Describe v,,hat
have been coaied in Iungicide,
happened making
and [lake sure they do noi e3t any unless pemitted.
appropriate. To recognise vrhen a
Btg Eook pr8€3 18, 19.
coryarisor
11 It'B
fu
unhlr,
Describe the
TasL Sheet 7.
not Iairl
Can rccognise vhen a
12Irlr drffod re*.
conParison is unfair. Can help to plan a fair test.
Children discuss the concept of
requir€d.
fairBess in the context of science
Spot when a plan
and why it is important to have fair
$,iI lead to
a
fair
te!t.
esHbt tbt atL* EProduc€ dchse To
Btg Book pag€s 20, 21.
l3 Arimatu
Erow
a
rcprodue.
Carl nake
Reference bools, CD-ROM9,
(now that aninals change
simple noles
the Intemet s,ord proceJsor.
8ro1v.
ant before looking into the life c}rcle
Iiction texts.
of bees and ants,
Can r,rlte non-
tu.
X8
Booh peter 22, 23, 24.
L
chang€,
15
^nlE.l.
anillds.
IEsk She€t 8. CD-ROMS, Intemet,
h.r-
DTP software.
61drco order pictu.es
of differcnt
rd,,'E3 d diffeEnt stages of their E qd. 6rrerIr. Children read
.IE &rd
gordng
L.-! A.rrrrd 6. r--rt
&|---3
a seed-
Sunmary. rs !o ss€ss the
they
Know that animals produce nefl
Children disclss the life cycle of the
ffction text.
tiffittd tthbd -..r-J
as
Plonts ond onimols Purpose
Ior children to establish the differences between plants and animals and living and non-lirirg things.
Whot to do Big Book Use the text and pictures on 'Plants and animals'to introduce the idea to the children
tiat
living things are classified as plants or animals. Look at the pictures of hedgerow life *iri tlct and help them to sort the living things into plants and animals. Can they name anv o[ ltre oleac or animals? You might extend this by cutting out pictures of living things from magazines a-ud asking the class to sort them into plants and animals. As the children work, ask them for rbdr reasons for the choices thev make.
Pupil's Book Talk about the texi and pictures with the children to ascertain their understanding of whar means to be'livingl Then look at the different plants and animals in the illustraiion and
ir
ulk
about what makes a plant and what makes an animal. Do the children realise that trees. grasse: and ferns are plants, iust as daisies and roses are? And that snails, worms and birds are animab? Use Task Sheet I to reinforce their learning about the differences between plants and anirn:l( You might also show the class some magazine pictures of different plants and animals from
around the world and ask them to classify each as either and plant or an animal. Try to
inclu& liq
some less instantly recognisable examples as well as some easier ones. Children could male a
of new words. QUESTIONS o Which of these are plants?
Porsrbre oa5wer5
o Which of these are animals?
o How do you know?
Might include that plants are usualb grcca. dt4 stay in one place, they make their
o*t
l'd:
animals move, they eat plans and other
onrr4-
they sense things oround them,
Wotch out fort The children may not realise that trees, grass or ferns are plants, and thel' ma1'
thinl of aninek
as furry mammals only. Be aware that plants do move, e.g. to face the Sun. but do not ocre animals do to find food and to escape predators.
Safetyl Ifyou have live animals in the classroom, consult \vith LEA or goremor guiddins
es
ebm
-ar--
Whot lives neor
you?
Purpose For children to learn that there are different kinds of plants and animals in the
rt-_
localili and to
realise that they should be treated with sensitivity. They recognise the difference between things
that are alive and those that are not alive.
Whot to do Big Book Use 'Which are local?'to talk about local animals (those seen in the Iocal environment), and those
that might be seen in zoos or wildlife parks. Then read through and discuss Are you alive?' in order to remind the children of the characteristics of living things. Talk about the picture ofthe people having a picnic in the park. Ask the class ifthey think plants could do those things, and why or why not. The page 'ls it alive?'then challenges the children's ideas about movement and
life. Ask them if it is true that anything that moves is alive, or ifthere are things that move that are not alive. Then ask if all things which cannot move are not alive. Can the children think of nonmoving things that are alive?
Odr & G@
\Btris
ffi@8
:il::::::::.:, + whirh wourd You ,rnd
ner
you?
I ihe' drc d"{. I l.whdoi Pr.ddo, I
.a-
a-
-a--.
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-a-J._
t,-/i,_
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Pupil's Book
think about any plants and animals they have seen around the school or at home. Do they realise how much lile there is all around? Talk about the plants and animals in
Ask the children to
the classroom, around the school, in the park, and so on. Then use Task Sheet 2 to help the
children spot different creatures that can be found in the environment.
QUESTIONS o Clouds, flames and rivers move. Are
Porsible onswers
they
alive?
No,
thq
are not alive, They cannot eat, breathe,
reproduce, grow, etc.
do? move?
o What can plants o Do all living things
They can grow, reproduce, make food, etc.
Not necusaily, plants don't visibly move.
o Do the animals and plants in the picture live near you? o Where might you find them? o What other plants and animals liye near you?
Wotch out for! Many children believe that something that moyes is alive and that, conversely, something that
doesn't move is not alive. Hold a discussion about this to clarify the issue, but treat the question 'Do all living things move?'with sensitivity to the children's personal circumstances. Living things must be handled with care and sensitivity and returned to the exact place they were found. Small creatures can be handled using a soft paintbrush or with a 'pooter:
Safety! Children should wash their hands before and after handling living things.
_I-( _I
