scottish national guidelines 5 – 14 life...

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Scottish National Guidelines 5 – 14

Life processesCommon objectives for all activities in this issueSociety, science and technology Investigating (levels C-D)• suggest a question for exploration and decide how they might fi nd an answer• make an appropriate series of accurate measurements• select an appropriate way of recording fi ndings• explain what happened, drawing on their scientifi c knowledge• draw conclusions consistent with fi ndings.

Living things and the processes of life (levels C-E)• give some obvious distinguishing features of the vertebrate groups• name some common animals and plants using simple keys• create and use keys to identify living things• name the life processes common to animals• describe the functions of the main parts of fl owering plants• give examples of living things that are rare or extinct• explain how living things and the environment can be protected• give examples of how plants and animals are suited to their environment• give examples of environmental causes of variation• construct and interpret simple food webs.

Additional objectives for specifi c activitiesPages 2-3 All living thingsEnglish language – talking• talk to others in the group and contribute by asking and answering questions• talk to convey items of information, instructions or directions.

Pages 4-5 Where do we live?People and place• identify on a map or globe world features or locations appropriate to a particular topic • describe and explain some ways of conserving landscapes.

Art and design• observe and record from given sources, eg the

environment • consider and comment upon a range of sources of information.

Pages 6-7 Chain reactionEnglish language – talking• talk to others in the group and contribute by asking and answering questions• talk to convey items of information, instructions or directions.

Drama• contribute to group investigations of problems or tasks.

Pages 9-11 Mothers and babiesPersonal and social development• demonstrate an awareness of family relationships.

Pages 12-13 Incredible journeysPeople and place• identify on a map or globe world features or locations appropriate to a particular topic • describe some main types of climate and weather in the world• describe the main weather and climate patterns and explain the effects.

Pages 14-15 How an ecosystem worksMathematics – information handling• obtain information by gathering it themselves or referring to other sources• enter data in a table or diagram• display information and show relevant relationships• interpret information and identify features.

Mathematics – measurement• select appropriate measuring devices and units• time activities with a stopwatch.

6 Tasty tomatoesHealth education• show knowledge and understanding of what to do to keep healthy, eg choosing nutritious food.

Mathematics – measurement• select appropriate measuring devices and units.

LIFE PROCESSES JUNIOR EDUCATION TOPICS

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Sorting animals template

LIFE PROCESSES APRIL 2007 JUNIOR EDUCATION TOPICS

Name

Use this sheet to add your own questions to sort animals featured on the poster.

Yes No

Yes No Yes No

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PHOTOCOPIABLE 7 Photocopy or download from: LIFE PROCESSES APRIL 2007 JUNIOR EDUCATION TOPICS

Teachers’ notesEstablishing a tank of brine shrimps

• This is very straightforward, so don’t worry! The best time to establish your tank

is betweem April and September. Brine shrimp eggs are available from pet shops.

• First, obtain a glass or plastic tank. Make up saltwater (the amount will depend

on the size of your tank), using a ratio of 30 – 35g of salt per litre of tapwater.

Put some sand and fine gravel on the bottom of the tank, but only just enough to

cover it.

• Brine shrimps feed on algae, so it is crucial to have good algal growth in the tank

for two to three weeks before shrimp eggs are added. To get the algae growing,

add one drop of a fertiliser per litre of saltwater. Put the tank on a south-facing

window sill – sunlight will encourage algal growth. Once the tank substrate and the

water has a greenish colour (which, along with small bubbles of oxygen rising to

the water surface, indicates the growth of algae), sprinkle the eggs onto the surface

of the saltwater.

• Tiny shrimps (called nauplii) will hatch 24 – 48 hours later, if the water

temperature is 20° – 25°C. It takes newly hatched shrimps about three weeks

to reach the adult stage, at which point they will measure roughly 1cm long. It is

helpful to stir the tank substrate once per week and particularly advantageous if

you can get some substrate (three to four tablespoons) from an already

well-established tank of brine shrimps. The addition of this substrate, with its

algal and bacterial organisms, will generally ensure that the new tank gets off to a

flying start.

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National Curriculum for

Wales – Life processesCommon objectives for all activities in this issueScience – Scientifi c enquiry1.3 that scientifi c ideas can be tested by gathering information through observation and measurement2.1 report their work clearly in speech and writing2.2 use a range of methods, including diagrams, drawings, graphs, tables to record and present information2.4 use standard measures2.5 search for and access relevant scientifi c information3.1 turn ideas into a form that can be investigated3.8 make careful observations and measurements3.11 make comparisons and identify patterns3.12 draw conclusions.

Life processes and living things1.1 that there are life processes common to animals1.2 that there are life processes common to plants3.1 investigate the effect on growth of plants of changing their conditions3.2 that plants need light to produce food for growth4.1 fi nd out about the variety of plants and animals in different habitats4.2 how animals and plants are suited to their environments4.3 that food chains show feeding relationships 4.4 that nearly all food chains start with a green plant4.5 how animals and plants can be identifi ed by making and using keys.

Additional objectives for specifi c activitiesPages 2-3 All living thingsEnglish – oracy 1.1 talk for a range of purposes, including:• exploring, developing and explaining ideas• reporting and describing events and observations.1.4 make a range of contributions in discussions:• making reasoned, evaluative comments as discussions • move to conclusions.

Pages 4-5 Where do we live?Geography1.8 identify and locate places using atlases and globe1.9 use secondary sources of information, ideas and explanations.

Art3.1 record from observation using a variety of methods3.2 organise reference materials and resources to develop ideas.

Pages 6-7 Chain reactionEnglish – oracy1.2 talk for a range of purposes, including:• exploring, developing and explaining ideas• reporting and describing events and observations.1.4 make a range of contributions in discussions:• making reasoned, evaluative comments as discussions • move to conclusions1.5 participate in a range of drama activities.

Pages 9-11 Mothers and babiesPersonal and social education• understand the benefi ts of friends and families• know how the environment can be affected by human activity.

Pages 12-13 Incredible journeysGeography1.6 follow directions, estimate and calculate distances1.7 make and use maps and plans1.8 identify and locate places using atlases and globe1.9 use secondary sources of information, ideas and explanations.

Pages 14-15 How an ecosystem worksMathematics – using and applying mathematics3.1 understand and investigate general statements3.2 search for a pattern in their results3.3 make general statements of their own3.4 explain their reasoning.





National Curriculum for

Wales – Life processes (continued)

Mathematics – shape, space and measures3.2 choose and use appropriate measuring instruments for a task.

Page 16 Tasty tomatoesScience – humans and other animals2.3 that an adequate and varied diet is needed to keep healthy.

Mathematics – shape, space and measures3.2 choose and use appropriate measuring instruments for a task.



Teachers’ notesTalking points

This photocopiable offers suggestions for further talking points with lower and

upper Key Stage 2 children.

Ages 7 – 9• Why are most shrimps found in the lower third of the tank?

Like most herbivores, brine shrimps eat regularly so must predict where food will be. For brine

shrimps this is at the bottom of the tank or lake, although algae is also found suspended in

the water. Adult brine shrimps are always able to find food if they swim down to the bottom.

Adult shrimps also graze on the tank sides, but young shrimps feed on algae in the water.

• If the children were to repeat this experiment, what would be useful to add to a

graduated cylinder, and why?

Add substrate, to make the cylinder environment more like the tank. Two cylinders, one with

substrate and one without, could be compared, side by side.

Ages 9 – 11• Why have the brine shrimps shown a preference for the ‘edge’?

Usually, brine shrimps are in the edge of the tank or lake. The ratio that spend time in the

two areas varies but it is often around three or four: one in favour of the edge. In the wild,

the edge is the shallow area at the lakeside. Shrimps prefer it because the water is shallower,

warmer and more light penetrates, giving good conditions for algal growth. The edge may

offer hiding places from bird predators, such as flamingos, although these birds concentrate

their feeding on shrimp in shallow water.

• How might this observational study be developed?

Two examples. Firstly, clean saltwater is not their natural habitat so shrimps may change their

behaviour after a while and move away from the edge. Pupils may suggest putting substrate

in one half of the dish, to see if it affects the ratio of shrimps in the edge and centre. Secondly,

the dish does not have a typical lake profile as its depth is constant. Tilt the dish slightly. Does

that alter shrimp behaviour?

• Do other animals hug the edge of their containers or cages?

Children could try this at home if they have a pet mammal, such as a mouse or gerbil. Mice

and gerbils also hug the edge. (This is thought to be an anti-predator strategy and, in the wild,

may also offer protection from the weather.)

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PHOTOCOPIABLE 1 Photocopy or download from:

Who lives near an oak tree?

LIFE PROCESSES APRIL 2007 JUNIOR EDUCATION TOPICS

Name

• Go outside and see what animals and plants you can see on, in or near an

oak tree.

• Label them on the picture below.


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Woodland homes

Name

• The table below contains some information about food chains, involving plants

and animals that live in woodlands.

• Use the information to answer the questions.

Organism Eaten by

leaves of trees caterpillarsdead leaves earthwormscaterpillars thrush, robin, beetle

shrew, rabbit kestrel, buzzardearthworms hedgehog, shrew

beetles shrew, thrush

1. What sort of animals eat caterpillars? ..............................................................................

2. What animals do birds of prey eat? ..............................................................................

3. Which animals feed on plants? ..............................................................................

4. Name something that would come at the bottom of

these food chains. ..............................................................................

5. Which animal is a top predator? ..............................................................................

6. Complete these food chains

leaf thrush

dead leaves shrew

7. Put these food chain members into the correct order

rabbit grass sun kestrel

........................................................................................................................................................





Northern IrelandNational Curriculum

– Life ProcessesCommon objectives for all activities in this issueScience and technology Investigatinga) reinforce measuring skills using standard measuresc) record what they have observed using appropriate methodsd) make decisions about what, when and how to measuref) make observations and measurementsh) record fi ndings choosing appropriate methods.

Interpretingd) present results and make a record of their conclusionse) use results to draw conclusions and comparisonsg) use results to identify patterns.

Animals and plantsa) fi nd out about animals – how they grow, feed, move and use their sensesb) observe similarities and differencesc) discuss the use of colour in the natural environmente) develop skills in classifying animals and plants by external featuresf) fi nd out about main stages in the life cycle of some animalsg) investigate conditions necessary for growth of familiar plantsh) learn about the life cycle of a fl owering planti) order living things in a simple food chain.

Additional objectives for specifi c activitiesPages 2-3 All living thingsEnglish Talking and listeningf) take part in group and class discussions for a variety of curricular purposes; share, respond to and evaluate ideas.

Expected outcomesa) share and co-operate in pairs or group activities.

Pages 4-5 Where do we live?Geographyf) locate places using atlases and globeg) observe, present and discuss fi eld work information

and information from other sources.

Art and designb) observe and record aspects of the natural environment using a variety of materialsf) collect, examine and use resource materials to inform their thinking and ideas.

Pages 6-7 Chain reactionEnglish Talking and listeningf) take part in group and class discussions for a variety of curricular purposes; share, respond to and evaluate ideas.

Expected outcomesa) share and co-operate in pairs or group activities.

Pages 9-11 Mothers and babiesEducation for mutual understandingRelationships 1) develop the ability to build and manage relationships.

Pages 12-13 Incredible journeysGeographySkillsb) draw simple plans and mapsf) locate places using atlases and globeg) observe, present and discuss fi eld work information and information from other sources.

Weatherb) learn about some of the differences between places with contrasting weather conditionsc) learn about the effects of the weather.

Pages 14-15 How an ecosystem worksMathematics Using mathematicsc) gather information for an activity, identify information needed to carry out their workf) develop their own mathematical strategies for solving problems.





Northern IrelandNational Curriculum – Life

processes (continued)Mathematics Measuresc) appreciate important ideas about measurement and the need for accuracyd) choose and use appropriate units of measurement and instruments.

Page 16 Tasty tomatoesScience Ourselvesc) learn about factors that contribute to good health, including diet.

Mathematics Measuresc) appreciate important ideas about measurement and the need for accuracyd) choose and use appropriate units of measurement and instruments.



Sorting animals

Name

• Can you sort these animals – Hornbill, Sea Otter, Koala and marine turtle – into the right boxes, by answering the questions in the diagram below?

Does the animal lay eggs?

Yes No

Does the mother stay with her eggs? Does the baby grow inside a pouch?

Yes No Yes No

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Top words

Questions:1. They make their own food

…………………………………….........................

2. They eat food that is already

available ……………………………………........

3. They hunt and eat other animals

…………………………………….........................

4. They are eaten by other animals

…………………………………….........................

5. They break down dead and

decaying matter

…………………………………….........................

Answers to questions: 1. producers; 2. consumers; 3. predator; 4. prey; 5. decomposers; 6. energy; 7. plants; 8. herbivore; 9. carnivore; 10. scavenger

Name

6. The sun produces this

……………………………………...................

7. They come at the bottom of

most food chains

…………………………………….....................

8. It is a plant eater

…………………………………….....................

9. It is a meat eater

……………………………………....................

10 It finds and eats food left over

by others …………………………………….

• Find the answers to the questions in the word search below.

T E T E P H A S C M E T H EH P I M R W C O N S U M E RC P A L E R U S O S I A D TC R A L Y R U S O S I A D TA O O T Y A L K F O M A N YR D T H I S C A V E N G E RN U N G S O F H I P S S A NI C S D E C O M P O S E R DV E P H O E S N A D S E A EO R L L I N G W A X O F C NR A A B B A G E S A N D K EE I N G S O F W H Y H E T RS E T P R E D A T O R A X GZ I S B O I L N G I H O T YA N H E R B I V O R E D I F


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Photocopy or download from: LIFE PROCESSES APRIL 2007 JUNIOR EDUCATION TOPICS

PHOTOCOPIABLE A

Growing tomatoes

Name

• Use this sheet to record details of growing your own tomatoes.

Record sheet for ages 7–91. When are you sowing your seeds? Give the date.

_______________________________________________________________________

2. How many seeds have you sown in your small seed pot?

_______________________________________________________________________

3. When did your fi rst seedling appear? Count the number of days after

sowing the seeds.

_______________________________________________________________________

4. How many seeds have grown into seedlings?

_______________________________________________________________________

5. Name the container that you have chosen for transplanting your seedlings. How many litres does it hold?

_______________________________________________________________________

6. Describe the soil that you are using. Is it dark or light? Is it crumbly, sandy or squidgy?

_______________________________________________________________________

7. When are you transplanting your seedlings? Give the date.

_______________________________________________________________________

8. When do you water your plant? Give the dates.

_______________________________________________________________________

9. When do you feed your plants? Give the dates.

_______________________________________________________________________

10. When did you see the fi rst fl ower bud appear? Give the date.

_______________________________________________________________________

11. When did you see the fi rst fruit forming? Give the date.

_______________________________________________________________________

12. When did the fi rst fruit ripen? Give the date.

_______________________________________________________________________

13. When did the last fruit ripen? Give the date.

_______________________________________________________________________

14. How many fruits did your plant yield?

_______________________________________________________________________

15. What was the total weight of fruit on your plant?

_______________________________________________________________________

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Photocopy or download from: LIFE PROCESSES APRIL 2007 JUNIOR EDUCATION TOPICS

PHOTOCOPIABLE B

Name

Growing tomatoes• Use this sheet to record details of growing your own tomatoes.

Record sheet for ages 9–111. Number of seeds

_______________________________________________________________________

2. Date fi rst seedling appears

_______________________________________________________________________

3. Number of seedlings

_______________________________________________________________________

4. Type of fi nal container

_______________________________________________________________________

5. Capacity of container in litres

_______________________________________________________________________

6. Soil type

_______________________________________________________________________

7. Date of transplantation

_______________________________________________________________________

8. Dates when plant is watered

_______________________________________________________________________

9. Dates when plant is fed

_______________________________________________________________________

10. Date of fi rst fl ower bud

_______________________________________________________________________

11. Date of fi rst fruit forming

_______________________________________________________________________

12. Date of fi rst fruit ripening

_______________________________________________________________________

13. Date of last fruit ripening

_______________________________________________________________________

14. Number of fruits picked

_______________________________________________________________________

15. Weight of yield

_______________________________________________________________________


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Grouping animals

Name

Fish:• breathe with gills

• lay eggs in water

• have fins and scales

• body temperature

changes

Amphibians:• gills turn into lungs

• lay eggs in water

• have fins and scales


changes

Reptiles:• lungs

• lay eggs on land

• dry, scaly skin


changes

Birds:• lungs

• lay eggs with hard shells

• feathers

• steady body

temperature

Mammals:• lungs

• babies born live

and fed milk

• body hair or fur

• steady body

temperature

Invertebrates:• animals with no

backbone – includes

insects, arachnids and

molluscs



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Photocopy or download from: APRIL 2007 JUNIOR EDUCATION TOPICSPHOTOCOPIABLE LIFE PROCESSES

Glossary

Adaptation: The process of how a living thing changes to fit into its surroundings or environment and improves its chances of survival.

Bacteria: Tiny single-celled organisms.

Camouflage: Patterns, colours and shapes that disguise an animal so that it cannot be seen by predator or prey.

Cells: The microscopic building blocks that make up all living things.

Chlorophyll: A green colouring in a tree’s leaves. It uses energy from the Sun to turn carbon dioxide, water and minerals into a type of food called sap.

Cold-blooded: An animal that cannot generate or release its own body heat and relies on its surroundings for the regulation of its body temperature.

Ecology: The study of the relationship between living things, and between living things and their environment.

Ecosystem: A collection of living things and their environment. Examples can be as small as a pond or as big as a forest.

Extinction: The dying out of the last member of a species.

Food chain: A food pathway that connects several different species. On land, most food chains begin with a plant.

Food web: A collection of interconnected food chains in a particular habitat.

Habitat: The type of place a plant or animal lives in, such as a forest, mountain or desert.

Invertebrates: An animal that does not have a backbone or bony skeleton. They include insects, crustaceans and molluscs.

Metamorphosis: A change in body shape as a young animal develops into an adult. It is common in invertebrates and also in fish and amphibians.

Migration: The movement of animals from one place where conditions are unsuitable, to another where they are, and back again.

Organism: A living thing such as an animal or plant.

Parasite: A living thing that lives on or in another species, known as its host.

Photosynthesis: The process by which a plant makes its own food. It uses energy from the Sun to take carbon dioxide from the air and adds water and minerals from the soil to produce simple sugars.

Vertebrates: An animal that has an internal bone structure and backbone or spine.

Warm-blooded: An animal that can maintain a constant internal body temperature independent of its surroundings.

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English National Curriculum – Life

processesCommon objectives for all activities in this issueScience Sc1 Scientifi c enquiry1 a) explain how living and non-living things work,

establish links between causes and effects b) test ideas using evidence from observation and measurement

2 a) consider what sources of information to use in answering questions

f) make systematic observations and measurements2 h) use a range of methods to communicate data i) make comparisons and identify patterns j) use data to draw conclusions.

Science Sc2 Life processes and living things1 a) that animal life processes include nutrition,

movement, growth and reproduction b) that plant life processes include nutrition, growth and reproduction

c) make links between life processes in plants and animals and the environment in which they are found

3 a) know the effect of light, air, water and temperature on plant growth

b) know the role of the leaf in producing new material for growth

4 a) make and use keys c) identify plants and animals and assign them to groups

5 a) learn about ways in which living things and the environment need protection

b) learn about plants and animals in different habitats

c) learn how animals and plants are suited to their environment

d) use food chains to show feeding relationships in a habitat

e) how nearly all food chains start with a green plant.

Additional objectives for specifi c activitiesPages 2-3 All living thingsEnglish En1 Speaking and listening3 a) make contributions relevant to the topic and take

turns in discussion

Group discussion and interaction:10 a) investigating, selecting and sorting.QCA Science:Unit 4B – Habitats, Unit 5B – Life cycles, Unit 6A – Interdependence and adaptation.

Pages 4-5 Where do we live?Geography2 c) use atlases and globes at a range of scales d) use secondary sources of information including photographs.

Art and design1 a) record from experience and imagination c) collect visual and other information to develop ideas.

QCA Science:Unit 4B – Habitats

Pages 6-7 Chain reactionEnglish En1 Speaking and listeningDrama 4 c) use dramatic techniques to explore issues.

Group discussion and interaction10 a) investigating, selecting and sorting.

QCA Science:Unit 4B – Habitats, Unit 5B – Life cycles, Unit 6A – Interdependence and adaptation.

Pages 9-11 Mothers and babiesPSHE and Citizenship4 c) be aware of different types of relationship,

including those between families.


Pages 12-13 Incredible journeysGeography2 c) use atlases and globes at a range of scales






English National Curriculum – Life

processes (continued) d) use secondary sources of information including photographs

e) draw plans and maps at a range of scales.

QCA Science:Unit 4B – Habitats, Unit 6A – Interdependence and adaptation.

Pages 14-15 How an ecosystem worksMathematics Ma2 Number1 b) break down a more complex problem into

simpler steps f) organise and refi ne ways of recording g) use notation diagrams and symbols j) understand and investigate general statements k) search for a pattern in their results.

Mathematics Ma3 Shape, space and measures2 b) choose and use suitable measuring

instruments for a task.


Page 16 Tasty tomatoesScience Sc2 Life processes and living things2 b) about the importance of an adequate and

varied diet.

Mathematics Ma3 Shape, space and measures2 b) choose and use suitable measuring instruments

for a task.




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scottish national guidelines 5 – 14 life...

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