animals and their habitats: ks2 student … · animals and their habitats: ks2 student resources....
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ANIMALS AND THEIR HABITATS: KS2
STUDENT RESOURCES
ANIMALS AND THEIR HABITATS (Lesson 1:1)
Name:_________________________________Class:_______________ Date:____________
Living
things
need
Micro
habitats Macro
habitats
Animals Plants
Difference?
COMPARING ANIMALS (Lesson 1:2)
Name:_________________________________Class:_______________ Date:____________
Key
words
ANIMAL GROUPING TASK (Lesson 1:3)
Spider
Donkey
Elephant
Bird Sheep
Cat
Snake
Fish
Butterfly
Group the animals into
the correct areas in
the Venn diagram.
Has legs Can fly
Has fur
or hair
ANIMAL GROUPING TASK
Group the animals into
the correct areas in
the Venn diagram.
Name:_________________________________Class:_______________ Date:____________
ANIMAL GROUPING TASK
Group the animals into the correct areas in the Carroll diagram
Name:_________________________________Class:_______________ Date:____________
ANIMAL GROUPS (Lesson 1:4)
Name:_________________________________Class:_______________ Date:____________
Mammals Fish Amphibians
Birds Reptiles
Arthropods
Name as many animals as you can from each group.
ANIMAL / PLANT COMPARISIONS (Lesson 1:5)
Name:_________________________________Class:_______________ Date:____________
Animal / Plant Similarities Differences
Compare the plants and animals, how are they similar and how are they
different to one another?
THE HUMAN SKELETON (Lesson 2:1)
Name:_________________________________Class:_______________ Date:____________
Can you name the bones ?
ANIMAL STRUCTURES (Lesson 2:2)
Name:_________________________________Class:_______________ Date:____________
Animal: Animal:
What size is it? What size is it?
To which group does it belong? To which group does it belong?
Drawing of it’s skeleton / body parts (labelled) Drawing of it’s skeleton / body parts (labelled)
Choose one animal from the vertebrates: mammals, fish, amphibians, reptiles, birds and one from the invertebrates: arthropods, molluscs, annelids. Research the animals and draw their skeletons / body parts. Label your drawings.
DESIGNING WITH BACTERIA (Lesson 3:1)
Name:_________________________________Class:_______________ Date:____________
Research the microscopic shapes of bacteria and use them to develop a design for a CD cover.
Microscopic bacteria
drawings
Ideas for the
CD cover
Final design for your CD cover
FOOD CHAIN CARDS (Lesson 4:1)
FOOD CHAIN CARDS (Lesson 4:1)
FOOD CHAIN CARDS (Lesson 4:1)
FOOD WEBS (Lesson 4:2)
HABITAT
ANIMAL
PLANT
OMNIVORE
CARNIVORE
PLANT
CONSUMER
PREDATOR
PREY
PRODUCER
ENERGY
HERBIVORE
FOOD CHAIN WORDSEARCH (Lesson 4:3)
INDEPENDENT LEARNING: FOOD CHAINS (Lesson 4:4)
Explain the food chain terms below.
Name:__________________________________________Class:______________________
Producer
Consumer
Herbivore
Carnivore
Omnivore
Predator
Prey
Create a food web for the following animals.
Frog
Dragonfly Ladybird
Buzzard
Snake
Butterfly
Rabbit
Grass
Fox
Mouse
Greenfly
WHERE DOES THE FOOD GO? (Lesson 5:1)
Name:_________________________________Class:_______________ Date:____________
Explain what you already know about what happens to the food animals eat.
Explain:
Try and name the organs and draw them in:
Key
Terms
HUMAN DIGESTIVE SYSTEM (Lesson 5:2)
Card sort task: try and put them in order
HUMAN DIGESTIVE SYSTEM (Lesson 5:3)
Try and pair up these descriptions with the digestive system body parts.
This long tube is
where juices from the
liver and pancreas
help break down the
food so that useful
parts of it can be
absorbed into the
blood.
This is where the non
digested food is
passed into and water
is extracted to make
the waste firmer. This is where animals
excrete their waste.
This is a long
muscular tube that
forces the food along
it.
This where animals put
the food they want to eat. This is where animals
store the waste from
eating until it can be
excreted.
This is a sack which
kills bad bacteria in the
food and uses enzymes
to start to break down
the food into usable
parts.
This is a strong
muscular organ that
helps push the food to
where it can continue
it’s journey.
These cut and grind up
food so that animals
can eat it more easily.
PARTS OF A FLOWER (Lesson 6:1)
ANIMAL / PLANT COMPARISIONS (Lesson 1:5)
Name:_________________________________Class:_______________ Date:____________
(Lesson 6:2)
THE LIFE CYCLE OF PLANTS (LESSON 6:2 ALTERNATIVE)
Name:__________________________________________Class:______________________
EXPLAIN WHAT THE PARTS DO.
INVESTIGATION: PLANT GERMINATION (Lesson 6:3)
Name:_________________________________Class:_______________ Date:____________
SEED
POT
NUMBER
DAY 1
HEIGHT
DAY 1
CONDITION
DAY 2
HEIGHT
DAY 2
CONDITION
DAY 3
HEIGHT
DAY 3
CONDITION
DAY 4
HEIGHT
DAY 4
CONDITION
NOTES DAY 5
HEIGHT
DAY 5
CONDITION
1
2
3
Conclusions
The pots are to be placed in: 1. A dark, but warm place, 2. A cold light place, 3. A warm light place. Look at the seed pots daily and water them the same amount. Record any seed growth below.
SEED
POT
DAY 6
HEIGHT
DAY 6
CONDITION
DAY 7
HEIGHT
DAY 7
CONDITION
DAY 8
HEIGHT
DAY 8
CONDITION
DAY 9
HEIGHT
DAY 9
CONDITION
NOTES DAY 10
HEIGHT
DAY 10
CONDITION
1
2
3
INVESTIGATION: SEED DISPERSAL (Lesson 6:4)
Name:_________________________________Class:_______________ Date:____________
Conclusions
We are going to investigate what properties of seeds helps them with wind dispersal.
Agreed drop height for seeds: Speed of fan:
Seeds Description Drop 1 Drop 2 Drop 3 Average Observations
1 2 3 4 5 6 7 8
ANIMAL LIFE CYCLES (LESSON 7:1)
Name:_________________________________Class:_______________ Date:____________
Research the life cycles of a range of animals and record the main stages of development
below. Record the time each stage lasts.
DEVELOPMENT OF A CHICKEN (LESSON 7:2)
Name:__________________________________________Class:______________________
Watch the chicken embryo video and record the development of a chick inside an egg.
What are the stages of development and how long does each stage last?
INDEPENDENT LEARNING (LESSON 7:3)
Name:__________________________________________Class:______________________
Research the gestation period of a range of animals, record the time, normal size of the
young animal, what they are called and what they are capable of.
ANIMAL GESTATION TIME NORMAL SIZE RANGE WHAT IS IT CALLED? WHAT CAN THEY DO?
ANIMAL GESTATION TIME NORMAL SIZE RANGE WHAT IS IT CALLED? WHAT CAN THEY DO?
ANIMAL GESTATION TIME NORMAL SIZE RANGE WHAT IS IT CALLED? WHAT CAN THEY DO?
ANIMAL GESTATION TIME NORMAL SIZE RANGE WHAT IS IT CALLED? WHAT CAN THEY DO?
ANY CONCLUSIONS?
LIFE CYCLE MAKING TASK (LESSON 8:1)
Name:__________________________________________Class:______________________
We are going to be making the lifecycle of
STAGE ONE_____________ STAGE TWO____________ STAGE THREE___________ STAGE THREE___________
The stage we are going to make is
Team members
Shape Colours Details
The Beginning
__________
__________
__________
__________
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__________
__________
_______
The Build-Up
__________
__________
__________
__________
__________
__________
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_______
The Problem
___________
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___________
___________
___________
___________
___________
The Resolution
__________
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The Ending
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_______
Name___________________
Date____________________
Introduce the main
characters and where
the story is set.
What things happen?
Build up the interest.
What is said?
Is there a mystery or
problem?
Do bad things happen?
How are things sorted
out or solved?
What makes it good?
Happy or sad ending?
What do people learn?
Has anything changed?
INDEPENDENT
LEARNING
(LESSON 10:2)
ANIMAL ADAPTATIONS (LESSON 11:1)
Name:__________________________________________Class:______________________
Research your chosen animal and identify how you think the animal has adapted to it’s
habitat and why the adaptation helps
Animal: Habitat:
Adaptation 1
How has this helped?
Adaptation 1
How has this helped?
Adaptation 1
How has this helped?
Adaptation 1
How has this helped?
FEET PAWS CLAWS MOUTH TEETH LEGS BODY COAT BEHAVIOUR EYES SIZE
ENVIRONMENTAL PROBLEMS (LESSON 12:1)
Name:__________________________________________Class:______________________
What is the problem?
How could it be
helped?
Why is it happening?
Who is responsible?
Where is it happening?
Timescale?
Research an environmental problem.
Photograph
Name:__________________________________________Class:______________________
ENVIRONMENTAL PROBLEMS (LESSON 12:2)
What do they focus on?
Where do they work?
Name and explain one of their campaigns
Who set them up and when?
Can you name and explain a news
article involving them?
http://www.greenpeace.org.uk/
Name:__________________________________________Class:______________________
ENVIRONMENTAL PROBLEMS (LESSON 12:2)
What do they focus on?
Where do they work?
Name and explain one of their campaigns
Who set them up and
when?
Can you name and explain a news
article involving them?
http://www.foe.co.uk/
Name:__________________________________________Class:______________________
ENVIRONMENTAL PROBLEMS (LESSON 12:2)
What do they focus on?
Where do they work?
Name and explain one of their campaigns
Who set them up and when?
Can you name and explain a news
article involving them?
http://www.sas.org.uk/
Name:__________________________________________Class:______________________
ENVIRONMENTAL PROBLEMS (LESSON 12:2)
What do they focus on?
Where do they work?
Name and explain one of their campaigns
Who set them up and
when?
Can you name and explain a news
article involving them?
http://www.keepbritaintidy.org
Name:__________________________________________Class:______________________
ENVIRONMENTAL PROBLEMS (LESSON 12:2)
What do they focus on?
Where do they work?
Name and explain one of their campaigns
Who set them up and
when?
Can you name and explain a news
article involving them?
http://www.wwf.org.uk/