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Lesson
No: 1 |
Unit
Title: Environment and feeding relationships Caretaker: JES |
Unit No
7C
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Lesson
Title: Habitats |
NC Ref: KS2: Sc2 1c, 5b,c,d,e KS3:
Sc2 5b,c,d,e |
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Objectives: MK – how to use the terms ‘habitat’,
‘environment’, ‘physical environmental factor’, ‘adapted’,
‘adaptation’ and ‘distribution’ correctly. SK – the
words ‘community’ and ‘microhabitat’ CK – what a
‘biosphere’ is, and what an ‘ecosystem’ is. |
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Lesson outline: ·
Ask pupils what habitats they studied at KS 2,
look at the pictures on page 30 and
appreciate the words habitat and environment and what they mean,
consider what an environment has to provide
(food, water, light, shelter, oxygen). ·
Pupils complete work sheet 7 Ca/3 (‘Homeward
bound’), and /or 7Ca/2. ·
The more able should advance quickly on to the
following exercise:
choose a habitat from page 30 (or your own), draw and
annotate, describing any microhabitats, physical environmental
factors and organisms of which the community is
composed. ·
Plenary: either get class to give concise
definitions of key words
or as a class, go through the first 3 slides of ‘Board Works’
power point presentation on ‘7C Feeding relationships’. ALTERNATIVELY
·
Pupils may visit a local habitat (the woods for
example), where the above can be discussed,
notes taken and drawings made. |
Timing: 10 mins 10 mins 25 mins 15 mins |
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Homework: What are the advantages and
disadvantages of keeping animals in zoos where the habitats are not like
their natural ones, use examples (penguins from Antarctica etc.). |
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Resources: Exp. Sci. 7 class set Laptop and
projector if required |
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Risk Assessment: There
are no obvious risks unless you choose to take pupils to visit a habitat, in
which case, if the habitat is off school premises, an official risk
assessment is required. Seek advice! |
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Lesson
No: 2 |
Unit
Title: Environment and feeding relationships Caretaker: JES |
Unit No
7C
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Lesson Title: Adaptations |
NC Ref: KS2: Sc2 1c, 5b,c,d,e KS3:
Sc2 5b,c,d,e |
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Objectives: MK – what it
means for a plant or animal to be adapted to its habitat SK – that
adaptations are linked to the type of environment and a change in conditions
may lead to extinction. CK – how
calculations can be done to provide evidence for adaptation |
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Lesson outline: ·
Discuss the pictures on page 32 and 33, linking
the type of habitat to the
adaptations, and discuss how we are adapted to our
environment. ·
Choose work sheets as appropriate ·
Show class OHT of the strange Board Works animal, ask pupils to sketch the animal
and then describe where the animal lives, what it eats, how
it eats, how it breathes, how it moves, and what it should be
called. ALTERNATIVELY ·
As a class, work through all the ‘Adaptations’
slides, pupils respond
verbally and / or in books. Works sheets may be used as
appropriate throughout presentation. ·
Following discussions of adaptations, pupils may
work in small Groups to research (using
internet etc.) chosen plants or animals and explain how they
are adapted to their environment Findings
may be presented as posters or orally. |
Timing: 10 mins 25 mins 25 mins 60 mins |
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Homework: Finish description of ‘strange |
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Resources: Exp. Sci. 7 class set Work sheets
7 Cb/5 ,/3 ,/4,
/6,
/7, as required. Laptop
and projector / OHP |
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Risk Assessment: No
obvious risk |
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Lesson
No: 3 |
Unit
Title: Environment and feeding relationships Caretaker: JES |
Unit No
7C
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Lesson
Title: Changes in the Environment |
NC Ref: KS2: Sc2 1c, 5b,c,d,e KS3:
Sc2 5b,c,d,e |
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Objectives: MK – about daily
changes and seasonal changes and how these changes affect the
behaviour of organisms living in habitats. SK – specific
responses to daily and seasonal changes, including the terms ‘diurnal’,
‘diurnal changes’, deciduous and evergreen CK – specific
examples of adaptations, such as ‘bulb’, ‘dormant’, ‘echolocation’.
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Lesson outline:
environment,,
including those which are daily changes, seasonal changes. Talk in terms of ‘physical
environmental factors’ and encourage the more able to
consider changes which have occurred over greater periods
of time. The more able could also
consider the changes which occur in a rock pool / inter-tidal area
throughout the day / year. The idea of plants and animals
altering their activities may be discussed in conjunction with
page 34.
7Cd/1
or you may wish to do part of it.
ALTERNATIVELY
may
wish use as a starter or plenary. |
Timing: 15 mins |
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Homework: Appropriate work sheet or find out about animals that
hibernate (why they do, how it affects them and how they prepare etc.) or
complete investigation write up. |
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Resources: Exp. Sci. 7 class set Work sheets
7 Cd/1,
/2,
/3,
/4, – as appropriate Choice chambers, woodlice, calcium chloride Laptop
and projector |
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Risk Assessment: Calcium chloride is harmful, do not touch, wash hands
after use. |
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Lesson
No: 4 |
Unit
Title: Environment and feeding relationships Caretaker: JES |
Unit No
7C
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Lesson
Title: Adaptations for
feeding |
NC Ref: KS2: Sc2 1c, 5b,c,d,e KS3:
Sc2 5b,c,d,e |
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Objectives: MK – about
general adaptations of predators and prey SK – that carnivores
eat other animals and herbivores eat plants CK –
decomposers eat rotting wood and leaves |
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Lesson outline:
considering
other animals and how they are adapted as predators
or prey.
them
and give reasons for them being predators or prey.
herbivore. Answer
questions from text |
Timing: 15 mins 25 mins 20 mins |
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Homework: Find out what decomposers are, giving several
examples. The more able may also explain why they are important for a
healthy environment (recycling of nutrients). |
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Resources: Exp. Sci. 7 class set Selection of skulls and jaw bones |
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Risk
Assessment: No obvious risk |
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Lesson
No: 5 |
Unit
Title: Environment and feeding relationships Caretaker: JES |
Unit No
7C
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Lesson
Title: Scavengers and parasites |
NC Ref: KS2: Sc2 1c, 5b,c,d,e KS3:
Sc2 5b,c,d,e |
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Objectives: MK – Definitions
of scavengers and parasites SK – examples
of scavengers and parasites, the meaning of ‘host’. CK – adaptations
of scavengers and parasites |
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Lesson
outline:
scavengers
and parasites, aiming to come up with a definition of
each.
scavengers and a list of
parasites.
findings as a poster, complete
for home work. |
Timing: 10 mins 10 mins |
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Homework: Complete poster using information retrieved in lesson
time. |
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Resources: Computer room or lap tops for
research Work
sheet 7Cd/4 |
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Risk Assessment: No
obvious risk |
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Lesson
No: 6 |
Unit
Title: Environment and feeding relationships Caretaker: JES |
Unit No
7C
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Lesson
Title: Links and Chains |
NC Ref: KS2: Sc2 1c, 5b,c,d,e KS3:
Sc2 5b,c,d,e |
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Objectives: MK
– feeding relationships are shown by food chains and these link together
to form food webs (key words: producer, consumer, food chain, food web,
top predator) SK –food
chains and food webs show energy transfer, ways to collect organisms and
evidence use to construct food chains and webs, predicting effects of
changing numbers in a food web (key words: omnivore, pooter, sweepnet,
tree beating) CK –examples
of plant defences, other examples of evidence to construct food chains and
webs. |
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Lesson outline:
·
Work through ‘feeding types’ slides from ‘Board
works’ power point
presentations or discuss ‘producer’, ‘consumer’, terms (etc.)
using simple food chains on board.
·
Discuss how we could collect evidence to show what
eats what (collecting
techniques, investigating pellets, faeces etc.)
·
Pupils collect animals from leaf litter using
pooter, using keys to identify the animals. Tell
the pupils that the size of individual organisms increases and the number
decreases as you progress along a food chain, pupils then
attempt to construct food chains and webs in the leaf litter.
·
Using the Antarctic food web (7Ce/2) discuss how
one species suddenly dying would effect
other organisms.
·
Pupils begin and complete for home work, Feeding Relationships
sheet (as appropriate).
·
Plenary / thinking skill: make up a mneumonic to
help remember
the order of words used to describe organisms in a
food chain. |
Timing: 15 mins 30 mins 15 mins
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Homework: Complete 7Ce/4 or /5 |
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Resources: Trays of leaf litter Magnifying
glasses Pooters Laptop
and projector (if required). keys Worksheets as required (7Ce/1 to 7Ce/5) LINKS: sci_web/science/sow/resources/pdf/7C/7Ce1.pdf sci_web/science/sow/resources/pdf/7C/7Ce2.pdf sci_web/science/sow/resources/pdf/7C/7Ce3.pdf sci_web/science/sow/resources/pdf/7C/7Ce4.pdf sci_web/science/sow/resources/pdf/7C/7Ce5.pdf |
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Risk
Assessment: Pupils must wash
hands after handling leaf litter and be encouraged to treat animals with
kindness. |
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Lesson
No: 7 |
Unit
Title: Environment and feeding relationships Caretaker: JES |
Unit No
7C
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Lesson
Title: Plant defences and revision |
NC Ref: KS2: Sc2 1c, 5b,c,d,e KS3:
Sc2 5b,c,d,e |
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Objectives: MK – that
plants may have adaptations to protect themselves from being eaten SK – some
defence mechanisms are used by humans to their advantage CK – many
animals are adapted to work around a plant’s defence mechanism |
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Lesson outline:
·
using prior knowledge, create a list of plant defence
mechanisms
·
Read and discuss pages 42 and 43 of Exp. Sci 7,
answer questions
as appropriate, show specimens if available.
·
Pupils spend about half the lesson revising, they
may do the quick quiz again (comparing
result with first attempt), or using ‘summary sheet’, work in books
and perhaps the ‘word sheets’, construct a mind map of the
topic.
·
Finish with a quick ‘odd-one-out’ quiz E.g. tree, fox, tiger, sparrow hawk temperature, light, water, plants human, cat, rabbit |
Timing: 5 mins 20 – 30 mins 25 mins 5 mins |
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Homework: Revise for test |
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Resources: Plants with defence
mechanisms, if available. Class set of Exp. Sci. 7 7 C ‘Summary Sheet’ 7 C ‘Quick quiz’ |
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Risk
Assessment: No
obvious Risk |
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