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Poo! Poo! Everywhere - Year 1 Animals Theme

1. Are all your pets really alive?

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Are your pets living or non-living?

 

Teachers Guide / Ideas

This is part of the Yr 1 Primary Curriculum Animals Theme - Poo Poo Everywhere!

Basis for this session is "How do you know if something is dead or alive?"

WALT / Today's learning / Pupils should learn

  • That animals, including humans, are living.

  • To make observations of animals and use these to group them explaining criteria chosen.

WILF / Student Outcomes.

  • Explain reasons for groupings e.g. woodlice and snails move and, if necessary with prompting, group into alive and not-alive.

  • Identify the living things as those which feed, move and use their senses.

 

"How do you know if something is dead or alive?"

Video shows animals and examples of pets pupils may have it also shows images of virtual pets pupils may have or know of such as Tamagotchi and NintenDogs. This helps open a discussion on the difference between living & non-living.

The following sessions then help pupils consider what all living things have in common?

Videos for these sessions look at some of these things - we call them life processes (7 in all (MRS GREN) but not all covered at this stage - Respiration & Sensitivity difficult to show without becoming too involved!)

The aim over these sessions is to develop the idea that all animals (this will be revisited and considered for plants - but these ideas are first explored with animals as they are easier to see in animals) :

  1. Poo - and must therefore....

  2. Eat food and drink water - which is needed so that they can

  3. Move

  4. Grow and have babies

  5. Animals also breath - respiration in MRS GREN, but breath enough here

  6. Animals also show Sensitivity by responding to changes in their environment.

These last 2 life processes are not covered at this stage.

Suggested activity;

  1. Play introductory video (above) then discuss how we decide if something is living or non-living - as opposed to dead! This then needs to lead towards idea that all animals have some things in common - what have they seen so far that animals all have in common - poo!! The use of electronic games which simulate looking after pets is introduced as a way of looking at what living things need or do to show they are living.

  2. Include activities which you usually use here for living and non living idea - e.g. from QCA Science Unit 1a Ourselves. Use pictures or collections of small invertebrates and inanimate objects to discuss with children the differences between the animals and the inanimate objects or take children on a short walk to collect items e.g. coke cans, stones, snails, woodlice. Ask children to sort the collection into groups and explain the criteria they used. There are also videos of Wildlife on this web site - access via Wildlife menu on left.....

Primary Curriculum Links.

For links to Essentials for Learning and Areas for Learning see National Curriculum links below - NC Ref.

 

 

National Curriculum Reference

Below are the relevant references for the National Curriculum covered by the whole of this Theme / Unit. (Source: QCA Statutory content) These are only those directly linked to the videos provided.

How these objectives are covered will depend on which parts of the videos you wish to emphasise in a particular lesson OR the questions which arise when pupils watch the videos.

We have included these to help with your planning. As we did not want to be too prescriptive for tasks you may devise from the videos provided we have not included any national curriculum links which may result from any Maths, English or ICT tasks you may devise linked to the videos.

Science

Knowledge Skills and Understanding

Sc2 Life processes and living things.

Life processes

  • The differences between things that are living and things that have never been alive.

  • That animals, including humans, move, feed, grow, use their senses and reproduce.

  • To relate life processes to animals and plants found in the local environment.

Humans and other animals

  • To recognise and compare the main external parts of the bodies of humans and other animals.

  • That humans and other animals need food and water to stay alive.

  • That taking exercise and eating the right types and amounts of food help humans to keep healthy.

  • How to treat animals with care and sensitivity.

  • That humans and other animals can produce offspring and that these offspring grow into adults.

  • About the senses that enable humans and other animals to be aware of the world around them.

Living things in their environment

  • Find out about the different kinds of plants and animals in the local environment.

  • Identify similarities and differences between local environments and ways in which these affect animals and plants that are found there.

  • Care for the environment.

Breadth of study

  1. During the key stage, pupils should be taught the Knowledge, skills and understanding through:

    1. a range of domestic and environmental contexts that are familiar and of interest to them

    2. looking at the part science has played in the development of many useful things

    3. using a range of sources of information and data, including ICT-based sources

    4. using first-hand and secondary data to carry out a range of scientific investigations, including complete investigations.

  2. During the key stage, pupils should be taught to:

    3. Communication

    1. use simple scientific language to communicate ideas and to name and describe living things, materials, phenomena and processes

      Health and Safety

    2. recognise that there are hazards in living things, materials and physical processes, and assess risks and take action to reduce risks to themselves and others.

Design & Technology

Knowledge, skills and understanding

Teaching should ensure that knowledge and understanding are applied when developing ideas, planning, making products and evaluating them.

Developing, planning and communicating ideas

  1. Pupils should be taught to:

    a. generate ideas by drawing on their own and other people’s experiences

    c. talk about their ideas

    d. plan by suggesting what to do next as their ideas develop

    e. communicate their ideas using a variety of methods, including drawing and making models.

Working with tools, equipment, materials and components to make quality products

  1. Pupils should be taught to

    a. Select tools, techniques and materials for making their product from

    b. a range suggested by the teacher

    c. explore the sensory qualities of materials

    d. measure, mark out, cut and shape a range of materials

    e. assemble, join and combine materials and components

    f. use simple finishing techniques to improve the appearance of their product, using a range of equipment.

Evaluating processes and products

  1. Pupils should be taught to:

    a. talk about their ideas, saying what they like and dislike

Knowledge and understanding of materials and components

  1. Pupils should be taught:

    a. about the working characteristics of materials [for example, folding paper to make it stiffer, plaiting yarn to make it stronger]

Breadth of study

  1. During the key stage, pupils should be taught the Knowledge, skills and understanding through:

    a. investigating and evaluating a range of familiar products [for example, talking about how they work, and whether they do what they are supposed to do]

    b. focused practical tasks that develop a range of techniques, skills, processes and knowledge

    c. design and make assignments using a range of materials, including food, items that can be put together to make products, and textiles.

History

Knowledge, skills and understanding

Chronological understanding

1 Pupils should be taught to:

a. place events and objects in chronological order

b. use common words and phrases relating to the passing of time [for example, before, after, a long time ago, past].

Knowledge and understanding of events, people and changes in the past

2 Pupils should be taught to:

a. recognise why people did things, why events happened and what happened as a result

b. identify differences between ways of life at different times.

Historical interpretation

3 Pupils should be taught to:

a. identify different ways in which the past is represented.

Historical enquiry

4 Pupils should be taught:

a. how to find out about the past from a range of sources of information [for example, stories, eye-witness accounts, pictures and photographs, artefacts, historic buildings and visits to museums, galleries and sites, the use of ICT-based sources]

b. to ask and answer questions about the past.

Organisation and communication

5 Pupils should be taught to:

select from their knowledge of history and communicate it in a variety of ways [for example, talking, writing, using ICT].

Breadth of study

6 During the key stage, pupils should be taught the Knowledge, skills and
understanding through the following areas of study:

a. changes in their own lives and the way of life of their family or others around them

b. the way of life of people in the more distant past who lived in the local area or elsewhere in Britain

Geography

Knowledge, skills and understanding

Teaching should ensure that geographical enquiry and skills are used when developing knowledge and understanding of places, patterns and processes, and environmental change and sustainable development.

Geographical enquiry and skills

1 In undertaking geographical enquiry, pupils should be taught to:

a. ask geographical questions [for example, ‘What is it like to live in this place?’]

b. observe and record [for example, identify buildings in the street and complete a chart]

c. express their own views about people, places and environments [for example, about litter in the school]

d. communicate in different ways [for example, in pictures, speech, writing].

2 In developing geographical skills, pupils should be taught to:

a. use geographical vocabulary [for example, hill, river, motorway, near, far, north, south]

b. use fieldwork skills [for example, recording information on a school plan or local area map]

c. use globes, maps and plans at a range of scales [for example, following a route on a map]

d. use secondary sources of information [for example, CD-ROMs, pictures, photographs, stories, information texts, videos, artefacts]

e. make maps and plans [for example, a pictorial map of a place in a story].

Knowledge and understanding of places

3 Pupils should be taught to:

a. identify and describe what places are like [for example, in terms of landscape, jobs, weather]

b. identify and describe where places are [for example, position on a map, whether they are on a river]

c. recognise how places have become the way they are and how they are changing [for example, the quality of the environment in a street]

d. recognise how places compare with other places [for example, compare the local area with places elsewhere in the United Kingdom]

e. recognise how places are linked to other places in the world [for example, food from other countries].

Knowledge and understanding of patterns and processes

4 Pupils should be taught to:

a. make observations about where things are located [for example, a pedestrian crossing near school gates] and about other features in the environment [for example, seasonal changes in weather]

b. recognise changes in physical and human features [for example, heavy rain flooding fields].

Knowledge and understanding of environmental change and sustainable development

5 Pupils should be taught to:

a. recognise changes in the environment [for example, traffic pollution in a street]

b. recognise how the environment may be improved and sustained [for example, by restricting the number of cars].

Breadth of study


6 During the key stage, pupils should be taught the Knowledge, skills and understanding through the study of two localities:

a. the locality of the school

b. a locality either in the United Kingdom or overseas that has physical and/or human features that contrast with those in the locality of the school.

7 In their study of localities, pupils should:

a. study at a local scale

b. carry out fieldwork investigations outside the classroom.

PSHE & Citizenship

Knowledge, skills and understanding

Developing confidence and responsibility and making the most of their abilities

Pupils should be taught:

a. to recognise what they like and dislike, what is fair and unfair, and what is right and wrong

b. to share their opinions on things that matter to them and explain their views

Preparing to play an active role as citizens

2 Pupils should be taught:

a. to take part in discussions with one other person and the whole class

b. to take part in a simple debate about topical issues

c. to recognise choices they can make, and recognise the difference between
right and wrong

d. to agree and follow rules for their group and classroom, and understand
how rules help them

e. to realise that people and other living things have needs, and that they
have responsibilities to meet them

g. what improves and harms their local, natural and built environments
and about some of the ways people look after them

Developing a healthy, safer lifestyle

3 Pupils should be taught:

a. how to make simple choices that improve their health and well-being

b. to maintain personal hygiene

c. how some diseases spread and can be controlled

d. about the process of growing from young to old and how people’s needs change

f. that all household products, including medicines, can be harmful if not used properly

g. rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe.

Developing good relationships and respecting the differences between people

4 Pupils should be taught:

a. to recognise how their behaviour affects other people

b. to listen to other people, and play and work cooperatively

Breadth of opportunities

5 During the key stage, pupils should be taught the Knowledge, skills and understanding through opportunities to:

a. take and share responsibility [for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets well]

c. take part in discussions [for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as ‘where our food and raw materials for industry come from’]

d. make real choices [for example, between healthy options in school meals, what to watch on television, what games to play, how to spend and save money sensibly]

e. meet and talk with people [for example, with outside visitors such as religious leaders, police officers, the school nurse]

f. develop relationships through work and play [for example, by sharing equipment with other pupils or their friends in a group task]

g. consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues]

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