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Animals Including Humans

Science Year 1/2 People and their Pets

Observe creatures in the school grounds; photograph them and make sketches. Collect woodlice and establish colonies in the classroom based on what children know about their habitats. Plan an investigation to test what sort of paper will be best for the job of mopping up a puppy's accident . Talk about and design a good pet and observe different pets in the classroom.

block outcomes Key Concepts

Session 1 Go exploring!

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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, name a variety of common animals including fish, amphibians, reptiles, birds, 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. 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

  • Mini-beasts and their special places resource

Additional Resources

  • Bug collecting boxes
  • Magnifying glasses
  • Clipboards
  • Cameras
  • Sketch books and pencils
  • Science Dictionary

Weblinks
BBC Bitesize: Minibeasts from www.bbc.co.uk

Lesson Planning

Teaching

  • Plan and carry out an observation in the school grounds.
  • Ask questions and discuss findings and patterns.
  • Make a visual record of their observations and annotate to show understanding and learning (Yr1).
  • Annotate drawings of their observations with scientific questions, develop lines of enquiry (Yr2).

Activities

  1. Carefully observe creatures in the school grounds, generate questions and notice patterns
  2. Make a visual record of their observations, annotate to show understanding and learning (Yr1)
  3. Annotate drawings of their observations with scientific questions and develop lines of enquiry (Yr2)
  4. Understand that there are special places (habitats) where mini-beasts (invertebrates) live

Investigation - pattern seeking
Use observation skills to look closely at creatures outside. Understand that there are special places (habitats) where mini-beasts (invertebrates) live. Carefully observe creatures outside, generate questions, notice patterns, make a visual record of their observations, annotate to show understanding.
Year 1 - Make a visual record of their observations; annotate to show understanding and learning.
Year 2 - Annotate drawings of their observations with scientific questions and develop lines of enquiry.

Vocabulary
Notice, patterns, behaviour, habitat, living things, damp, shady, dry

Session 2 Where do woodlice like living?

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Objectives

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

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. 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 for collecting woodlice
  • Large lidded plastic storage box
  • Large tray for each group
  • Cellophane
  • Apples
  • Potatoes
  • Flat stones
  • Different things for a woodlice colony for each group
  • Different types of material (paper, clear plastic, dark plastic, carpet)
  • Little pieces of grit
  • 1 minute and 5 minute timer
  • 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 www.youtube.com

Lesson Planning

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 (Yr1).
  • Observe the woodlice over a period of time and explore results using different materials (Yr2).

Activities

  1. Consider what conditions a woodlice might prefer and recreate those conditions in the classroom.
  2. Observe the woodlice over a period of time and record the results (Yr1).
  3. Observe the woodlice over a period of time and explore results using different materials (Yr2).

Investigation - exploring, observing over time
Observe and consider what type of condition a woodlouse might prefer. Set up different colonies in the classroom based on what they know about their habitats.
Year 1 - Observe the woodlice over time and record the results.
Year 2 - Extend to include recording of results in different ways.

Vocabulary
Observations, prediction, habitat

Session 3 Puppy has made a mess!

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Objectives

Oh no! There has been a puppy in the classroom and it has done a wee on the floor! Plan an investigation to test the absorbency of different types of paper. Predict which paper will be the best at soaking up the wee 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 (1AH).
ii) Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) (1AH).

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

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

Weblinks
RSPCA What do pets need? from www.youtube.com

Lesson Planning

Teaching

  • Discuss the problem: which paper will be best for the job of mopping up the puppy accident?
  • Predict and discuss which material is most effective.
  • Evaluate the results and talk about what they have discovered.
  • Consider what a pet needs to be healthy and happy (Yr1).
  • Make comparison between different pets' needs and requirements for health and happiness (Yr2).

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. Understand what different pets need to be healthy and happy (Yr1).
  5. Make comparisons between different pets' needs and requirements for health and happiness (Yr2).

Investigation - fair test, problem solving
Discuss the problem: which paper will be best for the job of mopping up the puppy accident?
Year 1 - Carry out an investigation to test the different types of paper. Consider what a pet needs to be healthy and happy.
Year 2 - Extend to include recording of data, Make comparison between different pets' needs and requirements for health and happiness.

Vocabulary
Happy, healthy, explore, investigate, observe

Session 4 Design an imaginary pet!

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Objectives

Play 'What animal am I?' and learn about the differences between birds, fish, amphibians, reptiles, mammals and invertebrates. Sort the animals into groups according to their features, using questions such as: Do they have fur or no fur? Dangerous or tame? Feathers or no feathers? Consider why some animals are kept as pets and others aren't. Then design your own imaginary pet!

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

Working Scientifically

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

Lesson Planning

Teaching

  • Understand some of the key differences between birds, fish, amphibians, reptiles, mammals and invertebrates.
  • Talk about and design a pet, including why they have chosen to include specific features.
  • Understand that animals' features vary and why some animals make good pets and others do not by sharing stories and experiences of their own pets or pets they know (Yr1).
  • Identify and name a variety of common animals that are carnivores, herbivores, omnivores.

Activities

  1. Understand some of the key differences between birds, fish, amphibians, reptiles, mammals and invertebrates, carnivores, herbivores and omnivores.
  2. Understand why some animals make good pets and others may not.
  3. Talk about and design a good pet, including why they have chosen to include specific features for their imaginary pet.
  4. Be aware of the meaning of the scientific language: birds, fish, amphibians, reptiles, mammals and invertebrates.

Investigation - researching, analysing secondary sources
Understand that animals' features vary and why some animals make good pets.
Year 1 – Talk about and design a good pet.
Year 2 – Extend by asking them to label the features.

Vocabulary
Birds, fish, amphibians, reptiles, mammals, invertebrates, group, similarities and difference

Session 5 My pet is happy!

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Objectives

Discuss together 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. Ask and share the questions: How do I keep my pet happy and healthy?

Science Objectives
i) Identify, name a variety of common animals including fish, amphibians, reptiles, birds, mammals.
ii) Identify and name a variety of common animals that are carnivores, herbivores and omnivores.
iii) 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

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

You Will Need

Provided Resources

  • Home-made Pet ideas

Additional Resources

  • Pet Detective bag (containing a few things a pet might need - 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
BBC Bitesize - links to each animal category, videos and information from www.bbc.co.uk

Lesson Planning

Teaching

  • Understand that there are common features in animals that make good pets.
  • Imagine what sort of care and environment their home-made pet might like the most, by considering its needs and features.
  • Work in groups to identify a pet's needs and write a group list of requirements to keep the pet happy (Yr1).
  • Draw up a list: 'Looking after my Pet' and talk about their pet, so to demonstrate their understanding of what makes an animal happy and healthy (Yr2).

Activities

  1. Consider what is involved in keeping a real pet happy and healthy.
  2. Understand what sort of care a pet needs.
  3. Use their imagination to think about caring for their homemade pet, according to its needs and features (Yr1).
  4. Draw up a list of instructions as to how to look after their homemade pet to present to the class (Yr2).

Investigation
Understand the common features that make good pets. Imagine what sort of care and environment their homemade pet might like the most, by considering its needs and features.
Year 1 - Work in groups to identify a pet's needs and write a group list of requirements to keep the pet happy.
Year 2 - Draw up a list: 'Looking after my Pet', talk about their pet, demonstrate their understanding of what makes an animal happy and healthy.

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

Session 6 Bring pets to school day

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Objectives

Invite your pets (and their owners) into school! Listen to them, feel and smell them and record your observations in video and photographs. Ask their owners questions about keeping them happy and healthy. Ask: What makes these animals good pets? What do 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

  • Pets and their owners
  • Video recording devices
  • Cameras
  • Sketch books and pencils
  • Clipboards
  • Paper and pens

Lesson Planning

Teaching

  • Study the similarities and differences of pets in the classroom and what features they have in common that make them good pets.
  • Understand the responsibilities that come with looking after a pet well.
  • Record their observations in photographs to talk about together after the session (Yr1).
  • Record their observations in annotated photographs and create a small group presentation to deliver to the class (Yr2).

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. Record their observations in photographs to talk about together after the session (Yr1).
  4. Record their observations in annotated photographs and create a small group presentation to deliver to the class (Yr2).

Investigation - exploring
Observe different pets in the classroom. Study their similarities, differences and features they have in common that make them good pets.
Year 1 - Record observations in photographs to talk about.
Year 2 - Record observations in annotated photographs and create a small group presentation to deliver to the class.

Vocabulary
Birds, fish, amphibians, reptiles, mammals, invertebrates, group, similarities and difference

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