Second level 2-01a
I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction. SCN 2-01a (This section covers the first half of the experiences and outcomes in bold italic text.)
Learning intentions and success criteria (Lessons will be either plant or animal based.)
Learning intentions: Animals • Explain the differences between a vertebrate and an invertebrate. • Divide mini-beasts into different groups and understand why it has been done. • Give at least two reasons why mini-beasts are important for the environment.
Plants
• Explain the structure and seed/spore dispersal of plants. • Describe the benefits to pollination of flowering plants and be aware that flowering plants were the most recent to evolve.
Success criteria: Animals • I can explain the difference between a vertebrate and an invertebrate. • I can divide mini-beasts into different groups based on their number of legs. • I can give at least two reasons why mini-beasts are important to the environment.
Plants
• I can explain structure in plants. • I can explain seed/spore dispersal in plants. • I can describe the benefits to pollination of flowering plants. • I know that flowering plants were the most recent to evolve.
Lesson plan
Countryside ranger led activities Animals
1. Define and explain vertebrates and invertebrates. Explain that invertebrates/mini-beasts are very diverse. Go on a mini-beast hunt and classify animals based on their number of legs. Ask the group to come up with one other way of classifying animals. Time: 30mins.
2. Play ‘Team Animals’. As a group get the children to create a mini-beast with their bodies and move like it. Get the other groups to guess what they are. Time: 20mins.
3. Ask why mini-beasts are so important and reinforce classification based on features. Time: 10mins. Plants
1. Define vascular and non-vascular systems. Look for vascular and non-vascular plants and their seeds/spores. Discuss seed/spore dispersal methods. Time: 30mins.
2. Discuss flowering and non-flowering plants. Explain the benefits of flowering plants to pollination. Play the pollination relay game. Time: 20mins.
3. Review learning and discuss the differences between vascular and non-vascular plants and their evolutionary timescales. Using picture cards of vascular and non-vascular plants get the children to place the cards on an evolutionary time line (rope). Time: 20mins.
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