Animals Including Humans

Science Year 1 Our Pets

Look carefully at the behaviour and habitats of creatures you find in the school grounds. Learn about a variety of common animals with a particular focus on the pets we keep and how we keep them happy and healthy.

Session 1 Environment exploration

Objectives

Go on an exploration around the school grounds, looking at animals' behaviours and habitats. Talk about the behaviour patterns you can see and consider: do similar animals live in similar places?

Science Objectives
i) Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Identify and classify.
  4. Use their observations and ideas to suggest answers to questions.
  5. Gather and record data to help answer questions.

You Will Need

Provided Resources

  • Science Dictionary resource
  • Mini-beasts and their special places resource

Additional Resources

  • Bug collecting boxes & magnifying glasses
  • Clipboards
  • Cameras
  • Sketch books and pencils

Weblinks
BBC Bitesize videoclip: 3.36 mins from www.bbc.co.uk

Teaching and Activities

Teaching

  • Plan and carry out an observation in the school grounds.
  • Ask questions and discuss findings and patterns.
  • Make a visual record of observations and annotate to show understanding and learning.

Activities

  1. Understand that there are special places (habitats) where mini-beasts (invertebrates) live.
  2. Ask questions about what they find and compare information with each other.
  3. Talk about whether they have noticed any patterns of where living things grow or live.
  4. Make a visual record of their observations in drawings and photographs and annotate to show their understanding and learning.

Investigation - pattern seeking
Use observation skills to look closely at creatures in the school grounds.
Make a visual record of their observations in drawings and photographs and annotate to show their understanding and learning.

Vocabulary
Notice, patterns, behaviour, habitat, living things, damp, shady, dry, vertebrate, invertebrate, backbone

Session 2 Where do woodlice like to live?

Objectives

Observe woodlice outside in their own habitat. Look at their features and then consider and predict what type of place a woodlouse would like to live. Then, try it out and record where they go!

Science Objectives
i) Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.

Working Scientifically

  1. Observe closely, using simple equipment.
  2. Use their observations and ideas to suggest answers to questions.
  3. Gather and record data to help answer questions.

You Will Need

Provided Resources

  • Where do woodlice like to live? resource

Additional Resources

  • Lidded pot with air holes for collecting woodlice
  • Large lidded plastic storage box with air holes (to keep woodlice in while creating choice trays)
  • Large tray for each group
  • Cellophane
  • Apples and potatoes
  • Flat stones and little pieces of grit
  • Different things for a woodlice colony for each group
  • Different types of material (paper, clear plastic, dark plastic, carpet)
  • 1 minute and 5 minute timers
  • Video recording devices

Weblinks
Explanation about choice chambers for woodlice from www.youtube.com
How to look after a pet woodlouse from www.wikihow.com
Setting up a woodlice colony from www.youtube.com

Teaching and Activities

Teaching

  • Observe and consider what type of conditions a woodlouse might prefer.
  • Set up different colonies in the classroom based on what they know about their habitats.
  • Observe the woodlice over a period of time and record the results.
  • Use the learning to think about creating or preserving woodlice habitats in the school grounds.

Activities

  1. Consider what type of conditions a woodlouse might prefer and recreate those conditions in the classroom.
  2. Predict which environment might be preferred by the woodlice.
  3. Observe the woodlice over a period of time and record the results.
  4. Draw conclusions about the habitat features woodlice prefer.

Investigation - exploring, observing over time
Observe and consider what type of conditions a woodlouse might prefer.
Set up different colonies in the classroom based on what they know about their habitats.
Observe the woodlice over a period of time and record the results.

Vocabulary
Observations, prediction, habitat

Session 3 The puppy has made a mess!

Objectives

Oh no! There has been a puppy in the classroom and it has had an accident! Plan an investigation to test the absorbency of different types of paper. Predict which paper will be the best at soaking up the accident and then test them to find out.

Science Objectives
i) Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.
ii) Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets).

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Use observations and ideas to suggest answers to questions.
  4. Gather and record data to help answer questions.

You Will Need

Additional Resources

  • Different squares of materials for soaking up liquid (for example, kitchen towel, tea towel, printer paper)
  • Large sheet of paper per group
  • Trays with water in the bottom

Weblinks
RSPCA: What do pets need? from www.YouTube.com

Teaching and Activities

Teaching

  • Discuss the problem: which paper will be best for the job of mopping up the puppy accident?
  • Predict and explore different types of paper- pattern seeking.
  • Predict and discuss which material is most effective.
  • Evaluate the results and talk about what they have discovered.
  • Discuss what they need to be healthy and happy and how pets need similar and different things to keep them happy and healthy.

Activities

  1. Observe what is happening and explore different materials.
  2. Predict and explore which material is most effective.
  3. Evaluate the results and talk about what they have discovered.
  4. Begin to understand what they need to be healthy and happy.
  5. Understand that pets need similar and different things to keep them happy and healthy.

Investigation - fair test, problem solving
Discuss the problem: which paper will be best for the job of mopping up the puppy accident?
Consider an investigation to test the different types of paper.

Vocabulary
Happy, healthy, explore, investigate, observe

Session 4 Imaginary pets

Objectives

Learn about the differences between birds, fish, amphibians, reptiles, mammals and invertebrates. Sort the animals into groups according to their features. Consider why some animals are kept as pets and others aren't. Then design your own imaginary pet!

Science Objectives
i) Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.
ii) Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets).

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Perform simple tests.
  3. Use their observations and ideas to suggest answers to questions.

Other Curriculum Areas

Design and Technology

  • Design: Design purposeful, functional, appealing products for themselves and other users based on design criteria.

Teaching and Activities

Teaching

  • Understand some of the key differences between birds, fish, amphibians, reptiles, mammals and invertebrates.
  • Understand that animals' features vary and why some animals make good pets and others do not.
  • Talk about and design a good pet.
  • Be able to talk about why they have chosen to include specific features for their imaginary pet.
  • Be aware of the meaning of the scientific language: birds, fish, amphibians, reptiles, mammals, invertebrates, group, similarities and differences.

Activities

  1. Understand there are key differences between birds, fish, amphibians, reptiles, mammals and invertebrates.
  2. Understand why some animals make good pets and others may not.
  3. Design a good pet.
  4. Be able to talk about why they have chosen to include specific features for their imaginary pet.
  5. Be aware of the meaning of the scientific language: birds, fish, amphibians, reptiles, mammals and invertebrates.

Investigation - researching and analysing secondary sources
Understand that animals' features vary and why some animals make good pets and others do not.
Talk about and design a good pet.

Vocabulary
Birds, fish, amphibians, reptiles, mammals, invertebrates, group, classify, compare, similarities, differences

Session 5 My pet is happy and healthy!

Objectives

Discuss what pets like and what you need to do to keep them happy and healthy. Think about what sort of care the home-made pets might need. Decide how you can keep your pets happy and healthy.

Science Objectives
i) Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.
ii) Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets).

Working Scientifically

  1. Identify and classify.

Other Curriculum Areas

Design and Technology

  • Make: Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

Extended Writing Opportunities
Labels, lists and signs: Make a list of all of the things you need and the things you have to do, in order to look after a particular pet.
Information text: Explain to a new owner how they should look after their new pet.

You Will Need

Provided Resources

  • Home-made pet ideas resource

Additional Resources

  • Pet Detective bag (containing a few things a pet might need, e.g. lead, collar, bone, dog bowl, brush)
  • Materials for pet-making (pebbles, paint, wool, tubes, furry material, pipe cleaners, felt, bottle tops, tissue paper, pom-poms, egg boxes, etc.)
  • Glue
  • Tape

Weblinks
RSPCA: What do pets need? from www.YouTube.com
BBC Bitesize: Looking after Pets from www.bbc.co.uk

Teaching and Activities

Teaching

  • Understand that there are common features in animals that make good pets.
  • Consider what is involved in keeping a real pet happy and healthy.
  • Imagine what sort of care and environment their home-made pet might like the most, by considering its needs and features.
  • Draw up a list: 'Looking after my Pet' and talk about their pet, so as to demonstrate their understanding of what makes an animal happy and healthy.

Activities

  1. Consider what is involved in keeping a real pet happy and healthy.
  2. Imagine what sort of care and environment their home-made pet might like the most, based on its features.
  3. Draw up a list: 'Looking after my Pet'.
  4. Make a pet based on their design.

Investigation - exploring
Consider what is involved in keeping a real pet happy and healthy.
Observe different pets in the classroom.
Study their similarities and differences and what features they have in common that make them good pets.

Vocabulary
Birds, fish, amphibians, reptiles, mammals, invertebrates, group, classify, compare, similarities, differences

Session 6 Bring your pet to school day

Objectives

Invite your pets (and their owners) into school! Record your observations in video and photographs as you ask the owners questions about keeping them happy and healthy. Discover what makes these animals good pets? And discover what they all have in common?

Science Objectives
i) Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.
ii) Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets).

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Use their observations and ideas to suggest answers to questions.
  4. Gather and record data to help answer questions.

You Will Need

Additional Resources

  • Real-life pets and their owners
  • Video recording devices
  • Cameras
  • Sketch books and pencils
  • Clipboards
  • Paper and pens

Teaching and Activities

Teaching

  • Understand that there are many different types of pets.
  • Observe different pets in the classroom.
  • Study their similarities and differences and what features they have in common that make them good pets.
  • Understand the responsibilities that come with looking after a pet well.
  • Record the observation in photographs and talk about their learning.

Activities

  1. Understand that there are many different types of pets.
  2. Be able to observe the behaviour of different pets, looking at their similarities and differences.
  3. Be able to ask questions to find out why the pets are good pets and how to look after them well.
  4. Record the observation in photographs, sketches, notes and talk about their learning.

Vocabulary
Birds, fish, amphibians, reptiles, mammals, invertebrates, pets, health, care