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Unformatted text preview: Curriculum Area: Science Habitats QCA unit 4B Year Group: Y4 Theme: lesson one Time: 2 hours Skills: Information and Processing: Observe, sort and classify Enquiry: Generate ideas. Raise questions. Deciding and evaluating: Critically reflect Key Vocabulary: Nutrition, habitat, condition, organism, predator, prey, producer, consumer, food chain, key. P.O.S. Learning objectives Learning outcomes Opportunities for skills development Introduction Support/Access Core Extension/ challenge Plenary Resources Sc1 1a,b,, 2 a,b,c,d, e,g,h2I- M Sc2 1a, b, c Sc4 a,b,c Sc5 a,b,c,d, e,,f to identify different types of habitat that different animals are found in different habitats to observe the conditio ns in a local habitat and make a record of the animals found. That animals are identify local habitat s and recogni se those which are similar in scale or diversit y recogni se that animals and plants are found in many places eg on window sills Sorting and classifying pictures of organisms. Observing differences and similarities between them Generating ideas about how they live and why , what they need. Raising questions about suitability of habitats. Reflecting on findings and own theories . Begin by finding out the extent of children's knowledge of plants and animals. For example, do they know that seaweed is a plant and so are trees and grass? Introduce organism as a term which includes ALL living things. Obtain a list of various types of organism and arrange them on the board into loose classes, e.g. birds, mammals, reptiles, shrubs, flowers, trees, moss etc. Finish by putting the classes into either plants or animals. Explain, with the aid of diagrams or photographs, the term habita t. Use the familiar example of a woodland habitat to explain that it is the Pre-printed sheet labeled habitats and organisms. Can draw the pictures of organisms. Pre- printed sheet labeled habitats and organisms. Pre- printed sheet labeled habitats and organism s. Extra column explainin g why they are suited to this type of habitat. See if childre n can suggest reasons why the organis ms are suited to their habitat s. It is importa nt for childre n to realise that some large organis ms such as a tree, are themse lves habitat s for Photograph s or pictures of habitats and organisms. Pre-printed sheets. Differentiat ed. Take the children for a walk round the school, particularly the woodland eco-area and old pond and make a list of habitats such as flower bed, hedge bottom, plant trough, grassy patch, pond, tree, wooded suited to the environ ment in which they are found. natural home of plants and animals and a place which offers them food, protection and shelter....
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- Fall '11