G2 Plants and Animals planning.pdf - Google Drive

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to advenhe the habitat, esiale agent. style, to a liing thing oftheir. Say whether lvhat. Make further. resulis in simpl
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Scheme ofWork:

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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

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Whot lives neor

you?

Purpose For children to learn that there are different kinds of plants and animals in the

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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?

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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.

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