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Living things & the processes of life - Variety & characteristic features - Living on Earth (Animals) - G14a
This is the Teacher's Guide for this targetThis is the Teacher's Guide for this targetTeacher's Guide



1. As in the previous lesson notes, Worksheet C19b (G) gives some more obvious examples for children. They could use arrows or a colour key to match animals to correct vertebrate groups.

4. One idea for a game could be to use the cards on Worksheets C20a (G), C20b (G), C20c (G), C20d (G), C20e (G), C20f (G), C20g (G) and C20h (G). Cut up and laminate all the cards. The children play in groups of five - each choosing to be one of the five vertebrate groups and placing their name card in front of them. The other cards are shuffled and placed face down in a pile in the middle. Taking turns the children take a cards from the middle pile and turn it over - if it belongs to their vertebrate group they keep it if not it goes face up on a new pile. Children take turns until either they have collected two characteristics for their group and four animals from their group. If all the cards are used then turn the ‘face up’ pile over and continue using them.

08/11/2002 from the Jotter section of the TES Scotland

Yes, minister . . .

The story goes that the Rev Ewan Aitken, Edinburgh's education spokesman, is drumming up support in schools on his religious beat.

Aitken is among very young primary kids and telling a tale as ministers do in these situations. "Boys and girls," he begins, "we're going to be meeting someone very special today. He's got a fur coat, a bushy tail and is eating nuts. Who do you think this might be?"

A wee boy thought hard about it before venturing: "The answer's always Jesus but it sounds like a squirrel to me."

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