Year

Unit

Attainment target

Children should learn:

2	2C	2	to observe and recognise some simple characteristics of animals and plants to make careful observations to identify similarities
Possible activities: Role play activity - develop a set of cards with pictures of marine animals and plants on them. Pupils choose a card and then attempt to act out or demonstrate the physical features of that type of animal or plant. Discussions can then tease out the characteristics that have been demonstrated.

3	3A	2	that different animals have different diets that the shape of teeth makes them useful for different purposes to make observations and comparisons of different teeth, identifying important features
Possible activities: Card matching activities: sets of cards that enable pupils to match the teeth to the animal, using examples from The Blue Planet series. Pupils can also discuss why particular animals have specific types of teeth and how this relates to their diet.

3	3B	2	that plants need light for healthy growth
Possible activities: Investigate the effects of light starvation on an aquatic plants.

4	4A	2	that humans (and some other animals) have bony skeletons inside their bodies and to raise questions about different bony skeletons that the skeleton supports the body
Possible activities: Compare and contrast the function of the skeletons of land-based and water-based animals from examples in The Blue Planet series. How does the skeleton of an aquatic animal differ from that of a land-based animal?

4	4B	2	to identify different types of habitat that different animals are found in different habitats to make predictions of organisms that will be found in a habitat that animals are suited to the environment in which they are found to identify the food sources of different animals in different habitats to identify the structure of a food chain in a specific habitat that animals are suited to the habitat in which they are found that most food chains start with a green plant to recognise ways in which living things and the environment need protection
Possible activities: Visit a local pond or, if possible, a rock pool at the coast and identify the species of animals and plants that live there. Identify how the features of the living things enable them to survive there. Construct a simple food chain from the organisms that have been identified. Discuss how pollution might affect the habitat studied.

4	4E	4	that water resistance slows an object moving through the water
Possible activities: Make plasticene shapes and drop them down a tube of water, timing how long they take to reach the bottom, light gates can be used with data logging equipment. Have a competition to see who can make the shape that travels the slowest/fastest and identify why. Relate findings to animals seen in the The Blue Planet and discuss similarities/differences in shape. Wallpaper paste or cooking oil provide alternatives for extension.

5	5B	2	that if living things did not reproduce they would eventually die out
6	6A	2	that green plants need light in order to grow well that green plants make new plant material using air and water in the presence of light that for this to take place, the green plant needs ‘leaves’ that animals and plants in a habitat are interdependent how animals and plants in a habitat are suited to their environment that food chains can be used to represent feeding relationships in a habitat that food chains begin with a plant (the producer) that different plants and animals are found in different habitats how animals and plants in a second habitat are suited to their environment to construct food chains in a particular habitat
Possible activities: Visit a local pond or, if possible, a rock pool at the coast and identify the species of animals and plants that live there. Identify how the features of the living things enable them to survive there. Construct a simple food chain from the organisms that have been identified. Discuss how pollution might affect the habitat studied.

6	6E	4	that when an object is submerged in water, the water provides an upward force (upthrust) on it
Possible activities: Create a simple hydrometer from a straw and plasticene, submerge it in tap water and observe the length of straw protruding from the surface. Add salt to the water and dissolve it and observe what happens to the hydrometer. Concepts of density of water causing greater upthrust can then be related to the salinity of the oceans and the Plimsoll line on ships.