Second level 2-01a
Second level - 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 second half of the experiences and outcomes in bold italic text.)
Learning intentions and success criteria
Learning intentions: • Describe the main different physical and behavioural characteristics of a type of animal and explain why one type is more successful than the other in certain environments.
•
Give informed suggestions as to how we can protect threatened species and state why it is important to do so.
Success criteria: • I can describe the main physical characteristics of red squirrels. • I can describe the main behavioural characteristics of red squirrels. • I can describe the main physical characteristics of grey squirrels. • I can describe the main behavioural characteristics of grey squirrels. • I can explain why the grey squirrel is more successful and the red squirrel less successful in certain environments.
• I can give informed suggestions on ways we can protect the red squirrel. • I know why it is important to protect the red squirrel.
Lesson plan Countryside ranger led activities
1. Grey versus red squirrels. Discuss the different physical and behavioural characteristics of grey and red squirrels. Look for dreys. Time: 15mins.
2. Play a game of ‘Squirrel Nuts’. Children have to write their name on a small piece of paper, fold it and hide it within a designated area. They return to this area at the end of the session and are asked to find their ‘nuts’ again. If they find them they have food for winter, if not trees grow. Time: 15mins.
3. Play a running around game based on the survival of grey versus red squirrels. Discuss the implications of the game’s results. Time: 40mins.
4. Review learning and discuss ideas for conserving red squirrels. Give five possible means of conservation, two of which are unfeasible. Children discuss why they are unfeasible. Time: 15mins.
Suggested follow-up activities
1. Make graphs of the number of grey and red squirrels recorded in Scotland over the years since the introduction of pox virus in 2005.
2. In groups choose one other invasive species in the UK e.g. Japanese knotweed, crayfish, American mink, giant hogweed or rhododendron. Research the negative impact on local species and suggest one or two ideas for their control.
3. Make a pine cone squirrel:
www.familycrafts.about.com/od/squirrelcrafts/ss/pcsquirrel.htm
www.damstodarnley.org
12
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55