Science Curriculum Passport Living things and their habitats

Science Curriculum Passport Living things and their habitats/ Evolution and Inheritance The science curriculum at Hedworthfield Primary School aims to equip all pupils with a profound understanding of the world through the specific disciplines of biology, chemistry and physics. It focuses on ensuring pupils acquire the essential knowledge, methods and processes to be enthused about their future secondary science education, to be curious and confident in questioning the world around them and to harness their scientific acumen to access their own future employment opportunities and the future prosperity of the local, national and global societies in which they live. The school is steadfastly committed to addressing the impact of social disadvantage on pupil achievement, promoting social mobility and delivering social justice for the communities we educate through inspiring a lifelong thirst for knowledge and a love of learning, questioning, investigating and evidencing scientific phenomena. Hedworthfield Primary School aims to offer pupils a high quality STEM curriculum which recognises and acknowledges the unique context of our school community: learning is embedded into real world STEM contexts linked to pupils’ experiences and future employment opportunities within their local area. We aim to ensure that all pupils are immersed in scientific vocabulary in order to embed the deep conceptual understanding of topics, assimilate key knowledge into their long term memory and embrace within them the power of rational explanation and scientific enquiry through oracy.

Regal Royals: Living things and their habitats Y 2 We build on our learning about animals and humans in year 1 and we begin to look at the relationship between animals and where they live. We get involved in farm school and learn about what our chickens and ducks need to thrive. We get first hand experience of looking after duck eggs and the chicken pen. We explore our local area and investigate microhabitats in woodland coastal environments. Trips and visitors: We gain forest school experiences where we observe the local environment and identify animals and plants. We visit our coastline to look at rock pools and investigate plants and animals found on the coast. Knowledge end points: • To identify that most living things live in habitats to which they are suited • To describe how habitats meet the basic needs of different animals and plants • To identify and name a variety of plants and animals in their habitats, including microhabitats • To describe how animals obtain their food from plants and other animals using the idea of a simple food chain Key Vocabulary Methods and processes: • Explore and compare the differences between things that are living, dead, and things that have never been alive • To ask questions about the local environment • Compare familiar habitats with less familiar habitats Can you describe a microhabitat? Meaning biomes A natural area of vegetation and animals carnivore An animal that eats meat depend If you depend on something, you need it to survive habitat The natural environment in which an animal or plant normally lives or grows herbivore An animal that only eats plants microhabitat A small part of the environment that supports a habitat, such as a fallen log in a forest minibeast A small invertebrate animal such as an insect or spider offspring A person’s children or an animal’s young omnivore Person or animal that eats all kinds of food, including both meat and plants

Regal Royals: Living things and their habitats Y 2 Key Concepts What is a microhabitat? What is a habitat? • • A habitat is a place where living things such as animals and plants, can find all the things they need to survive • Microhabitats are very small habitats where minibeasts may live • Examples of microhabitats include under stones, in grass, under fallen leaves and in the soil They can find food, water, air, space to move and grow and some shelter • Some habitats are large, like the ocean • Some habitats are small, such as under a log • Minibeasts that can be found there include worms, snails, ants, centipedes, millipedes and butterflies and they help to keep the microhabitat healthy How do animals and plants depend on each other? • • Animals and plants depend on each other to survive. For example worms depend on plants because they feed on dead leaves, but plants depend on worms who make the soil healthy by digging holes and allowing air in. Birds also need worms because they eat them. Worms are a source of food for birds. This is called a food chain. All living things have a part to play in food chains. Without them, other animals and plants may not be able to survive.

Regal Royals: Living Things and Their Habitats Year 2 Knowledge Check ● ● What animals might you find in a rock pool habitat? Can you name 3 types of plant that we might find in our local environment? Can you name a type of tree that we might find in our local environment? Can you describe the food chain of a fox?

Fantastic Beasts and Where to Find Them: Living things and their habitats Y 2 We build on our learning about animals and humans in year 1 and we begin to look at the relationship between animals and where they live. We get involved in farm school and learn about what our chickens and ducks need to thrive. We get first hand experience of looking after duck eggs and the chicken pen. We explore our local area and investigate microhabitats in woodland coastal environments. Trips and visitors: We gain forest school experiences where we observe the local environment and identify animals and plants. We visit our coastline to look at rock pools and investigate plants and animals found on the coast. Knowledge end points: • To identify that most living things live in habitats to which they are suited • To describe how habitats meet the basic needs of different animals and plants • To identify and name a variety of plants and animals in their habitats, including microhabitats • To describe how animals obtain their food from plants and other animals using the idea of a simple food chain Key Vocabulary Methods and processes: • Explore and compare the differences between things that are living, dead, and things that have never been alive • To ask questions about the local environment • Compare familiar habitats with less familiar habitats Can you describe a microhabitat? Meaning biomes A natural area of vegetation and animals carnivore An animal that eats meat depend If you depend on something, you need it to survive habitat The natural environment in which an animal or plant normally lives or grows herbivore An animal that only eats plants microhabitat A small part of the environment that supports a habitat, such as a fallen log in a forest minibeast A small invertebrate animal such as an insect or spider offspring A person’s children or an animal’s young omnivore Person or animal that eats all kinds of food, including both meat and plants

Fantastic Beasts and Where to Find Them: Living things and their habitats Y 2 Key Concepts What is a microhabitat? What is a habitat? • • A habitat is a place where living things such as animals and plants, can find all the things they need to survive • Microhabitats are very small habitats where minibeasts may live • Examples of microhabitats include under stones, in grass, under fallen leaves and in the soil They can find food, water, air, space to move and grow and some shelter • Some habitats are large, like the ocean • Some habitats are small, such as under a log • Minibeasts that can be found there include worms, snails, ants, centipedes, millipedes and butterflies and they help to keep the microhabitat healthy How do animals and plants depend on each other? • • Animals and plants depend on each other to survive. For example worms depend on plants because they feed on dead leaves, but plants depend on worms who make the soil healthy by digging holes and allowing air in. Birds also need worms because they eat them. Worms are a source of food for birds. This is called a food chain. All living things have a part to play in food chains. Without them, other animals and plants may not be able to survive.

Fantastic Beasts and Where to Find Them: Living Things and Their Habitats Year 2 Knowledge Check ● ● What animals might you find in a rock pool habitat? Can you name 3 types of plant that we might find in our local environment? Can you name a type of tree that we might find in our local environment? Can you describe the food chain of a fox?

Rainforests: Living things and their habitats Y 3/4 We learn all about food chains, habitats and eco systems through our study of the rainforest. We apply our first hand experience of farm school to think carefully about what animals need to survive and thrive and we begin to think about food chains. We also consider how to protect our rainforests and what impact humans might be having on the world around us. https: //www. bbc. co. uk/bitesize/clips/zfp 34 wx Knowledge end points: • To recognise that living things can be grouped in a variety of ways • To identify and name a variety of living things in their local and wider environment • To recognise that environments can change and that this can sometimes pose dangers to living things Methods and processes: • Explore and use classification keys to help group a variety of living things in local and wider environment • Record classifications in carol diagrams and venn diagrams • Use and make simple guides or keys to explore local plants and animals • Raising and answering questions based on their observations of animals they observe and research Key Vocabulary Meaning biomes A natural area of vegetation and animals carnivore An animal that eats meat Trips and visitors: classification key A system which divides things into groups or types We visit The Word for a green screen filming of the weather forecast. criteria A factor on which something is judged We visit the winter gardens and take part in an art workshop inspired by nature. deciduous Trees that lose their leaves in the autumn every year evergreen A tree or bush which has green leaves all year round herbivore An animal that only eats plants invertebrate A creature that does not have a spine, for example an octopus, insect or worm omnivore Person or animal that eats all kinds of food, including both meat and plants vertebrate A creature which has a spine

Rainforests: Living things and their habitats Y 3/4 Key Concepts Classification Keys How can living things be grouped? • • All living things, which can also be called organisms, have to do certain things to stay alive. These are the life processes: movement respiration sensitivity growth reproduction excretion nutrition • A classification key is a tool used to help group living things and identify them. How can environments change? We can group living things according to different criteria • Habitats can change throughout the year and this can effect the plants and animals that live there. • Humans can have positive and negative effects on the environment: Positive effects: nature reserves, ecological parks Negative effects: litter, urban development

Rainforests Year 3/4 Knowledge Check ● ● What is similar about a duck and a fish? What is different? Can you give 3 examples of vertebrates and 3 examples of invertebrates? ● What are the 7 life processes? (MRS GREN) ● How can humans have a negative effect on the environment? ● How can humans have a positive effect on the environment?

Local Area/ Invasion: Living things and their habitats Y 5 We continue our study of animals, plants and their habitats in our local area and compare these studies with research about less familiar habitats and the wider world. We begin to think about how animals and plants reproduce and we conduct experiments which involve close observations dissection. Knowledge end points: • To describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird • To describe the life processes of reproduction in some plants • To describe the process of reproduction in some animals Methods and processes: • Observe life cycle changes in a variety of living things (vegetable patch/ flower border/ animals in local environment) • To research the work of naturalists and animal behaviourists such as David Attenborough and Jane Goodall • Plan, conduct and record experiments on plants • Compare how different animals reproduce and grow Key Vocabulary Meaning anther The part of a stamen that produces and releases pollen cell The smallest part of an animal or plant that is able to function independently dispersed Scattered, separated, or spread through a large area Trips and visitors: dissect To carefully cut something up in order to examine it scientifically We investigate the rock pools of South Shields beach in detail and learn about how to record our observations in a scientific way. embryo An unborn animal or human being in the early stages of development fertilisation Male and female gametes meet to form an embryo or seed gamete The name for the two types of male and female cell that join together to make a new creature germination If a seed germinates or if it is germinated, it starts to grow mature When something matures, it is fully developed metamorphosis A person or thing develops and changes into something completely different ovary A female organ which produces an egg ovule A small egg pollination To pollinate a plant or tree means to fertilise it with pollen. This is often done by insects https: //www. bbc. co. uk/bitesize/clips/z 2 bygk 7 We learn first hand what animals need to survive through our farm school experiences.

Living things and their habitats Y 5 Key Concepts What is reproduction? • • • Reproduction is when an animal or plant produces one or more individuals similar to itself: Sexual reproduction requires 2 parents with male and female gametes (cells) and will produce offspring that is similar to, but not identical to, the parent. Asexual reproduction will produce offspring that is identical to the parent and requires only one parent. What is a life cycle? • The life cycles of mammals, birds, amphibians and insects have similarities and differences. • One difference is that amphibians and insects go through the process of metamorphosis. This is when the structure of their bodies changes significantly as they grow (from example tadpole to frog or caterpillar to butterfly) How do plants reproduce? • • Male gametes can be found in the pollen Female gametes can be found in the ovary (they are called ovules) Pollination occurs when pollen from the anther is transferred to the stigma by bees and insects The pollen then travels down and meets the ovule. When this happens, seeds are formed in fertilisation. • Seeds are then dispersed so that germination can begin. • Some plants, such as daffodils and potatoes, can also produce offspring through asexual reproduction.

Rainforests: Living things and their habitats Y 5

Living Things and Their Habitats: Y 5 Knowledge Check ● ● What is the difference between sexual reproduction and asexual reproduction? How does pollination normally happen in a flowering plant? ● Can you describe the life cycle of a frog? ● What is the anther and what is its function?

Local Area/ Invasion: Living things and their habitats Y 6 We continue our study of animals, plants and their habitats in our local area and compare these studies with research about less familiar habitats and the wider world. We become more confident classifying animals in different ways and comparing their characteristics. Knowledge end points: (Y 5 end points plus…) • To describe are living things are classified into broad groups according to observable characteristics, including microorganisms, plants and animals • Give reasons for classifying plants and animals based on specific characteristics Key Vocabulary Methods and processes: • Explore that broad groups such as microorganisms, plants and animals can be subdivided • Discuss reasons why living things are placed in one group and not another • Research the significance of Carl Linnaeus and his work on classification What can Lichens tell us about air quality? (air survey using trees) Meaning adaptation A change in structure or function that improves the chance of survival for an animal or plant within a given environment carnivore An animal that feeds on meat characteristics The qualities or features that belong to them and make them recognisable classification key A system which divides things into groups or types criteria A factor on which something is judged energy The ability and strength to do physical things evolution A process of change that takes place over many generations, during which species of animals, plants, or insects slowly change some of their physical characteristics herbivore An animal that only eats plants microorganism A very small living thing which you can only see if using a microscope omnivore Person or animal that eats all kinds of food, including both meat and plants organism A living thing predator An animal that kills and eats another animal prey An animal hunted or captured by another food https: //www. bbc. co. uk/bitesize/topics/zfxxsbk Trips and visitors: We investigate the rock pools of South Shields beach in detail and learn about how to record our observations in a scientific way. We learn first hand what animals need to survive through our farm school experiences.

Living things and their habitats Y 6 Key Concepts Refer back to ‘key concepts’ in living things and their habitats Y 3/4. Revise classification systems. A classification system is a tool used to group living things to help us identify them using recognizable characteristics. What are microorganisms? • Microorganisms are very tiny organisms where a microscope has to be used to see them. • Examples of microorganisms include dust mites, bacteria and fungi, such as mould. Some microorganisms can be helpful in certain situations. Others can be harmful, and their spread needs to be controlled or contained. • • The Linnaean System • The Linnaean system, named after Carl Linnaeus, has different levels where the number of living things in each group gets smaller and smaller, until there will just be one type of animal in the species group.

Living Things and Their Habitats: Y 6 Knowledge Check ● ● Why is a platypus difficult to classify? Who was Carl Linnaeus and why was he important? Can you explain one difference between an amphibian and a fish? What type of microorganisms might be found in your house?

Man or Beast: Evolution and inheritance Y 5/6 We study fossils and ask scientific questions about what they might tell us. We consider the big questions about where we came from and look at the role of inheritance and adaptation in evolution. We research the work of Charles Darwin and think about how ideas about evolution have developed over time. https: //www. bbc. co. uk/bitesize/topics/z 9 bbkqt /articles/z 2 ym 2 p 3 Trips and visitors: We visit the Hancock museum and complete an animals and fossils treasure hunt. We take part in an evolution and adaptation workshop. Knowledge end points: (refer back to Y 3/4 rocks/fossils end points) • To recognise that living things have changed over time • To recognise that fossils provide information about living things that inhabited the Earth millions of years ago • To recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents • To identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Methods and processes: • Explore and appreciate variation in offspring over time for example how giraffes’ necks got longer, or the development of insulating fur on the arctic fox • To research paleontologists such as Charles Darwin and Alfred Wallace and look at how they developed their ideas on evolution Which beak is most effective for which food type? (adaptation in birds) Key Vocabulary Meaning adaptation A change in structure or function that improves the chance of survival for an animal or plant within a given environment ancestor An early type of animal or plant from which a later, usually dissimilar, type has evolved biodiversity A wide variety of plant and animal species living in their natural environment breeding The process of producing plants or animals by reproduction evolution A process of change that takes place over many generations, during which species of animals, plants or insects slowly change some of their physical characteristics extinct NO longer has any living members, either in the world or in a particular place fossil The hard remains of a prehistoric animal or plant that are found inside a rock generation The act or process of bringing into being; through reproduction, especially offspring inherit If you inherit a characteristic you are born with it, because your parents or ancestors also had it maladaptation The failure to adapt properly to a new situation or environment mutation Characteristics that are not inherited from the parents or ancestors and appear as new characteristics natural selection A process by which species of animals and plants that are best adapted to their environment survive and reproduce

Evolution and Inheritance Y 5/6 Key Concepts Refer back to ‘key concepts’ in rocks and fossils (Y 3/4). Evolution is a process of change that takes place over many generations; offspring are not identical to their parents. It occurs when there is competition to survive. This is called natural selection. Difference within a species can be caused by inheritance and mutations. How do we know about evolution? • Evidence of evolution comes from fossilswhen these are compare to living things today. Paleontologists compare similarities and differences. • Other evidence comes from living things - comparisons of some species may reveal common ancestors. What is adaptation? • • Adaptation is when animals and plants have evolved so that they have adapted to survive and thrive in their environments. For example polar bears have a thick layer of blubber under their fur to survive the cold, harsh environment of the Arctic while giraffes have long necks to reach leaves on trees. Sometimes adaptations can be disadvantageous. One example is the dodo, which became extinct as it lost its ability to fly through evolution. Flying was unnecessary for the dodo because it had lived for so many years without predators, until its native island became inhabited. Evolutionary Science Charles Darwin, an evolutionary scientist, studied different animal and plant species, which allowed him to see how adaptations could come about. His work on the finches was some of his most famous work.

Evolution and Inheritance: Y 5/6 Knowledge Check ● ● What is adaptation? What did Charles Darwin’s work on finches tell us? What type of information can we learn from a fossil? What characteristics might we inherit from our parents? What do we not inherit from our parents?