Sample materials taken from PrimaryViewPoint Science material. www.primaryviewpoint.co.uk
Different kinds of environment
Different environments Ocean habitat Rainforest habitat Desert habitat HABITATS  are the places where animals and plants l...
Different environments Woodland habitat Mountain habitat Arctic habitat DIFFERENT  animals will live in  DIFFERENT  habita...
A desert habitat Little water Little food Hot in the day Cold at night
Camels suit a desert habitat CAMELS  are able to store a lot of water and food in their  HUMPS  so they can survive for a ...
An ocean habitat Cold No air Only move in water
Fish suit an ocean habitat FISH  are ideally suited to an  OCEAN  habitat. They have a  STREAMLINE  shape to move smoothly...
Habitats Which is a  DESERT  habitat? A C B D Q7
Habitats Which is a  RAINFOREST  habitat? A C B D Q8
Habitats Which is an  ARCTIC  habitat? A C B D Q9
Habitats Which is an  MOUNTAIN  habitat? A C B D Q10
Mini habitats Trees Grassy area Pond Flower beds MINI-HABITATS  are small areas which provide an environment for a particu...
Micro habitats Between cracks Under leaves Under pots In soil MICRO-HABITATS  are even smaller areas which provide a home ...
Mini or micro? WOODLAND  is a  HABITAT a  TREE  is a  MINI-HABITAT and  LEAF   LITTER  is a  MICRO-HABITAT .
Different environments Which of these shows a  MICRO-HABITAT ? A C B D Q11
Different environments Which of these shows a  MICRO-HABITAT ? A C B D Q12
Different environments Which of these shows a  MINI-HABITAT ? A C B D Q13
Different environments Which of these shows a  MINI-HABITAT ? A C B D Q14
 
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Primary View Point Interactive

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  • Extracts from QCA Schemes of Work for Science Key Stage Two © Crown Copyright. Reproduced under the terms of the HMSO Guidance Note 8 QCA Scheme of Work Unit 4B Habitats Builds on Unit 2B Plants and animals in the local environment Unit 3B Helping plants grow well Children need: to be able to measure temperature, time and distance to recognise organisms as plants or animals. Links 3C, 3F, 4C, 5B, 6A and geography. Key Vocabulary In this unit children will have opportunities to use: words related to life processes eg nutrition words relating to habitats and feeding relationships eg habitat, condition, organism, predator, prey, producer, consumer, food chain, key words which have a different meaning in other contexts eg producer, consumer, key, condition expressions making generalisations and comparisons. EXPECTATIONS At the end of this unit most children will: identify some local habitats; name some of the organisms that live there; use simple keys to identify organisms; state the food source of some animals; distinguish between those which eat plants and those which eat other animals and plan how to investigate some of the preferences of small animals found in the habitat some children will not have made so much progress and will: identify some local habitats; name a few of the organisms that live there and with help, identify these using simple keys and make observations of animals and plants some children will have progressed further and will also: represent feeding relationships within a habitat by food chains; explain that food chains begin with a green plant which ‘produces’ food for other organisms and explain why it is necessary to use a reasonably large sample when investigating the preferences of small invertebrates
  • Learning Objectives Children should learn to identify different types of habitat Learning Outcomes Children identify local habitats and recognise those which are similar in scale or diversity recognise that animals and plants are found in many places eg on window sills
  • Learning Objectives Children should learn to identify different types of habitat Learning Outcomes Children identify local habitats and recognise those which are similar in scale or diversity recognise that animals and plants are found in many places eg on window sills
  • Learning Objectives Children should learn to identify different types of habitat Learning Outcomes Children identify local habitats and recognise those which are similar in scale or diversity recognise that animals and plants are found in many places eg on window sills
  • Learning Objectives Children should learn that different animals are found in different habitats to make predictions of organisms that will be found in a habitat to observe the conditions in a local habitat and make a record of the animals found that animals are suited to the environment in which they are found Learning Outcomes Children make and justify a prediction eg the woodlice will be under the stones because it’s damp there describe a habitat in terms of the conditions eg leaf litter is cool, damp and dark state that animals and plants are found in some places and not in others and explain why eg worms are found in the soil not in tarmac because they cannot find food or burrow through tarmac
  • Learning Objectives Children should learn that different animals are found in different habitats to make predictions of organisms that will be found in a habitat to observe the conditions in a local habitat and make a record of the animals found that animals are suited to the environment in which they are found Learning Outcomes Children make and justify a prediction eg the woodlice will be under the stones because it’s damp there describe a habitat in terms of the conditions eg leaf litter is cool, damp and dark state that animals and plants are found in some places and not in others and explain why eg worms are found in the soil not in tarmac because they cannot find food or burrow through tarmac
  • Learning Objectives Children should learn that different animals are found in different habitats to make predictions of organisms that will be found in a habitat to observe the conditions in a local habitat and make a record of the animals found that animals are suited to the environment in which they are found Learning Outcomes Children make and justify a prediction eg the woodlice will be under the stones because it’s damp there describe a habitat in terms of the conditions eg leaf litter is cool, damp and dark state that animals and plants are found in some places and not in others and explain why eg worms are found in the soil not in tarmac because they cannot find food or burrow through tarmac
  • Learning Objectives Children should learn that different animals are found in different habitats to make predictions of organisms that will be found in a habitat to observe the conditions in a local habitat and make a record of the animals found that animals are suited to the environment in which they are found Learning Outcomes Children make and justify a prediction eg the woodlice will be under the stones because it’s damp there describe a habitat in terms of the conditions eg leaf litter is cool, damp and dark state that animals and plants are found in some places and not in others and explain why eg worms are found in the soil not in tarmac because they cannot find food or burrow through tarmac
  • Learning Objectives Children should learn that different animals are found in different habitats to make predictions of organisms that will be found in a habitat to observe the conditions in a local habitat and make a record of the animals found that animals are suited to the environment in which they are found Learning Outcomes Children make and justify a prediction eg the woodlice will be under the stones because it’s damp there describe a habitat in terms of the conditions eg leaf litter is cool, damp and dark state that animals and plants are found in some places and not in others and explain why eg worms are found in the soil not in tarmac because they cannot find food or burrow through tarmac
  • Learning Objectives Children should learn that different animals are found in different habitats to make predictions of organisms that will be found in a habitat to observe the conditions in a local habitat and make a record of the animals found that animals are suited to the environment in which they are found Learning Outcomes Children make and justify a prediction eg the woodlice will be under the stones because it’s damp there describe a habitat in terms of the conditions eg leaf litter is cool, damp and dark state that animals and plants are found in some places and not in others and explain why eg worms are found in the soil not in tarmac because they cannot find food or burrow through tarmac
  • Learning Objectives Children should learn that different animals are found in different habitats to make predictions of organisms that will be found in a habitat to observe the conditions in a local habitat and make a record of the animals found that animals are suited to the environment in which they are found Learning Outcomes Children make and justify a prediction eg the woodlice will be under the stones because it’s damp there describe a habitat in terms of the conditions eg leaf litter is cool, damp and dark state that animals and plants are found in some places and not in others and explain why eg worms are found in the soil not in tarmac because they cannot find food or burrow through tarmac
  • Learning Objectives Children should learn that different animals are found in different habitats to make predictions of organisms that will be found in a habitat to observe the conditions in a local habitat and make a record of the animals found that animals are suited to the environment in which they are found Learning Outcomes Children make and justify a prediction eg the woodlice will be under the stones because it’s damp there describe a habitat in terms of the conditions eg leaf litter is cool, damp and dark state that animals and plants are found in some places and not in others and explain why eg worms are found in the soil not in tarmac because they cannot find food or burrow through tarmac
  • Learning Objectives Children should learn to identify different types of habitat Learning Outcomes Children identify local habitats and recognise those which are similar in scale or diversity recognise that animals and plants are found in many places eg on window sills
  • Learning Objectives Children should learn to identify different types of habitat Learning Outcomes Children identify local habitats and recognise those which are similar in scale or diversity recognise that animals and plants are found in many places eg on window sills
  • Learning Objectives Children should learn to identify different types of habitat Learning Outcomes Children identify local habitats and recognise those which are similar in scale or diversity recognise that animals and plants are found in many places eg on window sills
  • Learning Objectives Children should learn to identify different types of habitat Learning Outcomes Children identify local habitats and recognise those which are similar in scale or diversity recognise that animals and plants are found in many places eg on window sills
  • Learning Objectives Children should learn to identify different types of habitat Learning Outcomes Children identify local habitats and recognise those which are similar in scale or diversity recognise that animals and plants are found in many places eg on window sills
  • Learning Objectives Children should learn to identify different types of habitat Learning Outcomes Children identify local habitats and recognise those which are similar in scale or diversity recognise that animals and plants are found in many places eg on window sills
  • Learning Objectives Children should learn to identify different types of habitat Learning Outcomes Children identify local habitats and recognise those which are similar in scale or diversity recognise that animals and plants are found in many places eg on window sills
  • Extracts from QCA Schemes of Work for Science Key Stage Two © Crown Copyright. Reproduced under the terms of the HMSO Guidance Note 8 QCA Scheme of Work Unit 4B Habitats Builds on Unit 2B Plants and animals in the local environment Unit 3B Helping plants grow well Children need: to be able to measure temperature, time and distance to recognise organisms as plants or animals. Links 3C, 3F, 4C, 5B, 6A and geography. Key Vocabulary In this unit children will have opportunities to use: words related to life processes eg nutrition words relating to habitats and feeding relationships eg habitat, condition, organism, predator, prey, producer, consumer, food chain, key words which have a different meaning in other contexts eg producer, consumer, key, condition expressions making generalisations and comparisons. EXPECTATIONS At the end of this unit most children will: identify some local habitats; name some of the organisms that live there; use simple keys to identify organisms; state the food source of some animals; distinguish between those which eat plants and those which eat other animals and plan how to investigate some of the preferences of small animals found in the habitat some children will not have made so much progress and will: identify some local habitats; name a few of the organisms that live there and with help, identify these using simple keys and make observations of animals and plants some children will have progressed further and will also: represent feeding relationships within a habitat by food chains; explain that food chains begin with a green plant which ‘produces’ food for other organisms and explain why it is necessary to use a reasonably large sample when investigating the preferences of small invertebrates
  • Primary View Point Interactive

    1. 1. Sample materials taken from PrimaryViewPoint Science material. www.primaryviewpoint.co.uk
    2. 2. Different kinds of environment
    3. 3. Different environments Ocean habitat Rainforest habitat Desert habitat HABITATS are the places where animals and plants live. They might be WET or DRY , HOT or COLD , SHELTERED or WINDY .
    4. 4. Different environments Woodland habitat Mountain habitat Arctic habitat DIFFERENT animals will live in DIFFERENT habitats. They will be suited to the particular CONDITIONS found in each HABITAT .
    5. 5. A desert habitat Little water Little food Hot in the day Cold at night
    6. 6. Camels suit a desert habitat CAMELS are able to store a lot of water and food in their HUMPS so they can survive for a long time in a DRY desert with little FOOD .
    7. 7. An ocean habitat Cold No air Only move in water
    8. 8. Fish suit an ocean habitat FISH are ideally suited to an OCEAN habitat. They have a STREAMLINE shape to move smoothly through the water and take in oxygen from the water through GILLS . Other aquatic animals such as DOLPHINS and WHALES also have a STREAMLINE shape. They need to come to the surface to breathe OXYGEN .
    9. 9. Habitats Which is a DESERT habitat? A C B D Q7
    10. 10. Habitats Which is a RAINFOREST habitat? A C B D Q8
    11. 11. Habitats Which is an ARCTIC habitat? A C B D Q9
    12. 12. Habitats Which is an MOUNTAIN habitat? A C B D Q10
    13. 13. Mini habitats Trees Grassy area Pond Flower beds MINI-HABITATS are small areas which provide an environment for a particular group of living organisms.
    14. 14. Micro habitats Between cracks Under leaves Under pots In soil MICRO-HABITATS are even smaller areas which provide a home for very specific organisms.
    15. 15. Mini or micro? WOODLAND is a HABITAT a TREE is a MINI-HABITAT and LEAF LITTER is a MICRO-HABITAT .
    16. 16. Different environments Which of these shows a MICRO-HABITAT ? A C B D Q11
    17. 17. Different environments Which of these shows a MICRO-HABITAT ? A C B D Q12
    18. 18. Different environments Which of these shows a MINI-HABITAT ? A C B D Q13
    19. 19. Different environments Which of these shows a MINI-HABITAT ? A C B D Q14

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