Tipton St John C of E Primary School Year groups: 5/6 Term: SUMMER Year: (B) 2015/16 Subject: Science Teacher: Mrs Anne Ladbrook

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1 Tipton St John C of E Primary School Year groups: 5/6 Term: SUMMER Year: (B) 2015/16 Subject: Science Teacher: Mrs Anne Ladbrook Theme: What s That I Can See? Key Questions: What is diversity? Outcomes: To understand the diversity of organisms, including classification Evolution and inheritance Deeper Understanding (Exceeding Expectation Use the correct vocabulary to classify and distinguish between organisms they have chosen to research. Explain what inheritance means and why offspring are similar but not identical. Explain the uses of cloning ( i.e. identical grapes for wine or tulips for display) Know how botanists classify plants and use this knowledge to classify some plants they have found. Describe how adaptation eventually leads to evolution. Have researched the findings of one famous scientist known for work on inheritance or evolution. Explain the challenges facing researchers such as Charles Darwin or Mary Anning. Mastery ( Achieving expectation) Be able to classify, including animals that are very similar such as different kinds of birds. Know the technical vocabulary associated with different species. Know what cloning is. Be able to describe how to classify plants. Know how survival of the fittest theory may lead to evolution. Be familiar with the biographis and findings of famous scientists such as Charles Darwin or Mary Anning. Working within expectation: To classify organisms according to their characteristics and use the corret vocabulary to do so. Explain how cloning occurs within some types of plant. Know what a flowering, non-flowering, vascular and non-vascular plant is. Be familiar with the work of Mary Anning and Charles Darwin. Formative Assessment ( Diagnotstic) Summative Assessment ( Norm and criterion referenced) To organise organisms according to their characteristics. Use the correct vocabulary to distinguish between different organisms. Know the difference between flowering and non-flowering plants. Know what Charles Darwin is famous for. Notes for next time and subject leader: Key Learning Objectives Be able to give reasons why living things produce offspring of the same kind, but in many cases offspring are not identical with each other or with their parents Know that fossils provide information about living things that inhabited the Earth many years ago; how animals and plants are suited to and adapt to their environment in different ways; and how this leads to evolution. Learning strategies/skills and attitudes Planning, observation, enquiring, speaking, listening, taking measurements, drawing and interpreting diagrams, tables and graphs Reporting, explaining, collaborating, organising, selecting, labelling, annotating Vocabulary Evolution, inheritance, adaptation, habitat, plant, animal, amphibian, bird, fish, reptile, insect, crustacean, arachnid, mollusc, organisms, characteristics, species, similarities, difference, non-flowering, vascular, genes, genology, genomes, environment Resources espresso Own PowerPoints of slides. Predicating, evaluating, asking questions, presenting Sessio ns Key Learning Objectives (For each week) *These should be cut and pasted onto weekly timetable. Activities (Showing support and extension) *These should be cut and pasted onto weekly timetable. Evaluation/Assessment Can the children..?

2 Progression 2 Progression 1 Intriguing question: (Can I review how to classify organisms?) I can recap ways of grouping organisms according to their characteristics. Show children the ten organisms on the slides and the ten corresponding labels (plant, mammal, amphibian, bird, fish, reptile, insect, crustacean, arachnid, mollusc). Can you match each organism to the correct label? Give children some time to discuss their ideas, then check on the slides. How did you know which organism was which? Which features did they have to help you identify which group they belonged to? Invite children to share their ideas. Go through the information on the slides about the features of each of the different groups. Classification Key and Animal Cards A. Challenge children to identify which group each of the organisms belongs to and stick in the correct box on worksheet 1A. Mastery: : Provide children with the Classification Key and Animal Cards B. Challenge children to identify which group each of the organisms belongs to and record on worksheet 1B. Children to then describe the features of each group. Children may need access to books or the internet to help identify the features of some of the animals.. Deeper understanding: Classification Key and worksheet 1B. Children to describe the features of each group, then challenge them to list as many organisms as they can for each group. Children may need access to books or the internet to help them think of a variety of animals. Plenary: Invite one child at a time to come to the front of the class and think of an animal. The rest of the class have to identify which animal they have chosen by asking a series of yes or no questions. Encourage children to use questions using the specific scientific vocabulary they have been using during the lesson, e.g. Is it a mammal? Is it a crustacean?. What other broad questions can children ask to help identify the animal quickly? Invite one child at a time to come to the front of the class and think of an animal. The rest of the class have to identify which animal they have chosen by asking a series of yes or no questions. Encourage children to use questions using the specific scientific vocabulary they have been using during the lesson, e.g. Is it a mammal? Is it a crustacean?. What other broad questions can children ask to help identify the animal Do children know that organisms can be grouped according to their characteristics? Can children describe the characteristics of different classifications of animals? Can children match animals to their group according to their characteristics? Intriguing question: How do we distinguish between organisms that have similar characteristics? I can distinguish between animals that are very similar such as species of cats. How many groups can you remember for classifying animals? Children to share a few ideas, e.g. mammal, fish, amphibian, etc. Show children the pictures of different mammals on the slides. These animals all belong to the same group. What do they have in common? How are they different from each other? Give children some time to discuss their ideas. Explain that there are millions of different types of animals and splitting them into groups such as mammal, amphibian, reptile, etc. does help to identify them, but there are many other ways of grouping animals within each group according to their characteristics. Show children the various birds on the slides. What criteria could we use to sort these birds? Invite children to share their ideas. Insect Cards in pairs or small groups. Give children some time to think about the different features the insects have and how they could further split them into groups. Children to stick the Insect Cards into the groups they have chosen on a large sheet of paper then label each group. Middle Mastery: Bird Cards in pairs or small groups. Give children some time to think about the different features the reptiles have and how they could further split them into groups. Children to stick the Bird Cards into the groups they have chosen on a large sheet of paper then label each group. When finished, children to answer the questions on worksheet 2A. Middle Deeper Understanding: Mammal Cards in pairs or small groups. Give children some time to think about the different features the mammals have and how they could further split them into groups. Children to stick the Mammal Cards into the groups they have chosen on a large sheet of paper then label each group. When finished, children to answer the questions on worksheet 2B. Fancy Can children classify organisms according to broad characteristics? Can children find ways to distinguish between organisms that are similar? Can children use appropriate scientific vocabulary to describe organisms and their features? Plenary: Provide children with a set of the Flowering Plants Cards A or B (depending on ability) in pairs or small groups. Tell children that their task today is to distinguish between the different types of plants by creating a classification key to identify each one. Remind children how to create a classification key by posing yes or no questions and splitting the plants into groups accordingly. Give children some time to complete their classification key then share their work with another group. Did you ask any of the same questions? Did you sort the plants in different ways? Why?

3 Progression 3 Intriguing question: Can I classify plants according to their characteristics? I can organise plants into groups according to their characteristics. Show children the pictures of different plants on the slides. How could you organise these plants into groups? Children to think, pair, share their ideas. Explain that botanists (scientists who study plants) have lots of ways of classifying plants to help identify them. Go through the information on the slides about vascular and non-vascular plants, and flowering and non-flowering plants. Show the classification key to represent this. Explain that most of the plants belong to the flowering plants group. Show children a variety of flowering plants on the slides. How could you organise these plants into groups according to their characteristics? Children to think, pair, share their ideas, then show children how botanists further divide this group. Can children identify the difference between flowering and non flowering plants? Can the children use vascular and non vascular information to classify plants?. Mostly achieved and Mastery: Show children the pictures of different plants on the slides. How could you organise these plants into groups? Children to think, pair, share their ideas. Explain that botanists (scientists who study plants) have lots of ways of classifying plants to help identify them. Go through the information on the slides about vascular and non-vascular plants, and flowering and non-flowering plants. Show the classification key to represent this. Explain that most of the plants belong to the flowering plants group. Show children a variety of flowering plants on the slides. How could you organise these plants into groups according to their characteristics? Children to think, pair, share their ideas, then show children how botanists further divide this group. Deeper understanding: with TA Take children to an outside area where there are plenty of different plants to explore. Provide children with a digital camera in pairs or ask them to collect samples. Children need to find ten different plants. Once back in the classroom, challenge children to identify the plants using books and/or the internet (there are plenty of plant identification websites that are child-friendly). They then create their own classification key to help identify each of the plants. Show children the pictures of two plants on the slides. How many similarities and differences can you list between these two plants? Children to think, pair, share their ideas, then repeat with the other sets of plants.

4 Progression 4 Intriguing question: (Why do I look like my family but not exactly the same?) I know why variation in offspring occurs. I know why dig breeders cross breed. To recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents What is inheritance? What does it mean if you inherit something? Children are to discuss and share their ideas, then explain the scientific meaning of the word. When plants and animals reproduce, the offspring inherit many of the characteristics of their parents. Show examples of a parent with their offspring where similar characteristics are identified. Which characteristics do you think you have inherited from your parents? Children to discuss. What is variation? Children to discuss and share their ideas. Offspring are rarely identical to their parents. They have a number of differences. This is called variation. Go on to explain that variation occurs naturally in successive life cycles of plants and animals. Show the slides explaining ways in which offspring vary from their parents due to variation. This can be seen clearly when plants and animals cross-breed. Discuss some of the examples shown. Which characteristics from each parent have been combined in the offspring? Which characteristics are inherited? Provide children with copies of the Inherited Characteristics sheet. Read the characteristics listed; children are to organise themselves according to each of the characteristics. They are then to discuss the questions on the sheet and, where directed, write down their responses. In pairs or small groups, children are to discuss and agree on a statement which best explains their ideas about inherited characteristics. Share and discuss children s ideas; the background information below may assist in directing a discussion about inheritance. Inherited characteristics (or traits) are those which are passed down from generation to generation. Genetic information contained within genes called alleles is passed from each parent to the offspring during fertilisation. These alleles can be either dominant or recessive. Traits such as eye colour are determined in this way, i.e. the brown eye colour allele is dominant and the blue eye colour allele is recessive; if the offspring receives the brown eye colour allele from one parent and the blue eye colour allele from the other parent, they will have brown eyes, as brown is the dominant allele. Physical traits such as tongue-rolling, hairline and ear lobe shape are inherited and can be seen easily. Many characteristics are a result of both inheritance and environment. For example, shoe size or height are characteristics that are a result of inheritance and environmental factors such as diet. It could be argued that other characteristics or traits such as a preference for a certain genre of music are much more a result of environment than inheritance, although inheritance cannot be entirely ruled out as much is still unknown about the human genome. Do children know what is inheritance and what is variation? Do children recognise that animals produce offspring that are like themselves? Can children explain why variation in offspring occurs?. Mostly achieved: Children could do the above but using a picture of themselves and of their parents to look for similarities and differences. ( This may be emotionally disturbing for some children, so be careful how the task is worded and leave choices to opt out if necessary. Could research well known families.such as the Churchills or the acting family Fox to look for similarities and differences. Mastery and Deeper Understanding: EXTEND - children might continue to learn about inherited characteristics by researching online with reference to the questions on the Inherited Characteristics sheet. Plenary: Did you know that some animals from different species can be bred together? Can you think of any (some children may name mules or ligers, tigons)? Show the plenary slide explaining the differences between these hybrid animals and true cross-breeds. Did you know that some animals from different species can be bred together? Can you think of any (some children may name mules or ligers)? Show the plenary slide explaining the differences between these hybrid animals and true cross-breeds. Investigate some crosses such as labradoodles or cocka doodle doodles! What advantages are there to cross breeding?

5 Progression 5 Intriguing question: What helps water skaters, ducks and water lilies to live on the surface of the water? I can describe how different animals and plants are adapted to living in their environment. To identify how animals and plants are adapted to suit their environment in different ways. To identify how animals and plants are adapted to suit their environment in different ways. Show a picture of a duck. Can you describe its environment? What characteristics help it survive? Children to think, pair, share their ideas. The following slide explains which characteristics help the duck survive. Show a picture of a water lily. Again, children to describe its environment and the characteristics which help it survive. Explain which characteristics help the water lily to survive. Not all inherited characteristics are advantageous. Sometimes, offspring will inherit characteristics from their parents which make it harder for them to survive. Show a list of possible inherited characteristics for a duck; children are to decide which would be advantageous, giving reasons. Is the same variation advantageous for different species? Show a picture of a wading bird; why would the same variations be disadvantageous for this bird? Children to discuss. Show an explanation of reasons why a disadvantageous characteristic is less likely to be inherited. Explain that today we will be finding out more about the advantageous characteristics of plants and animals living in unusual environments. Can children describe the conditions of an environment? Can children identify characteristics which help an organism to be well suited to its environment? Do children understand why different organisms in the same environment may have different characteristics Display the environment posters around the room. Discuss the type of environment in each.. Mastery: Provide groups of children Provide groups of children with one of the Environment with one of the Environment Posters. They are then to Posters. They are then to research an organism that research an organism that lives in this type of lives in this type of environment using books, CD environment using books, CD ROMs, internet etc. On ROMs, internet etc. On worksheet 2A children are to worksheet 2B children are to answer questions about the describe the environment, environment they chose, draw their chosen organism draw their chosen organism and label some of its and label some of its characteristics, giving characteristics, giving reasons why they are reasons why they are advantageous. advantageous. Deeper understadning: Provide groups of children with one of the Environment Posters. They are then to research an organism that lives in this type of environment using books, CD ROMs, internet etc. On worksheet 2A children are to draw their chosen organism and label some of its characteristics, then write a paragraph describing how those characteristics are advantageous, with reference to the conditions of the organism s environment. Show the Plenary slide with a photograph of an entrance to an underwater sea cave. Children are to imagine what it would be like inside the cave; write some describing words around the photograph. What sort of characteristics do you think would be advantageous for an organism living in this environment? Children to think, pair, share their ideas. Write a two verse poem in which the first verse describes the sea cave environment and the second verse describes the animal or plant living there.

6 Progression 9 Progression 8 Progression 7 Progression 6 Intriguing question: The Duck-billed Platypus Evolutionary Marvel or Amazing Creation? I can explain why advantageous characteristics may develop as adaptations and lead to evolution. Immersion To understand that adaptation of plants and animals to suit their environment may lead to evolution: Show a flow chart explaining the process of inheritance. What happens next? Children to discuss their ideas. Explain what may happen if a trait or characteristic is advantageous, and if it is disadvantageous. Show a more detailed flow chart explaining what may happen over time if an advantageous trait is passed from parents to offspring over several generations. Explain that this entire process is part of a bigger life process called evolution. Evolution explains how all life on Earth has adapted and changed to suit its environments over time. Show the slides explaining evolution and how human understanding of it has developed over time. Show images of different species of primates, accompanied by a description of the characteristics of primates. Ask children to consider why each of the labelled characteristics might be advantageous for the animal shown. After each primate is shown and its adaptation discussed, show the following slide which explains why the animal s adaptation is useful in its environment. Explain that today we will be learning about how plants and animals have adapted and evolved over time to suit their environment. Provide children with one of the Task Charts appropriate to their ability. Printable resources and instructions for six tasks related to the Learning Objective are provided with this lesson; these should be spread out around the classroom so that pairs or small groups of children can move around and attempt each task following the instructions provided. After each task, groups should get their work checked and their sheet signed by the teacher before moving on to another task. Explain that children are to complete the tasks as described on their Task Chart within a time frame specified by the teacher Use task chart 3A and answer at least three. Mostly achieved: Use task chart 3B and answer at least 4 Mastery: Use task chart 3C and answer at least 6 Return to the plight of the platypus. Why has it not evolved over the years.i.e. fossils show it has not changed much since prehistoric times. Does this challenge or support the existence of God? Pleanry: TA to take lower ability and show picture of Arctic environment. Discuss what adaptations plants would need in order to live in this environment.research what actually lives there. Do children know that not all inherited characteristics are advantageous? Can children explain why advantageous characteristics are more likely to be passed from generation to generation? Do children understand that whole species can evolve in this way? Task Resource F is a challenging activity which requires children to sort statements that either apply to all primates or only to some species in the order of primates. Children should work in small groups to complete the task following the instructions on the Task Instruction card. The statements could be stuck on sugar paper around the corresponding photograph to form a mind map about the adaptation of that species of primate. Provide groups of children with the Primate Groups sheet. Children could carry out research using books, CD ROMs, internet etc. to add information about the adaptations shared by other species of primate in the same group. EXTEND - create a new mind map about a different species of primate to those shown on Resource F. These mind maps could form part of a class display.. Mostly achieved: Mastery:

7 Summative assessment