Living things & the processes of life - Interaction of living things with their environment - Introducing living things - G2
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LT-A3.2
 

ISE 5-14 Curriculum Support Materials                                                           Overview advice

Group 2 exemplar Living Things and the Processes of Life  - Introducing Living Things (Word)

1. On a walk around the school, litter will be the most obvious effect of the pupils on the area but look out for patches of grass that are trodden down or worn away, bushes which may have broken branches and if after break-time, food debris which may be lying about. Carrying out a litter survey may help to improve the children’s habits in the playground particularly if it could be repeated in a few weeks time. Perhaps they could suggest ways of improving or eliminating litter in the playground.
3. It may be difficult to determine what effect human activity has on plants and animals since the latter in particular will be hard to find.

Taken to a basic level, look at whether plants grow as well on a tarmac or paved surface as in soil. Are there any insects or minibeasts on a tarmac surface? It would be helpful to give the children a direct comparison by taking them to an area where plants and animals are free to develop e.g. a country path or nature area or school garden.
4. Perhaps they could carry out a survey of several areas - playground, playing field, waste ground and garden - use a 1 metre square frame (4 class rulers Sellotaped together or laid on the ground) - how many different plants and types of minibeast can they find in each area. Can the children explain the results?

It is important to emphasise to the children that they should treat all creatures with respect and animals such as worms, woodlice and ants are invaluable to us in breaking down waste materials and should not be thoughtlessly destroyed.

Worksheet A18 (G) could be used to record their pictures of a chosen area now and how they would like it to be.
5. Although some children will have experience of keeping a pet, not all will have that knowledge at this stage. It may be useful to read a suitable story about a pet and use that as a basis for a study of caring for a pet.