Year 5/6A Autumn Science Living things and their Habitats – Illustrating Life Cycles

Session 4: Mammalian and Bird Life Cycles
Science curriculum area: Living Things and their Habitats / Content:
i. describe the differences in the life cycles of a mammal and a bird
ii. describe the life process of reproduction in some animals
Working Scientifically / i. recording data using scientific diagrams and labels
ii. identify scientific evidence that’s been used to support/refute ideas or arguments
National Curriculum / Art & Design: To improve mastery of art and design techniques, including drawing
Teaching Objectives / ·  To learn about the lifecycle and reproduction of mammals and birds (Y5&6)
·  To record the lifecycle and reproduction of mammals and birds in the form of a zoological illustration (Y5&6)
·  To consider the issues facing scientists that study animal lifecycles (Y6)
Teaching Objectives / •  To sketch accurately with watercolour pencils, creating visual texture (Y5&6)
Key Vocabulary: mammal, bird, sexual reproduction, gestation, foetus, sperm, egg, uterus, chick, egg, baby, adult
Resources Young/adult mammals, bird & mammalian life cycles, bird life cycle challenge, hatchery links & hatchery extension, illustrations, art materials / Weblinks more illustrations included in resources
http://www.bbc.co.uk/learningzone/clips/a-horse-giving-birth/2262.html - Horse giving birth, BBC
http://www.bbc.co.uk/education/clips/zpmqxnb – Human reproduction, BBC
http://www.bbc.co.uk/education/clips/zcwk39q – Reproduction, BBC (from 3min 16)
http://www.bbc.co.uk/programmes/p00m2q9n – Life of birds – egg laying, BBC
http://www.birdlife.org/worldwide/news/spring-alive-swallows-spring - some information about swallows
Whole class: Have all resources printed off and consider combining this session with your SRE programme. The content here does not cover sex education other than in reference to the combining of male and female gametes in humans. Get chn to match the offspring names to the mammalian adults (see grid). Ask chn what a mammal is – an animal that has mammary glands, which in the female develop and produce milk for feeding the young. Share the key facts sheets and then watch the human reproduction video. Note that young are born live and look like the adult, just smaller and less developed. The young then develop and grow into adults. Compare the mammalian life cycles (see resources) to the more complex life cycles that chn explored in the previous session and explain that chn will explore the human life cycle in much greater detail in the block on Animals. Watch a horse giving birth in the BBC clip and highlight how the foal gets onto its feet within minutes – does this happen with human babies? Now watch the BBC reproduction video and ask chn to identify the most obvious difference between birds and the large majority of mammals. Birds lay eggs! Look at the BBC bird clip then look at the bird fact sheet and egg diagram. Discuss the life cycle of a swallow (see weblink). Explain that chn will be exploring zoological illustration of native mammals and birds during this session. Before doing their illustrations, set up an in-class hatchery (see guidance). Alternatively, follow chicks being hatched and raised online at Relaxed Farming: http://www.relaxedfarming.co.uk/.
Year 5 Hatchery: Chn to come and look at the hatchery and to start a diary/record to include drawings and photographs. Research and zoological illustrations: Get chn to explore the sample illustrations from previous sessions (and resources) and then to draw the life cycle of a ‘local’ or native mammal (see grid). Give chn the guidelines for what to include, explaining that they will need to complete online research to help. Remind chn how to identify reliable sources of information and how to check details by cross-referencing. Then give chn the bird life cycle challenge to help them complete their bird illustration. Talk to chn about the texture work they did last week and help them create feather and fur textures with their watercolour pencils. / Year 6 Hatchery: Chn to come and look at the hatchery and to start a diary/record to include drawings and photographs. Complete hatchery extension task. Research and zoological illustrations: Get chn to explore the sample illustrations from previous sessions (and resources) and then to draw the life cycle of a ‘local’ or native mammal and bird. Give chn the guidelines for what to include, explaining that they will need to complete online research to help. Chn should know how to identify reliable sources of information and to check details by cross-referencing. Remind chn about the texture work they did last week and to think about how to create feather and fur textures with their watercolour pencils.
Plenary / Ask chn how they found their research and how they think scientists have developed their understanding of mammals and birds (observation). Y6 chn to explain from their work on the scientific process why they think it is important for scientists to observe in the wild (so behaviours are natural and not influenced) and how they draw general conclusions about certain processes (looking for patterns). Explain that you will explore some contrasting animals and plants, and their life cycles, during the next session, and then will meet some naturalists in the final session. H/W: collage boards.
Outcomes / ·  Identify a local mammal and bird species and research their lifecycles online (Y5&6)
·  Draw and annotate a life cycle zoological illustration for both mammal and bird life cycles (Y5&6)
·  Use watercolour pencils to create texture and colour in their drawing (Y5&6)
·  Identify possible challenges of scientifically gathering information on life cycles (Y6)

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