Transcript Year 5 and 6 day 2 - the Primary National Curriculum 2014

PRIMARY SCIENCE
Education Consultancy
The new science curriculum
for Years 5 and 6
Led by Naomi Hiscock
[email protected]
www.primary-science.co.uk
Aims
• To consolidate subject knowledge
• To gain strategies for teaching new areas
of the curriculum
Evolution and inheritance
• It all starts with variation.
Parents
1
2
3
Offspring
A
C
D
B
F
E
G
H
Adaptation
Living things are adapted (suited) to their
environments – their structure, how they
function and their behaviour are all suitable
to help them survive in their usual
environments.
• Birds have wings, fish have fins
• Cheetahs run very fast, moles dig quickly
• Hedgehogs roll into a ball
Plant adaptation
• Plants are also adapted to their
environment, though the adaptations are
often less obvious
– Cactus
– Nettles
– Water lillies
– Bluebell
How did they become adapted?
Possible answers:
1. God made them like that – a giraffe was given a long
neck so that it can reach the leaves at the top of the
trees
2. Living things change to suit their environment – giraffes
constantly stretch their necks to reach the leaves at the
top of the trees, so during their lifetime their necks
gradually get longer (Lamarck)
3. Individual giraffes don’t change, but the average neck
length in a population gets longer (Darwin)
Thinking about evidence
1. God made them like that – a giraffe was given a long
neck so that it can reach the leaves at the top of the trees
No evidence to support or refute
2. Living things change to suit their environment – giraffes
constantly stretch their necks to reach the leaves at the top
of the trees, so during their lifetime their necks gradually
get longer (Lamarck)
Lots of evidence to refute
3. Individual giraffes don’t change, but the average neck
length in a population gets longer (Darwin)
Massive amounts of evidence to support
How does evolution happen?
A simplified explanation
• Individuals in a population show natural variation
• If the environment changes – or if an organisms
behaviour changes – then different organisms
will be better adapted to the environment
• The organisms that are better adapted will
survive better, so the population gradually
changes over a long period of time.
How does evolution happen?
• In any population organisms vary because of
sexual reproduction and mutations
• There is always a struggle for survival
• Natural selection of the best-adapted organisms
(Darwin called this ‘Survival of the fittest’)
• Offspring resemble their parents because the
parents’ genetic material is passed on
• The population gradually changes (evolves)
• The population becomes better adapted to its
environment over a long period of time
Interactions
Organisms interact with their environment.
They may evolve to suit their environment
• Peppered moths during the Industrial
Revolution
Interactions
Some organisms can change their
environment through their interactions
• Plants growing on sand dunes
Interactions
• Organisms also interact with each other.
They evolve in a certain way because of
each other
Selective breeding
• People selectively breed domesticated
plants and animals to produce offspring
with preferred characteristics.
• Artificial selection provides a model for
natural selection
Selective breeding in dogs
• Dogs are part of a single species, Canis
familiaris.
• There are over 400 different breeds of dogs.
• A breed is a subspecies. It takes many
generations to get a new breed.
• Many breeds today are a result of artificial
selection/selective breeding.
American foxhound
• 400 years ago the American foxhound did
not exist.
Dog breeding example
• You want a dog that can hear a polar bear
approaching and alarm the bear so that it
will turn back.
• Which traits are important?
• Which are not important?
• Which two dogs would you breed?
Handout 1
Breeding your puppies
• Read the assignment (Ownership card)
• Decide what traits you desire
• Select which two dogs you will breed (Dog
breeds card)
• Which will be the male and which the female?
• You will breed three puppies
• Flip a coin for each trait for each puppy
– Heads - male trait, tails - female trait
• Record your puppies’ traits (Puppy traits card)
Archaeopteryx
• Archaeopteryx lived 147 million years ago at the
end of the Jurassic Period. The fossils of this
extinct animal provide conclusive proof that birds
evolved from dinosaurs.
• They are probably the most famous transitional
fossils, showing a combination of dinosaur
and bird characteristics that prove modern
birds evolved from small meat-eating dinosaurs.
Dinosaur features
The skeleton of Archaeopteryx is essentially that of a small meat-eating
dinosaur (theropod) such as Deinonychus and Velociraptor.
Dinosaur characteristics include:
• a lightly-built skeleton
• very long arms
• a half-moon-shaped bone
in the wrist
• a long bony tail
• long legs
Bird features
Archaeopteryx also had features typical of birds, such as:
• aerodynamic flight feathers with an asymmetric vane
• wings with a flight feather arrangement just like modern birds
• a reversed ‘perching’ toe on the hind foot
Using CT scanning they have also
discovered that Archaeopteryx had:
• a bird-like brain with large areas that
co-ordinated flight, balance and sight
• semi-circular canals in the inner ear
that were the same size and shape
as in modern birds, suggesting
that Archaeopteryx had a sense of
balance comparable to modern birds
Useful website
Mary Anning
• http://www.bbc.co.uk/schools/primaryhistory/fam
ouspeople/mary_anning/
• http://www.nhm.ac.uk/nature-online/science-ofnatural-history/biographies/mary-anning/
Darwin - Horrible Histories – Evolution song
• http://www.youtube.com/watch?v=Pt2gHpqfZNA
Alfred Wallace – video
• http://www.youtube.com/watch?v=Pt2gHpqfZNA
Pattern seeking
• Usually linked to plants, animals and
people
• Investigating pulse rate
• What affects a person’s pulse rate?
Circulatory system
• Concept mapping
Observing over time
What would it have
been like an hour
before this picture
was taken?
What is this
picture of?
What will happen
next, after six
hours?
What will
happen next,
after an hour?
What would it have been like
twelve hours before this
picture was taken?
Odd one out
To model the earth, sun and moon
• The ratio of the moon:earth:sun is
approximately 1:4:400
• In other words the earth is 4 times bigger
than the moon and the sun is 400 times
bigger than the moon
• Which objects will you use to be the earth,
sun and moon?
To model the earth, sun and moon
• What shape objects did you use?
• Why?
Big Question
• How do you know the earth is spherical?
History
• Plato (428-348BC) – stated earth was spherical but gave no
explanation
• Aristotle (384-322BC) – how constellations are different is the north
and south and shadow of earth during lunar eclipse
• Eratosthenes (276-194BC)used the round earth theory and shadows
in order to measure the circumference of the earth
• Put to the test in 15th century by Portuguese sailor Ferdinand
Magellan who sailed around the world
• Still some believed earth was flat when Columbus (1451-1506) set
sail
http://www.bbc.co.uk/learningzone/clips/how-do-we-know-the-earth-isspherical/2457.html
Use these ideas to write four
true statements.
Night and day
• Can you create a model to explain night
and day? In pairs.
• What evidence can we gather to prove
that the Earth is spinning?
Observing over time
What would it have
been like an hour
before this picture
was taken?
What is this
picture of?
What will happen
next, after six
hours?
What will
happen next,
after an hour?
What would it have been like
twelve hours before this
picture was taken?
To infinity and beyond!
Big question
• What is between the Earth and the Sun?
• What else is out there?
Researching
Identify what you want to know first.
• Lonely planet guide/Hitch Hikers Guide to
the Galaxy
• What facts will we need to include?
• Create a table to collect the facts you will
research?
• What facts can you fill in now?
• Where will you find the rest of the facts?