Scottish National Guidelines 5 14 Life processes

<http://www.scholastic.co.uk> Scottish National Guidelines 5 14 Life processes Common objectives for all activities in this issue Society, science and technology Investigating (levels C-D) suggest a question for exploration and decide how they might fi nd an answer make an appropriate series of accurate measurements select an appropriate way of recording fi ndings explain what happened, drawing on their scientifi c knowledge draw conclusions consistent with fi ndings. Living things and the processes of life (levels C-E) give some obvious distinguishing features of the vertebrate groups name some common animals and plants using simple keys create and use keys to identify living things name the life processes common to animals describe the functions of the main parts of fl owering plants give examples of living things that are rare or extinct explain how living things and the environment can be protected give examples of how plants and animals are suited to their environment give examples of environmental causes of variation construct and interpret simple food webs. Additional objectives for specific activities Pages 2-3 All living things English language talking talk to others in the group and contribute by asking and answering questions talk to convey items of information, instructions or directions. Pages 4-5 Where do we live? People and place identify on a map or globe world features or locations appropriate to a particular topic describe and explain some ways of conserving landscapes. Art and design observe and record from given sources, eg the environment consider and comment upon a range of sources of information. Pages 6-7 Chain reaction English language talking talk to others in the group and contribute by asking and answering questions talk to convey items of information, instructions or directions. Drama contribute to group investigations of problems or tasks. Pages 9-11 Mothers and babies Personal and social development demonstrate an awareness of family relationships. Pages 12-13 Incredible journeys People and place identify on a map or globe world features or locations appropriate to a particular topic describe some main types of climate and weather in the world describe the main weather and climate patterns and explain the effects. Pages 14-15 How an ecosystem works Mathematics information handling obtain information by gathering it themselves or referring to other sources enter data in a table or diagram display information and show relevant relationships interpret information and identify features. Mathematics measurement select appropriate measuring devices and units time activities with a stopwatch. Page 16 Tasty tomatoes Health education show knowledge and understanding of what to do to keep healthy, eg choosing nutritious food. Mathematics measurement select appropriate measuring devices and units. ONLINE PHOTOCOPIABLE PAGE 1 LIFE PROCESSES JUNIOR EDUCATION TOPICS

Name Sorting animals template Use this sheet to add your own questions to sort animals featured on the poster. Yes No Yes No Yes No WORDS GILLIAN RAVENSCROFT, SCIENCE COORDINATOR AND FREELANCE WRITER PHOTOCOPIABLE 6 LIFE PROCESSES APRIL 2007 JUNIOR EDUCATION TOPICS

Teachers notes Establishing a tank of brine shrimps This is very straightforward, so don t worry! The best time to establish your tank is betweem April and September. Brine shrimp eggs are available from pet shops. First, obtain a glass or plastic tank. Make up saltwater (the amount will depend on the size of your tank), using a ratio of 30 35g of salt per litre of tapwater. Put some sand and fine gravel on the bottom of the tank, but only just enough to cover it. Brine shrimps feed on algae, so it is crucial to have good algal growth in the tank for two to three weeks before shrimp eggs are added. To get the algae growing, add one drop of a fertiliser per litre of saltwater. Put the tank on a south-facing window sill sunlight will encourage algal growth. Once the tank substrate and the water has a greenish colour (which, along with small bubbles of oxygen rising to the water surface, indicates the growth of algae), sprinkle the eggs onto the surface of the saltwater. Tiny shrimps (called nauplii) will hatch 24 48 hours later, if the water temperature is 20 25 C. It takes newly hatched shrimps about three weeks to reach the adult stage, at which point they will measure roughly 1cm long. It is helpful to stir the tank substrate once per week and particularly advantageous if you can get some substrate (three to four tablespoons) from an already well-established tank of brine shrimps. The addition of this substrate, with its algal and bacterial organisms, will generally ensure that the new tank gets off to a flying start. WORDS POLLY LEE, JOAN BOSWELL, DR MICHAEL DOCKERY PHOTOCOPIABLE 7 LIFE PROCESSES APRIL 2007 JUNIOR EDUCATION TOPICS

<http://www.scholastic.co.uk> National Curriculum for Wales Life processes Common objectives for all activities in this issue Science Scientific enquiry 1.3 that scientifi c ideas can be tested by gathering information through observation and measurement 2.1 report their work clearly in speech and writing 2.2 use a range of methods, including diagrams, drawings, graphs, tables to record and present information 2.4 use standard measures 2.5 search for and access relevant scientifi c information 3.1 turn ideas into a form that can be investigated 3.8 make careful observations and measurements 3.11 make comparisons and identify patterns 3.12 draw conclusions. Life processes and living things 1.1 that there are life processes common to animals 1.2 that there are life processes common to plants 3.1 investigate the effect on growth of plants of changing their conditions 3.2 that plants need light to produce food for growth 4.1 fi nd out about the variety of plants and animals in different habitats 4.2 how animals and plants are suited to their environments 4.3 that food chains show feeding relationships 4.4 that nearly all food chains start with a green plant 4.5 how animals and plants can be identifi ed by making and using keys. Additional objectives for specific activities Pages 2-3 All living things English oracy 1.1 talk for a range of purposes, including: exploring, developing and explaining ideas reporting and describing events and observations. 1.4 make a range of contributions in discussions: making reasoned, evaluative comments as discussions move to conclusions. Pages 4-5 Where do we live? Geography 1.8 identify and locate places using atlases and globe 1.9 use secondary sources of information, ideas and explanations. Art 3.1 record from observation using a variety of methods 3.2 organise reference materials and resources to develop ideas. Pages 6-7 Chain reaction English oracy 1.2 talk for a range of purposes, including: exploring, developing and explaining ideas reporting and describing events and observations. 1.4 make a range of contributions in discussions: making reasoned, evaluative comments as discussions move to conclusions 1.5 participate in a range of drama activities. Pages 9-11 Mothers and babies Personal and social education understand the benefi ts of friends and families know how the environment can be affected by human activity. Pages 12-13 Incredible journeys Geography 1.6 follow directions, estimate and calculate distances 1.7 make and use maps and plans 1.8 identify and locate places using atlases and globe 1.9 use secondary sources of information, ideas and explanations. Pages 14-15 How an ecosystem works Mathematics using and applying mathematics 3.1 understand and investigate general statements 3.2 search for a pattern in their results 3.3 make general statements of their own 3.4 explain their reasoning. ONLINE PHOTOCOPIABLE PAGE 1 LIFE PROCESSES JUNIOR EDUCATION TOPICS

<http://www.scholastic.co.uk> National Curriculum for Wales Life processes (continued) Mathematics shape, space and measures 3.2 choose and use appropriate measuring instruments for a task. Page 16 Tasty tomatoes Science humans and other animals 2.3 that an adequate and varied diet is needed to keep healthy. Mathematics shape, space and measures 3.2 choose and use appropriate measuring instruments for a task. ONLINE PHOTOCOPIABLE PAGE 2 LIFE PROCESSES JUNIOR EDUCATION TOPICS

Teachers notes Talking points This photocopiable offers suggestions for further talking points with lower and upper Key Stage 2 children. Ages 7 9 Why are most shrimps found in the lower third of the tank? Like most herbivores, brine shrimps eat regularly so must predict where food will be. For brine shrimps this is at the bottom of the tank or lake, although algae is also found suspended in the water. Adult brine shrimps are always able to find food if they swim down to the bottom. Adult shrimps also graze on the tank sides, but young shrimps feed on algae in the water. If the children were to repeat this experiment, what would be useful to add to a graduated cylinder, and why? Add substrate, to make the cylinder environment more like the tank. Two cylinders, one with substrate and one without, could be compared, side by side. Ages 9 11 Why have the brine shrimps shown a preference for the edge? Usually, brine shrimps are in the edge of the tank or lake. The ratio that spend time in the two areas varies but it is often around three or four: one in favour of the edge. In the wild, the edge is the shallow area at the lakeside. Shrimps prefer it because the water is shallower, warmer and more light penetrates, giving good conditions for algal growth. The edge may offer hiding places from bird predators, such as flamingos, although these birds concentrate their feeding on shrimp in shallow water. How might this observational study be developed? Two examples. Firstly, clean saltwater is not their natural habitat so shrimps may change their behaviour after a while and move away from the edge. Pupils may suggest putting substrate in one half of the dish, to see if it affects the ratio of shrimps in the edge and centre. Secondly, WORDS POLLY LEE, JOAN BOSWELL, DR MICHAEL DOCKERY the dish does not have a typical lake profile as its depth is constant. Tilt the dish slightly. Does that alter shrimp behaviour? Do other animals hug the edge of their containers or cages? Children could try this at home if they have a pet mammal, such as a mouse or gerbil. Mice and gerbils also hug the edge. (This is thought to be an anti-predator strategy and, in the wild, may also offer protection from the weather.) PHOTOCOPIABLE 8 LIFE PROCESSES APRIL 2007 JUNIOR EDUCATION TOPICS

Name Who lives near an oak tree? Go outside and see what animals and plants you can see on, in or near an oak tree. Label them on the picture below. WORDS JOHN DAVIS, TEACHER AND FREELANCE WRITER PHOTOCOPIABLE 1 LIFE PROCESSES APRIL 2007 JUNIOR EDUCATION TOPICS

Name Woodland homes The table below contains some information about food chains, involving plants and animals that live in woodlands. Use the information to answer the questions. Organism leaves of trees dead leaves caterpillars shrew, rabbit earthworms beetles Eaten by caterpillars earthworms thrush, robin, beetle kestrel, buzzard hedgehog, shrew shrew, thrush 1. What sort of animals eat caterpillars?... 2. What animals do birds of prey eat?... 3. Which animals feed on plants?... 4. Name something that would come at the bottom of these food chains.... 5. Which animal is a top predator?... 6. Complete these food chains leaf thrush dead leaves shrew WORDS JOHN DAVIS, TEACHER AND FREELANCE WRITER 7. Put these food chain members into the correct order rabbit grass sun kestrel... PHOTOCOPIABLE 3 LIFE PROCESSES APRIL 2007 JUNIOR EDUCATION TOPICS

<http://www.scholastic.co.uk> Northern Ireland National Curriculum Life Processes Common objectives for all activities in this issue Science and technology Investigating a) reinforce measuring skills using standard measures c) record what they have observed using appropriate methods d) make decisions about what, when and how to measure f) make observations and measurements h) record fi ndings choosing appropriate methods. Interpreting d) present results and make a record of their conclusions e) use results to draw conclusions and comparisons g) use results to identify patterns. Animals and plants a) fi nd out about animals how they grow, feed, move and use their senses b) observe similarities and differences c) discuss the use of colour in the natural environment e) develop skills in classifying animals and plants by external features f) fi nd out about main stages in the life cycle of some animals g) investigate conditions necessary for growth of familiar plants h) learn about the life cycle of a fl owering plant i) order living things in a simple food chain. Additional objectives for specific activities Pages 2-3 All living things English Talking and listening f) take part in group and class discussions for a variety of curricular purposes; share, respond to and evaluate ideas. Expected outcomes a) share and co-operate in pairs or group activities. Pages 4-5 Where do we live? Geography f) locate places using atlases and globe g) observe, present and discuss fi eld work information and information from other sources. Art and design b) observe and record aspects of the natural environment using a variety of materials f) collect, examine and use resource materials to inform their thinking and ideas. Pages 6-7 Chain reaction English Talking and listening f) take part in group and class discussions for a variety of curricular purposes; share, respond to and evaluate ideas. Expected outcomes a) share and co-operate in pairs or group activities. Pages 9-11 Mothers and babies Education for mutual understanding Relationships 1) develop the ability to build and manage relationships. Pages 12-13 Incredible journeys Geography Skills b) draw simple plans and maps f) locate places using atlases and globe g) observe, present and discuss fi eld work information and information from other sources. Weather b) learn about some of the differences between places with contrasting weather conditions c) learn about the effects of the weather. Pages 14-15 How an ecosystem works Mathematics Using mathematics c) gather information for an activity, identify information needed to carry out their work f) develop their own mathematical strategies for solving problems. ONLINE PHOTOCOPIABLE PAGE 1 LIFE PROCESSES JUNIOR EDUCATION TOPICS

<http://www.scholastic.co.uk> Northern Ireland National Curriculum Life processes (continued) Mathematics Measures c) appreciate important ideas about measurement and the need for accuracy d) choose and use appropriate units of measurement and instruments. Page 16 Tasty tomatoes Science Ourselves c) learn about factors that contribute to good health, including diet. Mathematics Measures c) appreciate important ideas about measurement and the need for accuracy d) choose and use appropriate units of measurement and instruments. ONLINE PHOTOCOPIABLE PAGE 2 LIFE PROCESSES JUNIOR EDUCATION TOPICS

Name Sorting animals Can you sort these animals Hornbill, Sea Otter, Koala and marine turtle into the right boxes, by answering the questions in the diagram below? Does the animal lay eggs? Yes No Does the mother stay with her eggs? Does the baby grow inside a pouch? Yes No Yes No WORDS GILLIAN RAVENSCROFT, SCIENCE COORDINATOR AND FREELANCE WRITER PHOTOCOPIABLE 5 LIFE PROCESSES APRIL 2007 JUNIOR EDUCATION TOPICS

Name Top words Find the answers to the questions in the word search below. T E T E P H A S C M E T H E H P I M R W C O N S U M E R C P A L E R U S O S I A D T C R A L Y R U S O S I A D T A O O T Y A L K F O M A N Y R D T H I S C A V E N G E R N U N G S O F H I P S S A N I C S D E C O M P O S E R D V E P H O E S N A D S E A E O R L L I N G W A X O F C N R A A B B A G E S A N D K E E I N G S O F W H Y H E T R S E T P R E D A T O R A X G Z I S B O I L N G I H O T Y A N H E R B I V O R E D I F Questions: 1. They make their own food... 6. The sun produces this... WORDS JOHN DAVIS, TEACHER AND FREELANCE WRITER 2. They eat food that is already available... 3. They hunt and eat other animals... 4. They are eaten by other animals... 5. They break down dead and decaying matter... 7. They come at the bottom of most food chains... 8. It is a plant eater... 9. It is a meat eater... 10 It finds and eats food left over by others. Answers to questions: 1. producers; 2. consumers; 3. predator; 4. prey; 5. decomposers; 6. energy; 7. plants; 8. herbivore; 9. carnivore; 10. scavenger PHOTOCOPIABLE 2 LIFE PROCESSES APRIL 2007 JUNIOR EDUCATION TOPICS

Name <http://www.scholastic.co.uk> Growing tomatoes Use this sheet to record details of growing your own tomatoes. Record sheet for ages 7 9 1. When are you sowing your seeds? Give the date. 2. How many seeds have you sown in your small seed pot? 3. When did your first seedling appear? Count the number of days after sowing the seeds. 4. How many seeds have grown into seedlings? 5. Name the container that you have chosen for transplanting your seedlings. How many litres does it hold? 6. Describe the soil that you are using. Is it dark or light? Is it crumbly, sandy or squidgy? 7. When are you transplanting your seedlings? Give the date. 8. When do you water your plant? Give the dates. 9. When do you feed your plants? Give the dates. 10. When did you see the first flower bud appear? Give the date. 11. When did you see the first fruit forming? Give the date. 12. When did the first fruit ripen? Give the date. WORDS CATHERINE CHAMBERS, FREELANCE WRITER 13. When did the last fruit ripen? Give the date. 14. How many fruits did your plant yield? 15. What was the total weight of fruit on your plant? PHOTOCOPIABLE A LIFE PROCESSES APRIL 2007 JUNIOR EDUCATION TOPICS

Name <http://www.scholastic.co.uk> Growing tomatoes Use this sheet to record details of growing your own tomatoes. Record sheet for ages 9 11 1. Number of seeds 2. Date first seedling appears 3. Number of seedlings 4. Type of final container 5. Capacity of container in litres 6. Soil type 7. Date of transplantation 8. Dates when plant is watered 9. Dates when plant is fed 10. Date of first flower bud 11. Date of first fruit forming 12. Date of first fruit ripening WORDS CATHERINE CHAMBERS, FREELANCE WRITER 13. Date of last fruit ripening 14. Number of fruits picked 15. Weight of yield PHOTOCOPIABLE B LIFE PROCESSES APRIL 2007 JUNIOR EDUCATION TOPICS

Name Grouping animals Fish: breathe with gills lay eggs in water have fins and scales body temperature changes Amphibians: gills turn into lungs lay eggs in water have fins and scales body temperature changes Reptiles: lungs lay eggs on land dry, scaly skin body temperature changes Birds: lungs lay eggs with hard shells feathers steady body temperature Mammals: lungs babies born live and fed milk body hair or fur steady body temperature Invertebrates: animals with no backbone includes insects, arachnids and molluscs WORDS GILLIAN RAVENSCROFT, SCIENCE COORDINATOR AND FREELANCE WRITER PHOTOCOPIABLE 4 LIFE PROCESSES APRIL 2007 JUNIOR EDUCATION TOPICS

<http://www.scholastic.co.uk> PHOTOCOPIABLE LIFE PROCESSES World map APRIL 2007 JUNIOR EDUCATION TOPICS

Name <http://www.scholastic.co.uk> Glossary JOHN DAVIS, TEACHER AND FREELANCE WRITER Adaptation: The process of how a living thing changes to fit into its surroundings or environment and improves its chances of survival. Bacteria: Tiny single-celled organisms. Camouflage: Patterns, colours and shapes that disguise an animal so that it cannot be seen by predator or prey. Cells: The microscopic building blocks that make up all living things. Chlorophyll: A green colouring in a tree s leaves. It uses energy from the Sun to turn carbon dioxide, water and minerals into a type of food called sap. Cold-blooded: An animal that cannot generate or release its own body heat and relies on its surroundings for the regulation of its body temperature. Ecology: The study of the relationship between living things, and between living things and their environment. Ecosystem: A collection of living things and their environment. Examples can be as small as a pond or as big as a forest. Extinction: The dying out of the last member of a species. Food chain: A food pathway that connects several different species. On land, most food chains begin with a plant. Food web: A collection of interconnected food chains in a particular habitat. Habitat: The type of place a plant or animal lives in, such as a forest, mountain or desert. Invertebrates: An animal that does not have a backbone or bony skeleton. They include insects, crustaceans and molluscs. Metamorphosis: A change in body shape as a young animal develops into an adult. It is common in invertebrates and also in fish and amphibians. Migration: The movement of animals from one place where conditions are unsuitable, to another where they are, and back again. Organism: A living thing such as an animal or plant. Parasite: A living thing that lives on or in another species, known as its host. Photosynthesis: The process by which a plant makes its own food. It uses energy from the Sun to take carbon dioxide from the air and adds water and minerals from the soil to produce simple sugars. Vertebrates: An animal that has an internal bone structure and backbone or spine. Warm-blooded: An animal that can maintain a constant internal body temperature independent of its surroundings. PHOTOCOPIABLE LIFE PROCESSES APRIL 2007 JUNIOR EDUCATION TOPICS

<http://www.scholastic.co.uk> English National Curriculum Life processes Common objectives for all activities in this issue Science Sc1 Scientific enquiry 1 a) explain how living and non-living things work, establish links between causes and effects b) test ideas using evidence from observation and measurement 2 a) consider what sources of information to use in answering questions f) make systematic observations and measurements 2 h) use a range of methods to communicate data i) make comparisons and identify patterns j) use data to draw conclusions. Science Sc2 Life processes and living things 1 a) that animal life processes include nutrition, movement, growth and reproduction b) that plant life processes include nutrition, growth and reproduction c) make links between life processes in plants and animals and the environment in which they are found 3 a) know the effect of light, air, water and temperature on plant growth b) know the role of the leaf in producing new material for growth 4 a) make and use keys c) identify plants and animals and assign them to groups 5 a) learn about ways in which living things and the environment need protection b) learn about plants and animals in different habitats c) learn how animals and plants are suited to their environment d) use food chains to show feeding relationships in a habitat e) how nearly all food chains start with a green plant. Additional objectives for specific activities Pages 2-3 All living things English En1 Speaking and listening 3 a) make contributions relevant to the topic and take turns in discussion Group discussion and interaction: 10 a) investigating, selecting and sorting. QCA Science: Unit 4B Habitats, Unit 5B Life cycles, Unit 6A Interdependence and adaptation. Pages 4-5 Where do we live? Geography 2 c) use atlases and globes at a range of scales d) use secondary sources of information including photographs. Art and design 1 a) record from experience and imagination c) collect visual and other information to develop ideas. QCA Science: Unit 4B Habitats Pages 6-7 Chain reaction English En1 Speaking and listening Drama 4 c) use dramatic techniques to explore issues. Group discussion and interaction 10 a) investigating, selecting and sorting. QCA Science: Unit 4B Habitats, Unit 5B Life cycles, Unit 6A Interdependence and adaptation. Pages 9-11 Mothers and babies PSHE and Citizenship 4 c) be aware of different types of relationship, including those between families. QCA Science: Unit 4B Habitats, Unit 5B Life cycles, Unit 6A Interdependence and adaptation. Pages 12-13 Incredible journeys Geography 2 c) use atlases and globes at a range of scales ONLINE PHOTOCOPIABLE PAGE 1 LIFE PROCESSES JUNIOR EDUCATION TOPICS

<http://www.scholastic.co.uk> English National Curriculum Life processes (continued) d) use secondary sources of information including photographs e) draw plans and maps at a range of scales. QCA Science: Unit 4B Habitats, Unit 6A Interdependence and adaptation. Pages 14-15 How an ecosystem works Mathematics Ma2 Number 1 b) break down a more complex problem into simpler steps f) organise and refi ne ways of recording g) use notation diagrams and symbols j) understand and investigate general statements k) search for a pattern in their results. Mathematics Ma3 Shape, space and measures 2 b) choose and use suitable measuring instruments for a task. QCA Science: Unit 4B Habitats, Unit 5B Life cycles, Unit 6A Interdependence and adaptation. Page 16 Tasty tomatoes Science Sc2 Life processes and living things 2 b) about the importance of an adequate and varied diet. Mathematics Ma3 Shape, space and measures 2 b) choose and use suitable measuring instruments for a task. QCA Science: Unit 4B Habitats, Unit 5B Life cycles, Unit 6A Interdependence and adaptation. ONLINE PHOTOCOPIABLE PAGE 2 LIFE PROCESSES JUNIOR EDUCATION TOPICS

<http://www.scholastic.co.uk> 12 10 8 6 4 Relationship between the outer and inner circles RADIUS OF OUTER CIRCLE (CM) APRIL 2007 JUNIOR EDUCATION TOPICS RADIUS OF INNER CIRCLE (CM) 2 0 ONLINE PHOTOCOPIABLE LIFE PROCESSES 0 2 4 6 8 10 12 14 16