Programme of Study/Key skills

1.Grouping animals and plants to observe and recognize some simple characteristics of animals and plants that the group of living things called animals includes humans to treat animals with care 2. Humans and other animals that humans are more like each other than they are like other animals make careful observations to identify similarities

Learning Objectives/ Key questions WALT: Is you recognizing that there are plant and animal groups. WILF: is you grouping pictures according to class definition

St Andrews International School Sukhumvit 107 Medium Term Planning Year Term 3 2008 Science Activities Intro: show a series of pictures specimens of animals and plants eg bee, spider, worm, mealworm, snail, dog, horse, bird, snake, crocodile, butterfly, whale, grass, ivy, holly, cherry tree, daffodil, oak tree, human and ask the children to group the pictures into Plants or Animals. Ask them for reasons for their classification and write them on the board. Elicit simple ideas about the groupings eg the plants have green parts, the animals all move. Ask children explicitly about some items eg a green animal. Task: Have 3 activities to trial grouping
1) http://www.bbc.co.uk/schools/scienceclips/ages/6_7/variation_whatnext.shtml http://www.bbc.co.uk/education/dynamo/lab/oddone/index.shtml 2) Pictures with blank cards for grouping 3) What am I game?

Assessment Discussion of grouping

Key resources/ Additional Support Pictures of plants and animals comp

WALT: compare humans with other animals WILF: Are you giving reasons for similarities and difference in humans and animals.

Plenary: Discuss how children grouped pictures. Intro Show children a video of a variety of animals, possibly including those not found locally. Then Present children with a collection of pictures of humans and other animals and ask them to consider questions eg: In what ways are all the animals like each other? Which are humans? Task: Ask children to complete a worksheet about difference and similarities in animals.

Worksheet answers questions logically.

Video of animals worksheet

3. Human variation that humans are similar to each other in some ways and different in others to explore human variation making

WALT: To recognise variations of people WILF: to write descriptions of people

Plenary: Ask children to suggest two answers to each question. Talk about childrens answers with them, revisiting parts of the video if appropriate Ask children to bring in a photograph of themselves for next lesson. Intro: Ask children to bring in a photograph of themselves. Ask Description of children to sort the photographs into groups using their own criteria people that can be eg boy/girl, hair colour, hair length, height. easily identified. Task: Ask children to write a description of a member of the class so that others can identify who it is or make and record a comparison of two individuals listing similarities and differences.

Photo of children

observations and comparisons

4. Different plants that plants in the local environment are similar to each other in some ways and different in others to make observations and comparisons of local plants that some differences between themselves and other children can be measured

Plenary: have children read the descriptions and have others guess who they were describing. Discuss with children how they could change the way they look and whether they could still be recognised. WALT: to recognize Intro: Present children with a collection of plants (or pictures of that different plants plants) found locally, including some which have had the soil have the same parts. washed from their roots. Clarify the distinction between part of a plant and a whole plant eg a daisy flower and a daisy plant and WILF: mounting a plant revise the parts (plant, leaf, stem, root and flower). Show, using pictures or by going outside, that many trees have flowers. specimen Task: Discuss herbariums and how people mount plant specimens and label them. Ask children to choose a plant, mount, identify the plant, labelling parts eg stem leaf, root, flower, branch and describing how these differ. Plenary: display their mounted plants.

Labeled mount.

Thick paper, plant flowering specimens