WELCOME TO THE VIRTUAL QUARRY TEXT ONLY SITE

Click here for main site   

MENU

QUARRY SCIENCE

Quarry Science Unit 1C - Global issues, local action

Science Unit 1C - Sorting and using materials

Does That Really Come From a Quarry

For some general background about these units and how to use them, please read our teachers’ briefing.

This unit encourages children to think about what is beneath their feet, exploring the fact that most of planet Earth is made up of rock. This unit then encourages children to explore the world of quarries and how this rock is removed from the ground and used to make everyday goods.

Using a feely bag, they explore a range of items made from quarried materials, encouraging an appreciation of the vast number of goods we use in our everyday lives that have been made from materials that have been quarried.

Back to top

Unit 1C – Sorting and Using Materials
Science Year 1
Does that really come from a quarry?

Overview Teacher Introduction:

The themes explored in ‘Does that really come from a quarry? are designed to be used in conjunction with the teaching of Unit 1C ‘Sorting and Using Materials’. Through the use of the ‘Virtual Quarry’ resource, children will learn about what a working quarry is and how many of the materials that we use every day come from quarried materials.

The three lessons provided are designed to be slotted into the existing teaching within this unit. You may find that they can replace some of the lessons that you currently teach. These three lessons are not designed to teach all the objectives within this unit, only the sections highlighted in the QCA Unit document. They are designed to enhance and develop existing teaching.

Back to top

Does that really come from a quarry?
Unit 1C Sorting and using materials
ABOUT THE UNIT
Through this unit children learn about the characteristics and uses of a range of common materials and vocabulary for describing and comparing materials.
Experimental and investigative work focuses on:
• thinking about what is expected to happen
• turning ideas into a form that can be tested
• making observations and comparisons.
Work in this unit also offers opportunities for using IT (see IT Unit 1D) to store information and for relating understanding of science to materials found in the home.
This unit takes approximately 9 hours.

WHERE THE UNIT FITS IN VOCABULARY RESOURCES
Builds on Unit 1A ‘Ourselves’
Children need:
• to know about the five senses
• to know vocabulary associated with the senses.
Links with Units 2D, 2E, art, design and technology. In this unit children will have opportunities to use:
• names of materials, including quarried materials eg metal, plastic, wood, paper, glass, clay, rock, fabric, sand, stone
• words used to describe materials eg hard, soft, rough, smooth, shiny, dull, magnetic, transparent, bendy, waterproof, strong
• words and phrases for making comparisons eg the same as, different from, harder, smoother
• words which may have different meanings in a non-science context eg group, material
• expressions giving reasons using ‘because’. • collection of common quarried materials (gravels, rocks, stones)
• collection of china / glass objects
• feely bags/blindfold
• collection of objects/materials to illustrate particular properties
• magnets of different types
• selection of papers and fabrics including some that are waterproof containers eg yoghurt pots, margarine tubs, beakers/jugs for pouring water

EXPECTATIONS
at the end of this unit
most children will: name some common quarried materials; make observations of these and of common objects, communicate these using terms eg rough, hard; suggest how to test an idea and say what the result of the test shows
some children will not have
made so much progress and will: make observations of common objects and communicate these
some children will have
progressed further and will also: suggest several reasons why a material may or may not be suitable for a particular purpose and predict the results of tests they are going to do


LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

See Quarry Lesson 1
‘Are all rocks and stones the same?’
• that every material has many properties which can be recognised using our senses and described using appropriate vocabulary
• to record observations of materials
• Ask children to handle a variety of quarried materials eg a variety of different gravels, stones and rocks and ask them to describe them eg hard, shiny, dull, rough, sparkly. Introduce words children are not familiar with. Record eg by writing descriptions round a picture of the object. • use words eg hard, shiny, rough to describe materials and objects SAFETY – Glass objects should be avoided with young children but they could touch windows etc.
SAFETY – Do not use sharp objects.
See Quarry Lesson 1
‘Are all rocks and stones the same?’
• that materials can be used in a variety of ways
• to group materials together and make a record of groupings • Give children a collection rocks and stones, and challenge them to find different ways of grouping them eg rough, smooth, shiny, dull. Ask children to record eg by putting the rocks in sets and labelling and to explain their groups.

• identify a common characteristic and make a simple record eg grouping and labelling

See Quarry Lesson 2
‘Is that really made from rock?
• to ask questions and to explore materials and objects made from quarried materials • Ask children to suggest other senses they could use to find out what objects are like. Use feely bags or a blindfold game to encourage children to use senses of touch, hearing and smell to describe or identify objects that are made from quarried materials. Get the children to explain out loud, what they feel in the bag. • ask suitable questions about objects
• describe materials in terms of senses eg this feels smooth, has a lid, It feels soft, it has a hole in it etc.

See Quarry Lesson 2
‘Is that really made from rock?’
• that there are many things made from quarried materials and these can be named and described • Explain to the children that all these objects are made from quarried materials. Talk about glass (don’t forget mirrors are glass!), things made of china, bricks and clay things. How many of items made of these things can they see around school and in their homes?
• List all the things they can think of that are made of glass.
• List all the things they can think of that are made of bricks. • name several common materials and describe them using terms eg rough, hard, shiny
• identify different objects made of the same material and name the material Children sometimes confuse the word ‘material’ with the word ‘fabric’.
Children often have difficulty in distinguishing the material from the object made from the material. It is helpful to have some pieces of material not made into particular objects.

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

See Quarry Lesson 3
• that objects are made from materials, and different, everyday objects can be made from the same materials • Make a display of objects made of a quarried material – (Clay is a good one, as glass can pose a more of a hazard with young children – Items made of clay could include: China objects, terracotta, ceramics, tiles) Choose attractive or unusual objects, if possible. Invite children to add to the display. Discuss where the material to make the objects came from. Ask children to choose an object they particularly like and to use as many words as they can to describe it eg how it feels, looks. Build up collections eg of stone objects , glass objects. Label each set. Use simple reference books to find out more about each material. • describe the object they chose eg I chose this china cup, it’s smooth, hard but could break if I dropped it.
• group together objects made of the same material and name the material


• that materials can be sorted in a variety of ways according to their properties
• to use appropriate vocabulary to describe materials • Tell children you want to find a material to use eg to make a window for a doll’s house, to make a flower pot. Ask children to suggest what the material would need to be like and sort out, from a variety of materials, which would be suitable and which would not. Ask them to explain the criteria they used eg bendy/not bendy, transparent/not transparent, rough/smooth. Record by drawing or sticking materials in sets and labelling or writing simple sentences. • identify and name properties of materials eg transparent, bendy, flexible and sort into groups on the basis of these



LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

• that some materials are magnetic but most are not
• to think about which objects they expect to be attracted to a magnet
• to make observations, communicate what happened, and with help, use results to draw conclusions saying whether their predictions were right • Give children some magnets to explore eg fishing game, fridge magnets, ‘wand’ magnets to catch their attention, and ask them to explore what objects are attracted to, or ‘stick to’, a magnet. Group objects by magnetic or non-magnetic behaviour. Present children with a range of objects, ask them to predict whether they will be attracted to a magnet, to test their predictions and make a record of what happened. • identify some objects that are attracted to a magnet
• predict which objects will be attracted to a magnet and say whether they were right
• recognise that objects that are attracted to magnets are made of metal but that not all metal objects are attracted Children need plenty of time to explore the magnets before they start grouping.
At this stage children should learn that iron is attracted to a magnet but other metals and other materials are not attracted.


• that materials are chosen for specific purposes on the basis of their properties • Ask children to draw a picture of their house or school or of themselves on a cold, wet day and label materials that parts of the house or their clothes are made from
OR show children a large picture and ask them to attach labels to show what materials parts of the house/school/clothes are made from. Discuss with children why the materials are suitable and ask questions about unsuitable materials eg ‘Would this paper make a good rainhat?’ ‘Would you like a scarf made of this plastic bag?’ • identify reasons for using materials for particular purposes eg wood for doors because it is strong, wool for a scarf because it keeps me warm
• identify a range of materials and correctly associate them with properties and uses eg glass, transparent, windows

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

• to suggest how to test an idea about whether a fabric or paper is suitable for a particular purpose • Show children different fabrics and papers. Remind them of work they did earlier in grouping papers and ask for their ideas about which would be best for wrapping a parcel. Discuss what the material would need to be like eg strong, easy to write on, easy to fold. Discuss with children how they could find out which papers are eg strong. Give children different papers and ask children to test their ideas. Discuss what they did eg by asking ‘How did you try to find out?’ • make a suggestion of what paper for wrapping a parcel should be like
• suggest a way of testing the papers appropriate to the characteristic chosen


• to suggest how to test whether materials are waterproof
• to explore ways of answering the question
• to communicate what they did and what happened, making simple comparisons
• to use what happened to draw a conclusion and to say what they found out • Give children a different selection of materials and say you want to make a toy umbrella. Ask them what the material for an umbrella would need to be like eg waterproof, won’t let water through. Help children to decide how to test the materials eg by exploring what happens using small quantities of water. Ask them to compare how waterproof the materials are. Ask children to describe what they did and help them to tell others what they found out. • recognise that an umbrella would need to be waterproof
• find a way to decide whether a material is waterproof eg putting a material on a table, adding a few drops of water and seeing if the table is wet, holding the material over a container and dropping water on it and describe this to others
• use their results eg to order materials or to group materials into waterproof and not waterproof materials This activity offers children the opportunity to carry out a whole investigation. It may be helpful to concentrate on the aspects of investigation highlighted in the learning objectives.


Review and bring together information eg by helping children to make an information chart about materials and their uses for another class. Ask children to suggest names of materials, characteristics eg rough, transparent, magnetic, and uses. This could be IT based (see IT Unit 1B ‘Using a word bank’).

Back to top

Lesson 1: Are all rocks and stones the same?

Prior Knowledge / Work:

The children should be familiar with handling different materials and discussing characteristics of them, using appropriate vocabulary.

Learning Objectives:

• To appreciate that every material has many properties which can be recognised using our senses and described using appropriate vocabulary
• To record observations of materials
• To use a varied vocabulary to describe
• To group materials together and make a record of groupings

Subject Links:

• Numeracy – Grouping and counting objects
• Literacy - Speaking and Listening skills

Resources:

• Selection of rocks, as in a ‘rock pack’
• Selection of gravel pieces (from builder’s merchants)
• Selection of stones / rocks (from a garden or school grounds)

Background Information:

The Earth’s crust is made of rock. In some places, such as cliffs, mountains and quarries, this rock can be seen, but in many cases, it is hidden away soil or water.

We tend to think of rock being large chunks of material. In fact, rock does not need to be large, or hard. Chalk is a kind of rock. The words ‘stone’, pebbles’ and ‘sand’ all describe rock in slightly different sizes and shapes. There are many different types of rock. They come in different colours, can be hard or soft and have been formed in a variety of different ways.

We use rocks for many different purposes. Some are used in a fairly natural state, that is, they are not changed much from the form in which they are quarried (removed from the ground). An example of this is stone quarried for use in buildings. Many other substances are made by changing the rocks quarried in some way. Sometimes the rock is heated or it is crushed and mixed with other materials.

Bricks are made from clay and shale (a rock made from clay). The clay is crushed into small pieces, mixed with water and other ingredients and then moulded into a brick shape. They are then fired in a kiln to make the particles of clay bond together.

Glass is made by melting together several minerals at very high temperatures. Silica in the form of sand is the main ingredient and this is combined with soda ash and limestone and melted in a furnace at temperatures of 1700oC.

Concrete is made when water, sand and gravel or aggregates are mixed with cement. (Cement is made by heating limestone or shale to 1400 ° c). Concrete is then used for many building jobs from building houses and offices to bridges and pavements! Concrete is the most versatile building material in the world. It can made into blocks or can be taken to site in a liquid and set into any moulded shape as a solid. It gets stronger with time as crystals grow and interlock.

Most of our roads are covered in asphalt. This is made from a mixture of aggregate and bitumen.

Even toothpaste contains limestone and salt!

So, quarried materials are all around us and we use them all the time in our everyday lives.

Through use of this unit, children will come to understand a little more about rocks, where they come from, how they differ and how they contribute to our everyday lives.

Activity:

Make a collection of rocks. Some of these can be from a ‘rock pack’ made up of the main different types of rocks. Some can easily be purchased from a builder’s merchants, in the form of gravels and other samples. These can be supplemented with stones collected from the garden or school grounds. Try to collect those with different shapes, colours and textures.

Ask the children what they all are. You will probably find a range of vocabulary used; rocks, stones, pebbles, gravel etc. Explain to the children that they are all correct and these words are all used to describe different rocks.

Ask the children where they think these have all come from. Initially, they will say they came from the garden, or a shop. Discuss this further, developing a basic understanding that our Earth is made up of rock and that if they dug down under their feet, they would eventually get to rock. Explain that the rock is made in different ways and that is why it can look different and also that rocks have different things inside them that can make them different colours and textures.

Look at the collections together. Ask questions such as;

• Can anyone see a smooth rock?
• Can anyone see a rough rock?
• Can anyone see a dark coloured rock, etc

Such questions encourage a varied use of vocabulary linked in with the appearance and texture and encourage the children to look closely at the samples.

Allow groups of children to have a small selection of samples. Give them time to hold them and look closely at them. Encourage them to use sight, smell and touch to explore their rock. Ask the children to select one rock, then choose individual children to stand up and describe their rock to the other children.

Ask the children to sort the rocks they have into groups. They can decide how they do this. They may choose to sort according to size, shape, texture or colour. Once they have done this, ask each group to describe how they chose to group their samples. Encourage the children to try and sort under different criteria – you may ask them to sort them into a line, with the smallest on the left and the largest on the right.

Finally, explain to the children that there are special places called ‘Quarries’ where rock is removed from the ground. Show them the ‘Virtual Quarry’ tour to show them some aspects of quarries and quarrying.

Back to top

Lesson 2: Is that really made from rock?

Prior Knowledge / Work:

Following Lesson 1, the children should have a basic understanding of what rock is and that quarries are places where rock is removed from the ground. This lesson aims to make the children more aware of how these rocks can then be used and changed into many different products that we use in our everyday lives.

Learning Objectives:

• To ask questions and to explore materials and objects made from quarried materials
• Using appropriate senses, make observations and communicate these
• For children to appreciate that there are many things made from quarried materials and
these can be named and described

Subject Links:

• Literacy - Speaking and listening skills

Resources:

• A feely bag
• A selection of items that are made from quarried materials. These could include:
o Glass items (fairly sturdy for feely bag!)
o Tube of toothpaste
o Small mirror
o Small terracotta plant pot
o Pot of talcum powder
o Brick
o China item (cup, saucer)
o Chalk
o Bathroom tile

Background Information:

See background information for Lesson 1.

Activity:

Place the items in, one at a time and allow children to come up, describe what they feel and try to guess what the item is. Work through the items, lining them up in front of the children once they have guessed what they are. (Ensure hands are washed thoroughly after this activity.)

Once all the items have been through the feely bag, tell the children that all the items have something in common. Discuss what this could be. They will be very surprised when you tell them that rocks are used in some way to make all of the things they can see! Using the information in the introduction and information on the website, explain, in simple terms how this is.

Take glass as a very common material made from quarried materials. Make sure the children understand that mirrors are made of glass. Talk about glass things they might see or use in school. Show them examples. In groups, get them to think of all the glass things they have at home. Can these be sorted into different rooms that they are found? Repeat the activity for china or brick.

Back to top

Lesson 3: What a collection!

Prior Knowledge / Work:

That gathered from Lessons 1 and 2

Learning Objectives:

• To appreciate that objects are made from materials, and different, everyday objects can
be made from the same materials

Subject Links:

• Literacy – Speaking and listening skills

Resources:

• Collections of different items made from a particular quarried material, i.e. china items,
glass items etc. (Great care will need to be taken with glass, in particular.)

Background Information:

As in lesson 1.

Activity:

Make a collection of different items made from a quarried material, i.e. china. China and porcelain is made from ‘china clay’, a soft rock extracted from the ground. This is mined from quarries mainly in Devon and Cornwall. Alternatively, pictures could be collected of all the different things made from brick or glass. Encourage children to discuss why these items form a group and what the link with quarries is.

Allow children to choose particular item and to draw them and describe why they like that item.

Back to top

Unit: Does that really come from a Quarry?

Website Links:

• www.tarmac.co.uk/quarryville
Select 75 Stone Street for some good images and activities linked to everyday items made from quarried materials.

Back to top

Quarry Science Unit 2B - The Quarry Mouse and the Woodland Mouse

Science Unit 2B - Plants and animals in the local environment

The Quarry Mouse and the Woodland Mouse

For some general background about these units and how to use them please read our teachers’ briefing.

Based on the story ‘Town Mouse and Country Mouse’, this unit revolves around the story of two mice, who are cousins. One lives in the working quarry and the other lives in local woodland. They visit each other’s homes and learn about what it is like to live there. Through working within this unit, children are encouraged to think about different habitats, including that of a working quarry, and what they provide for the plants and animals that live there. They also write postcards and illustrate a book of the story.

Back to top

Unit 2B – Plants and animals in the local environment
Science Year 2
The Quarry Mouse and the Woodland Mouse

Overview Teacher Introduction:

The themes explored in ‘The Quarry Mouse and the Woodland Mouse’ are designed to be used in conjunction with the teaching of Unit 2B ‘Plants and animals in the local environment’. Through the use of the ‘Virtual Quarry’ resource, children will learn about the habitats created in a working quarry and the plants and animals that can live there. The themes suggested can easily be incorporated into existing teaching to provide an additional fun slant to learning about plants and animals in their environment.

The three lessons provided are designed to be slotted into the existing teaching within this unit. You may find that they can replace some of the lessons that you currently teach. These three lessons are not designed to teach all the objectives within this unit, only the sections highlighted in the QCA Unit document. They are designed to enhance and develop existing teaching.

Back to top

The Quarry Mouse and the Woodland Mouse
Unit 2B Plants and animals in the local environment Science Year 2

ABOUT THE UNIT
Through this unit children learn about plants and animals in their immediate environment and how differences between places very close to each other result in a different range of plants and animals being found. They learn that like humans, plants and other animals reproduce.
Experimental and investigative work focuses on:
• turning ideas into questions that can be investigated
• presenting results
• drawing conclusions.
Work in this unit also offers opportunities to relate understanding of science to the local environment, to consider how to treat living things and the environment with care and sensitivity and to recognise hazards to themselves and to take action to control the risks from these hazards.
This unit takes approximately 9 hours.

WHERE THE UNIT FITS IN VOCABULARY RESOURCES
Builds on Unit 1A ‘Ourselves’ and on 1B ‘Growing plants’
Children need:
• to know the names of the parts of flowering plants
• to understand that plants and animals are living.
Links with Units 1D, 2C, 3C and geography. In this unit children will have opportunities to use:
• words and phrases relating to life processes eg produce new plants, produce young, reproduce
• names for animals eg worm, snail, fly, robin
• names for plants eg daisy, dandelion, oak tree
• words which have a different meaning in other contexts eg shoot, fruit, earth, table
• expressions to describe location eg within, under, next to
• comparative expressions. • secondary sources eg video, CD ROM showing adults and young in a range of animals
• Virtual Quarry Resource
• pictures of plants in flower and with fruits and seeds eg apple trees, tomato plants, horse chestnut trees, dandelions, peas, beans
• soil, compost, sand, absorbent paper
• transparent containers for growing seed without soil
• seed pods and fruits eg sunflower, pepper (capsicum), tomato, horse chestnut, apple

EXPECTATIONS
at the end of this unit
most children will: recognise that different plants and animals live in the local environment and name some of them; know that flowering plants produce seeds which grow into new plants; describe what they observe as new plants grow; record observations in tables, using these to draw conclusions
some children will not have
made so much progress and will: recognise that different plants and animals live in the local environment and name some of them; know that plants produce seeds; make observations of plants and animals, recording these, with help, in tables
some children will have
progressed further and will also: suggest reasons why different plants and animals are found in the different environments


LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

Introduce unit by asking children what they understand by the word ‘animal’ and ‘plant’ and extend to asking them where they expect to find animals and plants locally. Children may well not think of small animals eg snails, worms, birds as animals, or trees as plants. Teachers will need to take account of what the introductory work shows about children’s understanding in their short-term planning.


See Quarry Lesson 1
• that there are different kinds of plants and animals in the immediate environment
• to treat animals and the environment with care and sensitivity
• to recognise hazards in working with soil
• to observe and make a record of animals and plants found
• to present results in a table • Arrange a visit to a local quarry and to a contrasted habitat, such as a woodland. Identify where some of the plants are growing and where animals might live. Use Virtual Quarry to supplement information from visit.
• Walk round the school or visit the local park to identify where plants are growing and where there are animals eg turn over stones and lift plant pots to find woodlice, look under damp bushes or by damp walls for snails, dig up soil to find earthworms or observe a bird feeding area in the playground. Help children to make a brief record of what they find using a table prepared for them. Talk with them about what animals and plants were found and where they were found. • identify a number of plants eg dandelion, daisy, buttercup, daffodil, oak tree, holly tree, cherry tree and animals eg worm, snail, robin, sparrow, caterpillar, fly
• state where some of these were found eg the daisies were in the grass, the snails were under the bucket by the wall
• produce a record showing clearly the living things they saw and where they were found Children may not expect to find any animals in the immediate locality of the school. It is sometimes helpful to make sure there are flower pots, stones or logs in suitable places near to the school a few days before this activity.
Children may need to be reminded about not disturbing the animals they find.
SAFETY – When working out of doors, teachers should check that there is no broken glass etc. Sites unlikely to have been contaminated with dog faeces should be chosen. Ensure that children wash their hands after handling soil etc.


See Quarry Lessons 2 and 3
• that there are differences between local habitats
• to make predictions about the animals and plants found in different local habitats and to investigate these
• to use drawings to present results and make comparisons saying whether their predictions were supported • Read the ‘Quarry Mouse and the Woodland Mouse’ story. Contrast the habitat that each lives in. Use Virtual Quarry’ to find out more about plants and animals in quarry compared to woodland. How do these areas differ?
• Write the postcards that the mice sent.
• Illustrate booklet of the story, showing differences in habitats.
• identify differences between two habitats and living things found there eg by illustrating the story.
• suggest reasons for differences eg why do the owls like living in the woodland and not the quarry. Why do kestrels prefer a quarry to hunt? SAFETY – All off-site visits must be carried out in accordance with LEA/school guidelines.

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

• that flowering plants produce seeds • Review children’s understanding of where new plants come from. Use simple reference books or show children a series of pictures of plants in flower and with fruits eg apple trees, dandelions, horse chestnut trees and explain that the fruits which contain the seeds are produced from the flower. Introduce the term ‘reproduce’. Present children with a collection of seeds and fruits of different shapes and colours and invite them to add to the collection eg tomato, apple, mango, pepper, grape, beanpod, seed head from grass, conker, avocado. Challenge children to find the seeds in some plants eg old wallflower plants, honesty, sunflower, pea pod. • state that seeds come from the flower of a plant
• suggest fruits and seeds which could be added to the collection or add to the collection
• recognise the huge variety of seeds from which plants grow If this unit is taught in the spring, it should be possible to show children shoots of new plants growing in the local environment. If possible, grow a broad bean/pea plant so that children can see the flower and seeds develop.
It is important to cut open fruits to show the seeds inside so that children do not think plants eg tomato plants grow from the whole fruit. A sunflower head or honesty, kept from the previous year, are excellent for showing children where the seeds are.
SAFETY – Children may be allergic to fruits and seeds, especially peanuts. Avoid red kidney beans.
See ‘Be Safe’ section 12.


• to turn ideas of their own, about what plants need to begin to grow, into a form that can be tested
• to observe and make a day-by-day record of observations
• to use the results to draw a conclusion about what seeds need to begin to grow and decide whether this is what they expected
• that seeds produce new plants • Ask children to suggest what is needed for seeds to begin to grow. If necessary, prompt them to think about where they found plants growing in the local environment. Plant seeds eg broad bean, sunflower in eg soil, potting compost, sand or paper. If children do not mention water, ensure that they consider whether the growing medium is wet or dry eg by having one set of ‘wet’ and one set of ‘dry’ containers. Discuss what they are going to look for eg shoots, roots when they observe their seeds and help children to make a day-by-day record of their observations. • suggest how they should plant seeds in eg soil or water and what they should see if they grow
• with help, produce a record of their observations and say what this shows
• state that seeds grow into plants
• explain that seeds need water, but not necessarily soil, to begin to grow This activity offers children the opportunity to carry out a whole investigation. It may be helpful to concentrate on the aspects of investigation highlighted in the learning objectives.
At this stage it is not necessary to introduce the word ‘germinate’.
It is helpful if some seeds can be grown in water in transparent containers so that children can see the roots develop.
At this stage it is not necessary to consider warmth as a condition for germination. However, children will see results more quickly if the seeds are in a relatively warm place.
SAFETY – Use soils free from glass etc and unlikely to be contaminated with dog faeces. Wash hands after handling soils.

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

• to recognise when a comparison is unfair • Show children results from the previous activity eg a germinated seed on wet paper and one which hasn’t germinated in dry sand and ask them whether it was fair to compare them. • recognise that a test where two factors are changed eg growing medium and water does not provide a fair comparison


• that animals reproduce and change as they grow older • Use secondary sources eg video, CD ROM, reference books and/or first-hand observation eg of frogspawn to illustrate to children that animals in their local environment eg birds, frogs, snails, butterflies produce young which grow into adults. Ask children to write about, and illustrate, changes in one animal. • recognise that animals in their local environment produce young
• describe how one animal changes as it grows eg tadpole to frog or baby bird to adult This activity is designed to illustrate that animals reproduce and change as they grow older. Some children may wish to go into more detail about a particular animal, but this is not an expectation for all children.
If frogspawn is taken from the environment, use only a small amount and, if possible, return tadpoles to the pond from which they came.


Draw together work in this unit by discussing the habitats with the children and asking them to produce an information sheet, for their parents, about these habitats and the animals and plants that are found there. This could involve the use of IT which builds on IT Unit 2A ‘Writing stories: communicating information using text’.

Back to top

Lesson 1: What lives there?

Prior knowledge / work:

Children will need to have some understanding of what a habitat is and the fact that different animals and plants live in particular places. Discuss with the children what different types of habitats are near the school and check the Virtual Quarry to see if there is a quarry near you that can be visited. Use the virtual quarry site to introduce the children to what a quarry does and to help them think about the habitats that might be there for plants and animals to live in.

It is advantageous if children can visit a working quarry to see for themselves the habitat that is there. If this is not possible, then they could think of areas that may offer a similar habitat – part of a gravelled drive, a pile of rocks or sand in the garden.

Learning Objectives:

• To understand that there are different habitats and different animals and plants live in these
• To appreciate how the habitat in a working quarry would provide different living conditions to the habitat in a woodland
• To make the children appreciate that lots of plants and animals can live in a working quarry

Subject Links:

• Science – Plants and animals in the local environment

Resources:

• Pictures of habitats, such as a pond, woodland, school grounds and a working rock quarry
• Worksheet 1 – Where might I live?

Background Information:

Wildlife in a working quarry
For many, the picture in their mind of a working quarry is one of ‘a scar on the landscape’ – an inhospitable place that is noisy and dirty and would support very little wildlife until it was restored at the end of the quarries working life. This, in fact, is far from the truth. An amazing amount of wildlife survives in working quarries, particularly the rock quarries, where cliff faces are exposed providing nest places for a variety of birds. One piece of research suggests that one quarter of Europe’s peregrine falcons use quarries for nesting. Sand martins are another species that have learnt to make the most of the habitat opportunities created by quarrying.
Many plants are also able to grow in quarries. These include:
- Dandelion
- Rosebay willowherb
- Buddleia
- Coltsfoot
- Goatsbeard
- Ragwort
Some quarries boast a good range of other animals:
- Wood mouse
- Vole
- Fox
- Badger
- Peregrine falcon
- Crow
- Kestrel
- Pied wagtail
- Hedgehog
- Sand martin
- House sparrow
- Raven
And if there are pools, then dragonflies, damselflies and wildfowl can make a visit.

Activity:

Discuss with the children what they understand by the word ‘quarry’. Depending on where your school is based and whether there is a large quarry nearby, children will have varying knowledge of the industry. Even in quarrying areas, where many parents work for the quarry, children can still have little understanding of what happens within the quarry gates.

If possible, take the children out in a variety of habitats and look for different plants and animals. The school grounds, a local greenspace and a quarry visit would be perfect, but not an option for all schools. It is important that children experience habitats and the plants and animals there first-hand, wherever possible.

Show the children pictures of different habitats. These could be pictures of a woodland, a, pond, the school grounds and a working rock quarry. Ask them what plants and animals they might find in each. Give them examples of animals and get them to say whether they think that animal would live in each of the habitats. Use examples, such as mouse, kestrel, frog, fox. Many children will think that these animals could not live in a working quarry, but most of them could. Use Worksheet 1. Children can write the names of the animals into the boxes of the habitats that they think they might live. Once completed, encourage the children to use their experience to fill in a couple more plants and animals to the habitat boxes.

Back to top

Lesson 2: The Quarry Mouse and the Woodland Mouse

Prior Knowledge / work:

Information from lesson 1.

Learning Objectives:

• To appreciate that one type of animal can live in a number of different habitats
• To appreciate that a working quarry can provide a habitat for animals
• To use information gathered through research and the Virtual Quarry, to complete a postcard from a mouse.

Subject Links:

• Science – Plants and animals in the local environment
• Literacy – Writing postcards

Resources:

• ‘The Quarry Mouse and the Woodland Mouse’ story
• Worksheet 2 – Postcard template

Background Info:

The wood mouse is probably the most widespread and abundant British mammal. It has a sandy-brown coat and large ears. The under-parts are white with a yellow streak on the chest. The body is about 95 mm long. They have large hind feet that enable them to leap away from predators. They usually move very fast, often bounding along with their front feet tucked up.

It thrives in a range of habitats. It is active, mainly at night, searching for food. This includes any berries, nuts, buds, shoots and buds. They will also eat snails, insects and their larvae. They live in underground burrows, cracks or crevices, where they spend the day. Young are born in a nest chamber. Breeding starts in March and a female may bear up to four litters, each of about five young, in a year.

Most wood mice stay in the same general area but may travel up to a quarter of a mile in one night. In winter, they sometimes go into a torpid state, almost like hibernation, to cut down on energy use.

Wood mice generally quite short-lived; the maximum lifespan in the wild rarely exceeds two years.

Activity:

Read the story to the children and discuss the issues within:

• How are the places that the mice live in different?
• What do you think woodland mouse thought about quarry mouse’s home BEFORE he went?
• What do you think quarry mouse thought about woodland mouse’s home BEFORE he went?
• How are their homes different?
• How are their homes similar?
• What food did each of the mice eat?
• What did quarry mouse dislike about woodland mouse’s home?
• What did woodland mouse dislike about quarry mouse’s home?
• What are the good and bad points about each mouse’s home?
• Which home would you prefer?

Talk to the children about the two habitats. Were they surprised by how much quarry mouse liked living in the quarry?

In the story, the mice send each other a postcard, in which they tell the other a little about their home. Explain to the children that they are to choose which mouse they would like to be. They are then going to write a postcard like the one in the story.

Discuss with them what sort of things would go on the postcard. How would they describe their home in the woodland or the quarry? Also discuss what picture might go on the front of the postcard. Use resources from books or the Internet to help them. The children will also need to think about the address they can send their postcard to. This works well as a class activity, whereon an address is decided upon for each mouse, i.e.

Quarry Mouse,
Rock Hole 2,
Side of rock pile 1,
Wonden Quarry,
Warks,
QU4 RRY

A postcard template is provided in Worksheet 2. This can be photocopied onto card. The children can then draw a picture of their home on one side and write the postcard on the other side.

Once the children have completed these, they can share them with the other children and act out parts of the story.

Back to top

Lesson3: - Become an illustrator!

Prior Knowledge / Work:

From previous two lessons.

Learning Objectives:

• To apply knowledge of two contrasting habitats
• To illustrate the story, using photos / picture resources
• To share the story book with younger children
• To work collaboratively in a joint project

Subject Links:

• Science – Plants and animals in the local environment
• Literacy – Reading book and illustrating it

Resources:

• Picture resources to help children with illustrations (wood mice, working quarry scenes from Virtual Quarry, woodland pictures etc.)
• Story Book blanks

Background Information:

N/A

Activity:

Explain to the children that they are going to become illustrators as the story they have heard needs to be made into a book, but there are no pictures yet. Ask them what picture books are their favourites. Look at a selection of well illustrated books and try and highlight what makes them attractive.

Show the children the blank pages of the story and read each page out to them. Discuss what would need to go in that picture.

This task then works best if the book is split between the class, so each child has one or two pages to illustrate. The blanks can be photocopied onto A3 paper or card if a ‘big’ book is more suitable. Alternatively, small groups can work on illustrating a whole book between them. If needed, children can produce their illustration on a separate piece of paper and then stick it onto the appropriate page when it is finished.

Encourage the children to use additional picture resources to try and make their illustration accurate. What do wood mice really look like? What does it look like in a working quarry? Make sure they have adequate picture resources to help them.

Explain that the pages will then be bound together and the book can then be taken down to Year 1 or reception and read to the children there. It can then be displayed in the classroom.
The postcards written for lesson two could also be bound together in this way.

This theme could be further developed with the children looking at what will happen to quarry mouse when the quarry finishes working. Virtual Quarry can be used to explore the restoration aspect of quarrying. The children could then think about what quarry mouse’s new home might be like in a restored quarry.

Back to top

Website Links:

• www.arkive.org
Search for wood mouse for great images of wood mice and their life and young
• www.naturepotfolio.com/mammals/rodents_muridae_wmouse
More images of the woodmouse
• http://www.abdn.ac.uk/mammal/facts.shtml
Fact sheets about a range of British mammals

Back to top

Quarry Science Unit 4B - Habitats

Herbivore Heaven - the Place to Eat

For some general background about these units and how to use them, please read our teachers’ briefing.

Undertaking this unit of work, children imagine that they are the new owners of the ‘Herbivore Heaven’ café now set up in a restored quarry where wildlife is returning. Through developing menus and looking at the animals that may visit their café, children learn about food chains in a fun way. With excellent opportunities for Literacy in the development of menu cards and Science investigations, when finding out which leaves snails prefer to eat, this adapted unit gives a new slant to the Science 4b unit on habitats.

Back to top

Unit 4B – Habitats
Science Year 4
Herbivore Heaven! – The place to eat!

Overview Teacher Introduction:

The themes explored in ‘Herbivore’ Heaven’ are designed to be used in conjunction with the teaching of Unit 4B ‘Habitats’. Through the use of the ‘Virtual Quarry’ resource, children will learn about what a working quarry is and how these are restored when the quarrying is completed. The themes suggested can easily be incorporated into existing teaching to provide a fun and new approach to learning about habitats and food chains.

The three lessons provided are designed to be slotted into the existing teaching within this unit. You may find that they can replace some of the lessons that you currently teach. These three lessons are not designed to teach all the objectives within this unit, only the sections highlighted in the QCA Unit document. They are designed to enhance and develop existing teaching.

Back to top

‘Herbivore Heaven’ – The place to eat!
Unit 4B Habitats Science Year 4

ABOUT THE UNIT
Through this unit children will begin to understand the concept of a habitat, how it provides organisms found there with conditions for life and how animals depend on plants or other animals which eat plants for food. Throughout the unit ways in which organisms are suited to the habitat should be emphasised. The subject of working and restored quarries will be explored in the context of the habitats provided by each.
Experimental and investigative work focuses on:
• turning ideas into a form that can be tested, making a prediction
• making observations
• deciding whether the evidence supports the prediction and suggesting explanations in terms of their knowledge of science.
Work in this unit also provides opportunities for children to learn about the interdependence of living things and how the environment and living things need to be protected.
This unit takes approximately 12 hours.

WHERE THE UNIT FITS IN VOCABULARY RESOURCES
Builds on Unit 2B ‘Plants and animals in the local environment’ and 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 with Units 3C, 3F, 4C, 5B, 6A and geography. In this unit children 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, herbivore, carnivore, omnivore
• words which have a different meaning in other contexts eg producer, consumer, key, condition, working quarry, restored quarry
• expressions making generalisations and comparisons. • hand lenses, collecting nets, containers for small animals
• posters, video, CD ROMs, reference books, simple biological keys, pictures of a variety of habitats in or close to the locality of the school or similar to those in the locality of the school, including local quarries
• plastic containers suitable for investigating preferences of small animals eg snails, woodlice
• Virtual Quarry Resource

EXPECTATIONS
at the end of this unit
most children will: identify some local habitats; name some of the organisms that live there; understand how a working quarry and restored quarry differ; how the habitats provided in a working and restored quarry differ; 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; understand how a working quarry and restored quarry differ.
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; understand how a working quarry and restored quarry differ and how restoring a quarry sensitively can provide a habitat for a variety of plants and animals.


LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

Elicit children’s understanding of ‘plant’ and ‘animal’. Introduce the term ‘organism’ as a general term for all living things. Use pictures of eg vertebrates, invertebrates, humans, small flowering plants, trees and challenge children to sort them according to their own criteria and then into plants and animals. Let children choose how to record their groupings. Teachers will need to ensure that children who have difficulty recognising an organism as a plant or animal have particular support in subsequent activities. Most living things which children encounter in everyday life, apart from fungi (which are now placed in a separate category) can be classified as plants or animals. Children often think that invertebrates, eg worms, spiders are not animals. Similarly children may not classify trees as plants.


• to identify different types of habitat • Introduce children to the word ‘habitat’ using pictures to illustrate meaning. Explain the meaning of ‘habitat’. Explain to children that they will be studying local habitats, and go for a walk round the school and/or immediate locality to find and make a list of habitats. Review the final list with the children and group habitats of similar scale or diversity together eg pond, field, wood, tree, hedge, flower bed, grassy patch, plant trough, under leaf, under stone. Ask children to record the habitats identified. • 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 A ‘class’ habitat can be created using a plant trough or a grow bag.
When comparisons between habitats are made it is helpful to choose habitats of similar scales or diversity eg ponds, fields and woods, or tree, hedge, flower beds, grassy area (mini-habitats), or under leaf, under stone (micro habitat).
SAFETY – All off-site visits must be carried out in accordance with LEA/school guidelines.

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

See Quarry Lesson 1: ‘Herbivore Heaven – The place to eat!’
• To think about what habitats would be provided in a working vs. restored quarry in context of ‘Herbivore Heaven’ cafe
• that different animals are found in different the habitats provided by a working and restored quarry
• 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
• Using the Virtual Quarry , photos or a trip to a local quarry, ask children to predict where a particular organism / plant will be found eg woodlice, snail, butterfly, bee, dandelion, grasses etc. Compare environment on gravel drive to a lawn and relate to working / restored quarry. Explain that collecting animals must be done with care so that the animals are not damaged. Help children to collect invertebrates and record locations in which they were found. Ask children to observe and describe the conditions eg light, water, soil, shade, temperature. Ask children whether they found the organisms they expected. Help children return any animals collected to their habitat.
• Introduction / planning / setting up of ‘Herbivore Heaven’ café. • 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 Different groups could investigate different habitats and share results with others. This gives a valid reason for recording carefully and deciding on how to present information to others.
Information may be collated on an IT data-handling program (see IT Units 3C ‘Introduction to databases’ and 4D ‘Collecting and presenting information: questionnaires and pie charts’).
If animals are brought into the classroom, ensure that they are treated sensitively and their needs met and that they are returned to the habitat from which they came as soon as possible.
SAFETY – Children should wash their hands after handling animals.
SAFETY – All off-site visits must be carried out in accordance with LEA/school guidelines.


• to group organisms according to observable features • Present children with pictures (or living organisms collected earlier) including similar pairs eg bee/wasp, spider/beetle, daisy/dandelion and discuss features eg legs, wings, eyes, colours. Ask children to group similar organisms together and explain their groupings. • identify similarities and differences between similar organisms
• group animals and explain criteria eg number of legs, wings/no wings on which the groups are based Encourage children to use hand lenses/microscopes carefully to identify detail of organisms.

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

• to use keys to identify local plants or animals • Present children with an organism (or picture of an organism) from the local environment which is likely to be unfamiliar to most of them. Ask them to write down two or three things about it. Show some reference books and ask children how easy it would be to identify the organism from these. Show children a simple key and how to use it. Practise with other keys and other organisms. • use simple keys to identify local plants and animals Children may devise their own keys using a simple IT program (see IT Unit 4C ‘Branching databases’).


See Quarry Lesson 2: The ‘Snail Trail’ Menu!
• to pose questions about organisms and the habitat in which they live and make predictions
• to decide what evidence to collect and to design a fair test
• to make reliable observations of organisms
• to indicate whether their prediction was valid and to explain findings in scientific terms
• Ask children to generate a question related to the owners of ‘Herbivore Heaven’ wanting to find out which leaves to serve at the snail bar.
? Which leaves to snails prefer to eat?
? In which type of conditions do snails eat the most?
Discuss the questions with the children and help them to decide how to collect evidence for their investigation and what equipment to use eg
? How many snails should we use?
? How long should we leave them to find out?
? What sort of food should we give the snails?
Help children to carry out the investigation and to make careful observations. Discuss their results and ask children to explain these in terms of what they already know about the animals and their usual habitats. • suggest a question which relates to an organism in its natural habitat and say what they think will happen
• recognise what evidence is needed eg snails should be able to choose between a variety of different leaves and that a reasonable number of snails should be used
• make observations which are relevant to the question under investigation
• draw conclusions which match the observations made and relate these to their prediction and to their knowledge about the habitat Teachers will need to decide which of the children’s questions may be investigated safely and profitably with respect to living things.
This activity offers children the opportunity to carry out a whole investigation. It may be helpful to concentrate on the aspects of investigation highlighted in the learning objectives.

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

• to identify the food sources of different animals in different habitats • Using secondary sources eg reference books, CD ROMs, videos investigate the food needs of a chosen animal from a local habitat, and where it finds its foods. Use one that is found locally eg bird, small mammal, mollusc. Record findings as a class poster or book. • describe what a particular animal eats and explain that it can only live where its food source is available and where conditions eg warmth, moisture are suitable Children may be familiar with the everyday use of the word ‘consumer’. It may be helpful to use this as an analogy for the consumers in a food chain.


See Quarry Lesson 3: ‘So, who’s going to visit the café?
• 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 • Review the habitat provided in the new restored quarry with children and ask them to say which organisms could be found in this habitat and would want to visit ‘Herbivore Heaven’ . Challenge children to identify the food of specific animals, some of which eat plants and some of which eat animals – refer back to previous activity. Extend children’s ideas about the food of animals using secondary sources eg CD ROM, reference books. Introduce terms ‘predator’ and ‘prey’ and start by considering pairs eg plant and one animal or two animals. Challenge children with the question ‘where did the prey get its food?’ Ask children to find out about this using secondary sources eg CD ROM, reference books. Show how a food chain is represented. Give children pictures of organisms in a habitat with information about what each eats and ask them to practise writing or sequencing food chains. Where possible relate this to the local habitat to consolidate earlier work. • identify food of a specific animal eg the privet hawk moth prefers privet
• state that predators eat other animals
• identify animals which are predators and their prey eg birds feed on insects, foxes feed on rabbits, herons feed on fish
• state that many animals which are prey live on green plants
• sequence valid food chains relating to the local habitats using the arrow convention correctly It may be helpful to explain the term ‘producer’ to some children as ‘producing’ food for other organisms and ‘consumer’ as something that ‘consumes’ or eats other organisms.
Children are usually unable to observe food chains in action; video clips and TV programmes are helpful.
Many children think the arrow in the food chain means ‘eats’. It may be helpful to suggest to children that the arrow implies ‘gives food to’ as a way of explaining the direction in which it points.


• to recognise ways in which living things and the environment need protection • Ask children to think about the effect on plants and animals of changing conditions in a particular habitat in various ways eg The restoration of a quarry. Ask children to prepare a presentation to an audience to explain how the restored quarry provides new habitats and use the ‘restore a quarry’ game / option on the Virtual Quarry • identify the effect of changes to the habitat on some organisms IT simulation programs could be used to support work in this unit (Virtual Quarry – Restore your own quarry) (see IT Unit 3D ‘Exploring simulations’).

Back to top

Lesson 1: ‘Herbivore Heaven’ – The place to eat!

Prior Knowledge / Work:

Introduce the children to the subject of quarrying by ascertaining what they already know about quarries. Use the ‘Virtual Quarry’ Tour so the children are aware of what a quarry looks like and what processes are involved in quarrying. Discuss what the children think happens when the quarrying has finished. Discuss with them how all quarries must be restored and what this might mean. Use the VQ to find out more about restoration and what new habitats can be developed. Are there any working or restored quarries near you?

Learning Objectives:

• To appreciate how the habitats in a working and restored quarry differ
• To appreciate how the habitat influences the animals that live there
• To understand that different organisms eat different foods
• To understand the terms; herbivore, carnivore, omnivore, consumer

Subject Links:

• Literacy – Developing a menu (descriptive / imaginative writing)
Creating an advert (persuasive / descriptive writing)
• ICT – Use ICT to design a menu card or an advert

Resources:

• Class access to ‘Virtual Quarry’
• Gravel path / grassy area or tank with stones, gravel and rocks and tank with soil, pebbles and a small dish of water
• Worksheet 1 – ‘Herbivore Heaven’ menu

Background Information:

The children are to imagine that they are the new herbivorous creature owners of ‘Herbivore Heaven’, a café that has been on the site of a working quarry for the last five years. (They can be the herbivorous animal of their choice!) The background to the café is that it has been owned by a snail family for the last five years, but the working quarry has not been an ideal place to have a café as the habitat has meant that only a few animals could live there. The quarry is now in the process of being restored and there are now improved habitats and animals are starting to return. ‘Herbivore Heaven’ now needs to be developed and new, exciting menus drawn up, as well as an advertising campaign to tell all the local animals about the service offered! In order for the children to do this, they need to find out some facts:

• What kind of habitat conditions might be expected in a working quarry?
• What plants and animals might we find in the working quarry?
• What kind of habitat conditions might be expected in a restored quarry?
• What plants and animals might we find in the restored quarry?
• Which herbivorous animals (or omnivorous) might want to visit ‘Herbivore Heaven’ café?
• What kind of plants could be found in the restored habitat? (that could feature on the menu)

Activity:

Discuss with the children what kind of habitat a working quarry would provide. Use images and pictures on the Virtual Quarry to help them. If possible, visit a local working quarry to look at the habitat and the plants and animals that might live there. Alternatively, look around the school’s locality to find habitats that might be similar. A gravel drive may offer a similar habitat. Such a habitat could be recreated in the classroom in a tray. Mix some gravel, pebbles, stones and rocks together and allow the children to look at this tray. If they were a seed falling onto this ‘habitat’, or a small creature looking for somewhere to live, how easy would it be to survive? Discuss with the children what problems they might encounter if they were a plant or small animal trying to live there:
- Can be very dry as water drains quickly away – not good for plants (pour water on to see what happens)
- Few nutrients to allow plants to grow healthily.
- Can be dangerous / difficult for small animals to live as the rocks move and slide, easily trapping them
- Not much food around for minibeasts, especially if they eat plants
- Not much water to drink for animals

Compare this to the kind of new habitat that a restored quarry might offer. This time, let the children look at a tray filled with earth, maybe with a container of water in it, representing a lake or pond in a restored quarry. Again, think about being a seed or a minibeast and what this habitat would provide:
- Water is absorbed by soil and soil becomes damp – a better environment for plant growth
- More nutrients in soil than on rocks, so a seed would grow into a healthier plant. Lots of different kinds of plants would be able to grow in soil
- Soil is easier to burrow into and hide and make homes for minibeasts
- With more plants growing, there would be more food / habitats for animals.

Discuss with the children what animals they might expect to be returning to the restored quarry.

Having established that a working quarry would have limited places for animals and plants to grow and a restored quarry would be a better habitat, return the children to the idea of the ‘Herbivore Heaven’ café soon to open in the restored quarry.

Talk to the children about what different animals eat. How would the diet of a caterpillar differ from that of a blackbird? Explain that some animals eat plants, some eat meat and others eat both. A plant eater is called a ‘herbivore’, a meat eater is called a ‘carnivore’ and an animal that eats both is an ‘omnivore’. Working in small groups, get the children to think of five animals that herbivores, five that are carnivores and two that are omnivores. They could use books to help them.

In groups, ask the children to list the animals that might visit ‘Herbivore Heaven’ and what they might like to eat. Provide them with books about British wildlife to help them. Their list might include:
- Snails (leaves)
- Slugs (leaves)
- Caterpillars (leaves)
- Wasps (sweet juices from berries)
- Bees (nectar)
- Ants (nectar, aphid ‘honeydew’)
- Grasshopper (grasses)
- Earwig (petals)
- Millipede ( soft / rotting vegetation)
- Worms ( rotting leaves)
- Mouse (leaves, berries, buds, nuts)
- Vole (leaves, berries, nuts)
- Squirrel (nuts, buds, seeds)

Create a class list of possible customers to the café and the foods that could be used to create a menu. These could include:

- Leaves: A variety of different leaves from plants that could be found in the restored quarry e.g. nettle, dock, clover, ivy, hogweed, buttercup, poppy, thistle
- Grasses
- Berries (blackberries, hawthorn , blackthorn, holly, wild strawberries )
- Nectar (from flowers such as buddleia, dandelions, clover, daisies, thistles)
- Petals (from common wild flowers such as poppy, buttercup, daisy, dandelion, thistle, buddleia)

Look at Worksheet 1 with the children. It shows the beginnings of a menu that is being created for ‘Herbivore Heaven’. The children must then complete this menu card by adding some ideas of their own. They should bear in mind that they are trying to attract as many different animals to the café as possible. They can think about starters, main meals, puddings and drinks! Once they have decided, a photocopy of this sheet can be used and the children can complete and decorate this menu card. Alternatively, children can create their own menu cards. This could be done using a word processing package on the computer. This activity links in well with the Literacy Hour as children are encouraged to write descriptively, using a range of adjectives to describe the dishes.

Extension work on this theme could include the children producing adverts to go up in the local area advertising the café and its delicious menu. Children could also design recipes for some of the dishes they have designed.

Back to top

Lesson 2: ‘Herbivore Heaven’ – The place to eat!

Prior Knowledge / Work:

Introduce the children to the subject of quarrying by ascertaining what they already know about quarries. Use the ‘Virtual Quarry’ Tour so the children are aware of what a quarry looks like and what processes are involved in quarrying. Discuss what the children think happens when the quarrying has finished. Discuss with them how all quarries must be restored and what this might mean. Use the VQ to find out more about restoration and what new habitats can be developed. Are there any working or restored quarries near you?

Learning Objectives:

• To appreciate how the habitats in a working and restored quarry differ
• To appreciate how the habitat influences the animals that live there
• To understand that different organisms eat different foods
• To understand the terms; herbivore, carnivore, omnivore, consumer

Subject Links:

• Literacy – Developing a menu (descriptive / imaginative writing)
Creating an advert (persuasive / descriptive writing)
• ICT – Use ICT to design a menu card or an advert

Resources:

• Class access to ‘Virtual Quarry’
• Gravel path / grassy area or tank with stones, gravel and rocks and tank with soil, pebbles and a small dish of water
• Worksheet 1 – ‘Herbivore Heaven’ menu

Background Information:

The children are to imagine that they are the new herbivorous creature owners of ‘Herbivore Heaven’, a café that has been on the site of a working quarry for the last five years. (They can be the herbivorous animal of their choice!) The background to the café is that it has been owned by a snail family for the last five years, but the working quarry has not been an ideal place to have a café as the habitat has meant that only a few animals could live there. The quarry is now in the process of being restored and there are now improved habitats and animals are starting to return. ‘Herbivore Heaven’ now needs to be developed and new, exciting menus drawn up, as well as an advertising campaign to tell all the local animals about the service offered! In order for the children to do this, they need to find out some facts:

• What kind of habitat conditions might be expected in a working quarry?
• What plants and animals might we find in the working quarry?
• What kind of habitat conditions might be expected in a restored quarry?
• What plants and animals might we find in the restored quarry?
• Which herbivorous animals (or omnivorous) might want to visit ‘Herbivore Heaven’ café?
• What kind of plants could be found in the restored habitat? (that could feature on the menu)

Activity:

Discuss with the children what kind of habitat a working quarry would provide. Use images and pictures on the Virtual Quarry to help them. If possible, visit a local working quarry to look at the habitat and the plants and animals that might live there. Alternatively, look around the school’s locality to find habitats that might be similar. A gravel drive may offer a similar habitat. Such a habitat could be recreated in the classroom in a tray. Mix some gravel, pebbles, stones and rocks together and allow the children to look at this tray. If they were a seed falling onto this ‘habitat’, or a small creature looking for somewhere to live, how easy would it be to survive? Discuss with the children what problems they might encounter if they were a plant or small animal trying to live there:
- Can be very dry as water drains quickly away – not good for plants (pour water on to see what happens)
- Few nutrients to allow plants to grow healthily.
- Can be dangerous / difficult for small animals to live as the rocks move and slide, easily trapping them
- Not much food around for minibeasts, especially if they eat plants
- Not much water to drink for animals

Compare this to the kind of new habitat that a restored quarry might offer. This time, let the children look at a tray filled with earth, maybe with a container of water in it, representing a lake or pond in a restored quarry. Again, think about being a seed or a minibeast and what this habitat would provide:
- Water is absorbed by soil and soil becomes damp – a better environment for plant growth
- More nutrients in soil than on rocks, so a seed would grow into a healthier plant. Lots of different kinds of plants would be able to grow in soil
- Soil is easier to burrow into and hide and make homes for minibeasts
- With more plants growing, there would be more food / habitats for animals.

Discuss with the children what animals they might expect to be returning to the restored quarry.

Having established that a working quarry would have limited places for animals and plants to grow and a restored quarry would be a better habitat, return the children to the idea of the ‘Herbivore Heaven’ café soon to open in the restored quarry.

Talk to the children about what different animals eat. How would the diet of a caterpillar differ from that of a blackbird? Explain that some animals eat plants, some eat meat and others eat both. A plant eater is called a ‘herbivore’, a meat eater is called a ‘carnivore’ and an animal that eats both is an ‘omnivore’. Working in small groups, get the children to think of five animals that herbivores, five that are carnivores and two that are omnivores. They could use books to help them.

In groups, ask the children to list the animals that might visit ‘Herbivore Heaven’ and what they might like to eat. Provide them with books about British wildlife to help them. Their list might include:
- Snails (leaves)
- Slugs (leaves)
- Caterpillars (leaves)
- Wasps (sweet juices from berries)
- Bees (nectar)
- Ants (nectar, aphid ‘honeydew’)
- Grasshopper (grasses)
- Earwig (petals)
- Millipede ( soft / rotting vegetation)
- Worms ( rotting leaves)
- Mouse (leaves, berries, buds, nuts)
- Vole (leaves, berries, nuts)
- Squirrel (nuts, buds, seeds)

Create a class list of possible customers to the café and the foods that could be used to create a menu. These could include:

- Leaves: A variety of different leaves from plants that could be found in the restored quarry e.g. nettle, dock, clover, ivy, hogweed, buttercup, poppy, thistle
- Grasses
- Berries (blackberries, hawthorn , blackthorn, holly, wild strawberries )
- Nectar (from flowers such as buddleia, dandelions, clover, daisies, thistles)
- Petals (from common wild flowers such as poppy, buttercup, daisy, dandelion, thistle, buddleia)

Look at Worksheet 1 with the children. It shows the beginnings of a menu that is being created for ‘Herbivore Heaven’. The children must then complete this menu card by adding some ideas of their own. They should bear in mind that they are trying to attract as many different animals to the café as possible. They can think about starters, main meals, puddings and drinks! Once they have decided, a photocopy of this sheet can be used and the children can complete and decorate this menu card. Alternatively, children can create their own menu cards. This could be done using a word processing package on the computer. This activity links in well with the Literacy Hour as children are encouraged to write descriptively, using a range of adjectives to describe the dishes.

Extension work on this theme could include the children producing adverts to go up in the local area advertising the café and its delicious menu. Children could also design recipes for some of the dishes they have designed.

Back to top

Lesson 3: ‘So, who’s going to visit the café?’

Prior Knowledge / Work:

The children should have done some work researching a range of common animals and the food
that they eat. They should be familiar with the word ‘consumer’ and that the animals in a
particular habitat live there because the food that they eat is available.

Learning Objectives:

- To identify the structure of a food chain in a specific habitat
- To be able to create food chains using the arrow convention

Subject Links:

• Literacy – newspaper report

Resources:

Background Information:

The children should have completed lessons 1 and 2 and be familiar with the ‘Herbivore Heaven’ café theme. They are now going to look more closely at the animals that might visit the café. They are also going to consider other animals that may visit, not for the food served at the café, but to eat the clientele!

Activity:

The children will have already thought about some of the herbivore consumers that may live in a restored quarry and the food that they might eat in lesson 1. Make a list of these animals for the children to look at. Discuss what other animals might live in this habitat. What would these animals eat? Think about birds and mammals as well as insects. Encourage the children to work in groups to draw up a new list of ‘non-herbivores’ and what they might eat. They may need books to help them. Introduce words such as ‘predator’ and ‘prey’ .
This list could include:

- Hedgehog (snails, slugs, insects)
- Shrew (insects)
- Fox (small animals such as shrews, mice, worms, slugs, frogs)
- Frog (insects, slugs)
- Toad (insects, slugs)
- Badger (roots, seeds, berries, slugs, snails, earthworms, beetles)
- Weasel ( small mammals)
- Grass snake (frogs, small mammals)
- Blue tit (caterpillars)
- Mole (earthworms)
- Blackbird (slugs, earthworms)
- Thrush (snails)

Explain that the cafe had been open for a week and was doing well. Then, unfortunately, there
was a disastrous day last week, when five customers were eaten!! A hedgehog came to the
café and ate three slug visitors and a blue tit flew down and gulped down two caterpillar
friends who were sharing a mixed leaf salad!! What is to be done??

Using the list of possible herbivore visitors and the list of other animals, get the children to
make lists of who might eat who. Once they have a few examples, explain the food chain
arrows and how they are used to show who has ‘eaten’ who, or who ‘gives food to’ who. Explain
that most food chains start with a green plant as plants make their own food in their leaves.
Get the children to start drawing food chains, starting with a plant on the menu at the cafe,
followed by a customer eating at the café and ending up with an animal who may eat that
customer! Discuss the different food chains possible. Introduce terms such as predator,
prey, consumer and producer. You can also talk about carnivores and omnivores.

To extend this further, children could write newspaper reports about the events at the café
and think about what they, as café owners, can do to protect their customers from predators.

Back to top

Unit: Herbivore Heaven

Website Links:

• www.bbc.co.uk/nature/wildfacts
Search this website for information on British wildlife
• www.wildlife.co.uk
This website has lots of links to sites all about British wildlife
• www.arkive.org
Fantastic website for images and information about worldwide wildlife, including images of British species

Back to top

Quarry Science Unit 5B - Life Cycles

Peregrine Paradise and Dandelion Delight

For some general background about these units and how to use them, please read our teachers’ briefing.

Undertaking this unit, the children look at the life cycles of a plant and a bird that are both found in a working quarry. They investigate how plants manage to grow in working quarries and create a first-person diary account, imagining they are a dandelion! They also look at the increasing incidences of peregrine falcons nesting in working quarries and find out about these exciting birds and their life cycles.

Back to top

Unit 5B – Life Cycles
Science Year 5
Dandelion Delight and Peregrine Paradise Quarry

Overview Teacher Introduction:

The themes explored in ‘Peregrine Paradise’ are designed to be used in conjunction with the teaching of Unit 5B ‘Life Cycles’. Through the use of the ‘Virtual Quarry’ resource, children will learn about what a quarry is and how these can offer excellent opportunities for wildlife. The themes suggested can easily be incorporated into existing teaching to provide a fun and new approach to learning about animal and plant life cycles.

The three lessons provided are designed to be slotted into the existing teaching within this unit. You may find that they can replace some of the lessons that you currently teach. These three lessons are not designed to teach all the objectives within this unit, only the sections highlighted in the QCA Unit document. They are designed to enhance and develop existing teaching.

Back to top

‘Dandelion Delight & Peregrine Paradise’
Unit 5B – Life cycles Science Year 5
ABOUT THE UNIT
Through this unit children learn that plants and animals reproduce as part of their life cycle and that in every life cycle there are distinct processes and stages. They should begin to understand how reproduction is important to the survival of the species.
Experimental and investigative work focuses on:
• making observations and comparisons
• drawing conclusions.
Work in this unit also offers children opportunities to relate their knowledge and understanding of science to their personal health and to consider ways in which living things need protection.
Some of the work in this unit is likely to be undertaken in relation to the school’s programme for personal, social and health education and must be consistent with the school’s sex education policy.
This unit takes approximately 12 hours.

WHERE THE UNIT FITS IN VOCABULARY RESOURCES
Builds on Units 2A ‘Health and growth’ and Unit 3B ‘Helping plants grow well’
Children need:
• to understand the role of light and water in plant growth
• to be familiar with the structure of plants (excluding flower parts)
• to be able to use standard measurements of volume and length.
Links with Units 4A, 5B and personal, social and health education. In this unit children will have opportunities to use:
• words and phrases associated with life processes eg reproduction, life cycle,
• names for parts of a flower eg stamen, style, stigma, sepal, petal, ovary, pollen
• names for processes related to life cycles and associated verbs eg reproduction/reproduce, germination/germinate, pollination/pollinate, fertilisation/fertilise, dispersal/disperse
fledgling, fledge, incubate
• descriptions and explanations using a sequence of ideas. • collection of pictures of plants with fruit eg apple trees, vines, dandelions, beans, horse chestnut
• hand lenses/microscopes
• examples of flowers eg mallow, buttercup and pictures of flowers
• collection of fruits and seeds including those dispersed by different mechanisms
• pictures illustrating the plants from which seeds come
• rapidly germinating seeds eg radish, spring onion
• thermometers
• containers in which to germinate seeds and selection of gravels / rocks
• Information about dandelions and peregrines
• secondary sources eg video, CD ROM, reference books showing newly born animals and giving information about gestation periods

EXPECTATIONS
at the end of this unit
most children will: name and explain the functions of some parts of a flower; describe the processes of pollination, fertilisation, seed dispersal and germination; explain how to carry out a fair test to find the conditions necessary for germination; explain that living things need to reproduce if the species is to survive and recognise stages in the growth and development of humans as well as other animals
some children will not have
made so much progress and will: name the parts of a flower and explain how pollen and seeds are dispersed; describe some of the conditions tested in investigating germination and recognise some stages in the development of humans and other animals
some children will have
progressed further and will also: explain why it is important to use a number of seeds or plants in an investigation into growth or germination


LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

• that flowering plants reproduce • Remind children of earlier work on seeds and plant growth and show them a series of pictures of flowering plants (or plants if these are available) with ripe fruits and ask children a series of questions to elicit their ideas about fruits eg
? Where did the fruits grow from?
? What will happen to the fruits?
? Why are they important to the plant?
Remind children that flowering plants produce fruits and seeds from their flowers and that these grow into new plants and ask them to draw a simple sequence of pictures to illustrate this. • recognise that flowering plants produce seeds from their flowers which grow into new plants This unit is best carried out at a time of year when there are plants in flower or in the autumn when plants can be seen bearing fruit.


• that seeds can be dispersed in a variety of ways
• to make careful observations of fruits and seeds, to compare them and use results to draw conclusions
• that many fruits and seeds provide food for animals including humans • Help children to make a collection of fruits with seeds eg apple, tomato, cherry, strawberry, avocado, mango and some seed cases and seeds which are not fleshy fruits eg wheat, maize (sweet corn), dandelion, poppy, winged seed cases (ash and sycamore) together with pictures of the parent plant. Talk with the children about seed dispersal and use observation and secondary sources to find out and record how the seeds are dispersed including the role of humans and other animals in the process. Using examples or pictures ask children to suggest how an unfamiliar seed is dispersed. Ask children to suggest why plants produce so many seeds. Talk with them about reasons why seeds may not grow into new plants eg including humans growing some plants to provide food. • explain why seeds need to be dispersed eg to have the best chance of growing into a new plant
• explain that seeds are dispersed by water, wind, explosion and animals eg coconuts are dispersed by seawater and dandelions have parachutes and are dispersed by wind
• identify by observation how an unfamiliar seed might be dispersed
• suggest reasons why some seeds may not grow into plants SAFETY – Children should not taste any of the seeds and fruits provided. Avoid using nuts, especially peanuts, as some children are allergic to these.

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

• that plants reproduce
• to consider conditions that might affect germination and plan how to test them
• how to alter one factor at a time in order to carry out a fair test
• that several seeds should be used in each set of conditions in order to get reliable evidence
• to make careful observations and comparisons and use these to draw conclusions
• that seeds need water and warmth (but not light) for germination
• See Quarry Unit Lesson 1 ‘Will it grow here?’ • Remind children that once seeds have been dispersed they need to germinate. If it is spring, look for new plants and ask children to describe where they grow. Ask children to suggest what seeds need in order to germinate and how they could investigate this. Remind children of the need for a fair test and ask them how many seeds they should use in order to get reliable evidence. Help children to set up their investigation and ask them to write an account of how they set up the work. Discuss children’s results with them and relate their findings to seeds germinating in the spring after the cold winter. If possible use secondary sources to show the germination and flowering of plants in a desert after rain.

• Investigate germination rates of seeds on a variety of substrates that mimic working quarry conditions. • suggest suitable factors eg light, warmth, water, soil to investigate and how they will carry out a fair test of these
• use several seeds in each set of conditions in order to get reliable results
• state that the seeds in the dark germinated as well as those in the light
• state that water and warmth are also needed for germination

• that seeds are able to germinate on quarry / stone / rock faces where there is little soil Some seeds take a long time to germinate. Radish, lettuce and spring onion seeds which germinate in 7 – 14 days can be obtained. Cress and broad beans can also be used. As the germinated seeds do not need to grow into adult plants this investigation can be carried out over a relatively short period.
This work focuses on germination not on growth. Many children think that because light is needed for growth it is also needed for germination.
This activity offers children the opportunity of carrying out a whole investigation. It may be helpful to focus on the aspects of investigation highlighted in the learning objectives.
SAFETY – Seeds from garden centres are usually treated with pesticides but those from health food shops should be safe to handle. Avoid red kidney beans.


• that insects pollinate some flowers • Talk with children about what happens to seeds once they have germinated and refer back to what they know about the conditions needed for healthy growth. Visit park or school grounds to look at flowers and insect pollination. Talk to children about the role of the insects and ask them to think about how pollination takes place early in the year when there are few insects about. Relate to hay fever and pollen count. • explain that pollen has to be transferred from one flower to another during pollination eg by insects, wind SAFETY – All off-site visits must be carried out in accordance with LEA/school guidelines.



LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

• that plants produce flowers which have male and female organs, seeds are formed when pollen from the male organ fertilises the ovum (female) • Using examples and drawings of flowers help children to observe flower structure and to learn the names and function of parts. Using pictures and other secondary sources, explain to children the processes of pollination and fertilisation and the distinction between them. Using a hand lens or microscope or using secondary sources, observe stamen with pollen and pollen grains from a number of different sources. Challenge children to speculate how the differences might be useful. • name the parts of the flower eg stamen, stigma, style, petal, sepal and explain the function of each
• explain that seeds are formed after pollination when pollen fertilises the ovum
• state that pollen can be transferred by different means eg by wind, by insects
• identify differences between pollen grains and suggest a reason for differences eg pollen from one flower can’t pollinate flowers of other types of plant, pollen from some flowers needs to stick to insects’ bodies Simple flowers eg buttercup and mallow are suitable. It is essential to avoid composite plants eg daisy, and those with coloured sepals eg tulip because at this stage, they are confusing.
SAFETY – Some children may be allergic to pollen (hay fever).


• about the life cycle of flowering plants including pollination, fertilisation, seed production, seed dispersal and germination
• See Quarry Lesson 2 ‘Dandelion Diary’
• about the life cycle of a dandelion including pollination, fertilisation, seed production, seed dispersal and germination • Review with children their knowledge of flower structure, pollen dispersal, pollination, fertilisation, and seed development and dispersal. Ask children to choose a familiar plant and introduce the term ‘life cycle’, create a display sheet to illustrate the complete life cycle of the plant. With the children compare the life cycles of different plants pointing out similarities eg in the processes and differences eg in the types of fruit or the mechanism for seed dispersal.
• Children will research the lifecycle of the Dandelion for a diary. • distinguish between pollen dispersal and seed dispersal and the mechanisms for these
• order correctly the steps in the life cycle of a plant

• To write a diary as if they are a dandelion

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

• that adults have young and that these grow into adults which in turn produce young
• that human young are dependent on adults for a relatively long period

• See Quarry Lesson 3
Peregrine Paradise’ – The book!
• That peregrine falcons have young and these grow into adults which in turn produce young
• That peregrine young chicks are dependent on the adults until they can hunt for themselves
• Talk with children about the growth and development of humans and discuss different stages eg babyhood, childhood, adolescence, adulthood. Ask children to devise a time line to demonstrate stages in the growth and development of humans and talk with them about the relative lengths of each stage. Use secondary sources to compare lengths of stages eg gestation period for different animals and to illustrate the differences between newly born animals of different species in terms of dependence on their parents, ask children about the implications of these differences

• Children will produce a book for a younger child about the life cycle of a quarry peregrine. • recognise stages in the growth and development of humans
• describe differences in capabilities of newly born humans and other animals eg in movement, feeding
• recognise differences in the length of time humans and other animals are dependent upon parents

This section of work is likely to be undertaken in relation to the school’s programme for personal, social and health education and must be consistent with the school’s sex education policy.


• that if living things did not reproduce they would eventually die out • Review work on life cycles of plants and animals asking children why it is important for both plants and animals to reproduce. Discuss some examples of animals eg panda, tiger, cheetah that are facing extinction and how conservationists attempt to deal with the issue. • identify one or two species facing extinction and describe a programme eg breeding in captivity which tries to overcome the problem

Back to top

Quarry Science Unit 5B - Life Cycles

Science Unit 5B - Life Cycles

Peregrine Paradise and Dandelion Delight

For some general background about these units and how to use them, please read our teachers’ briefing.

Undertaking this unit, the children look at the life cycles of a plant and a bird that are both found in a working quarry. They investigate how plants manage to grow in working quarries and create a first-person diary account, imagining they are a dandelion! They also look at the increasing incidences of peregrine falcons nesting in working quarries and find out about these exciting birds and their life cycles.

Back to top

Unit 5B – Life Cycles
Science Year 5
Dandelion Delight and Peregrine Paradise Quarry

Back to top

Overview Teacher Introduction:

The themes explored in ‘Peregrine Paradise’ are designed to be used in conjunction with the teaching of Unit 5B ‘Life Cycles’. Through the use of the ‘Virtual Quarry’ resource, children will learn about what a quarry is and how these can offer excellent opportunities for wildlife. The themes suggested can easily be incorporated into existing teaching to provide a fun and new approach to learning about animal and plant life cycles.

The three lessons provided are designed to be slotted into the existing teaching within this unit. You may find that they can replace some of the lessons that you currently teach. These three lessons are not designed to teach all the objectives within this unit, only the sections highlighted in the QCA Unit document. They are designed to enhance and develop existing teaching.

Back to top

‘Dandelion Delight & Peregrine Paradise’
Unit 5B – Life cycles Science Year 5
ABOUT THE UNIT
Through this unit children learn that plants and animals reproduce as part of their life cycle and that in every life cycle there are distinct processes and stages. They should begin to understand how reproduction is important to the survival of the species.
Experimental and investigative work focuses on:
• making observations and comparisons
• drawing conclusions.
Work in this unit also offers children opportunities to relate their knowledge and understanding of science to their personal health and to consider ways in which living things need protection.
Some of the work in this unit is likely to be undertaken in relation to the school’s programme for personal, social and health education and must be consistent with the school’s sex education policy.
This unit takes approximately 12 hours.

WHERE THE UNIT FITS IN VOCABULARY RESOURCES
Builds on Units 2A ‘Health and growth’ and Unit 3B ‘Helping plants grow well’
Children need:
• to understand the role of light and water in plant growth
• to be familiar with the structure of plants (excluding flower parts)
• to be able to use standard measurements of volume and length.
Links with Units 4A, 5B and personal, social and health education. In this unit children will have opportunities to use:
• words and phrases associated with life processes eg reproduction, life cycle,
• names for parts of a flower eg stamen, style, stigma, sepal, petal, ovary, pollen
• names for processes related to life cycles and associated verbs eg reproduction/reproduce, germination/germinate, pollination/pollinate, fertilisation/fertilise, dispersal/disperse
fledgling, fledge, incubate
• descriptions and explanations using a sequence of ideas. • collection of pictures of plants with fruit eg apple trees, vines, dandelions, beans, horse chestnut
• hand lenses/microscopes
• examples of flowers eg mallow, buttercup and pictures of flowers
• collection of fruits and seeds including those dispersed by different mechanisms
• pictures illustrating the plants from which seeds come
• rapidly germinating seeds eg radish, spring onion
• thermometers
• containers in which to germinate seeds and selection of gravels / rocks
• Information about dandelions and peregrines
• secondary sources eg video, CD ROM, reference books showing newly born animals and giving information about gestation periods

EXPECTATIONS
at the end of this unit
most children will: name and explain the functions of some parts of a flower; describe the processes of pollination, fertilisation, seed dispersal and germination; explain how to carry out a fair test to find the conditions necessary for germination; explain that living things need to reproduce if the species is to survive and recognise stages in the growth and development of humans as well as other animals
some children will not have
made so much progress and will: name the parts of a flower and explain how pollen and seeds are dispersed; describe some of the conditions tested in investigating germination and recognise some stages in the development of humans and other animals
some children will have
progressed further and will also: explain why it is important to use a number of seeds or plants in an investigation into growth or germination


LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

• that flowering plants reproduce • Remind children of earlier work on seeds and plant growth and show them a series of pictures of flowering plants (or plants if these are available) with ripe fruits and ask children a series of questions to elicit their ideas about fruits eg
? Where did the fruits grow from?
? What will happen to the fruits?
? Why are they important to the plant?
Remind children that flowering plants produce fruits and seeds from their flowers and that these grow into new plants and ask them to draw a simple sequence of pictures to illustrate this. • recognise that flowering plants produce seeds from their flowers which grow into new plants This unit is best carried out at a time of year when there are plants in flower or in the autumn when plants can be seen bearing fruit.


• that seeds can be dispersed in a variety of ways
• to make careful observations of fruits and seeds, to compare them and use results to draw conclusions
• that many fruits and seeds provide food for animals including humans • Help children to make a collection of fruits with seeds eg apple, tomato, cherry, strawberry, avocado, mango and some seed cases and seeds which are not fleshy fruits eg wheat, maize (sweet corn), dandelion, poppy, winged seed cases (ash and sycamore) together with pictures of the parent plant. Talk with the children about seed dispersal and use observation and secondary sources to find out and record how the seeds are dispersed including the role of humans and other animals in the process. Using examples or pictures ask children to suggest how an unfamiliar seed is dispersed. Ask children to suggest why plants produce so many seeds. Talk with them about reasons why seeds may not grow into new plants eg including humans growing some plants to provide food. • explain why seeds need to be dispersed eg to have the best chance of growing into a new plant
• explain that seeds are dispersed by water, wind, explosion and animals eg coconuts are dispersed by seawater and dandelions have parachutes and are dispersed by wind
• identify by observation how an unfamiliar seed might be dispersed
• suggest reasons why some seeds may not grow into plants SAFETY – Children should not taste any of the seeds and fruits provided. Avoid using nuts, especially peanuts, as some children are allergic to these.

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

• that plants reproduce
• to consider conditions that might affect germination and plan how to test them
• how to alter one factor at a time in order to carry out a fair test
• that several seeds should be used in each set of conditions in order to get reliable evidence
• to make careful observations and comparisons and use these to draw conclusions
• that seeds need water and warmth (but not light) for germination
• See Quarry Unit Lesson 1 ‘Will it grow here?’ • Remind children that once seeds have been dispersed they need to germinate. If it is spring, look for new plants and ask children to describe where they grow. Ask children to suggest what seeds need in order to germinate and how they could investigate this. Remind children of the need for a fair test and ask them how many seeds they should use in order to get reliable evidence. Help children to set up their investigation and ask them to write an account of how they set up the work. Discuss children’s results with them and relate their findings to seeds germinating in the spring after the cold winter. If possible use secondary sources to show the germination and flowering of plants in a desert after rain.

• Investigate germination rates of seeds on a variety of substrates that mimic working quarry conditions. • suggest suitable factors eg light, warmth, water, soil to investigate and how they will carry out a fair test of these
• use several seeds in each set of conditions in order to get reliable results
• state that the seeds in the dark germinated as well as those in the light
• state that water and warmth are also needed for germination

• that seeds are able to germinate on quarry / stone / rock faces where there is little soil Some seeds take a long time to germinate. Radish, lettuce and spring onion seeds which germinate in 7 – 14 days can be obtained. Cress and broad beans can also be used. As the germinated seeds do not need to grow into adult plants this investigation can be carried out over a relatively short period.
This work focuses on germination not on growth. Many children think that because light is needed for growth it is also needed for germination.
This activity offers children the opportunity of carrying out a whole investigation. It may be helpful to focus on the aspects of investigation highlighted in the learning objectives.
SAFETY – Seeds from garden centres are usually treated with pesticides but those from health food shops should be safe to handle. Avoid red kidney beans.


• that insects pollinate some flowers • Talk with children about what happens to seeds once they have germinated and refer back to what they know about the conditions needed for healthy growth. Visit park or school grounds to look at flowers and insect pollination. Talk to children about the role of the insects and ask them to think about how pollination takes place early in the year when there are few insects about. Relate to hay fever and pollen count. • explain that pollen has to be transferred from one flower to another during pollination eg by insects, wind SAFETY – All off-site visits must be carried out in accordance with LEA/school guidelines.



LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

• that plants produce flowers which have male and female organs, seeds are formed when pollen from the male organ fertilises the ovum (female) • Using examples and drawings of flowers help children to observe flower structure and to learn the names and function of parts. Using pictures and other secondary sources, explain to children the processes of pollination and fertilisation and the distinction between them. Using a hand lens or microscope or using secondary sources, observe stamen with pollen and pollen grains from a number of different sources. Challenge children to speculate how the differences might be useful. • name the parts of the flower eg stamen, stigma, style, petal, sepal and explain the function of each
• explain that seeds are formed after pollination when pollen fertilises the ovum
• state that pollen can be transferred by different means eg by wind, by insects
• identify differences between pollen grains and suggest a reason for differences eg pollen from one flower can’t pollinate flowers of other types of plant, pollen from some flowers needs to stick to insects’ bodies Simple flowers eg buttercup and mallow are suitable. It is essential to avoid composite plants eg daisy, and those with coloured sepals eg tulip because at this stage, they are confusing.
SAFETY – Some children may be allergic to pollen (hay fever).


• about the life cycle of flowering plants including pollination, fertilisation, seed production, seed dispersal and germination
• See Quarry Lesson 2 ‘Dandelion Diary’
• about the life cycle of a dandelion including pollination, fertilisation, seed production, seed dispersal and germination • Review with children their knowledge of flower structure, pollen dispersal, pollination, fertilisation, and seed development and dispersal. Ask children to choose a familiar plant and introduce the term ‘life cycle’, create a display sheet to illustrate the complete life cycle of the plant. With the children compare the life cycles of different plants pointing out similarities eg in the processes and differences eg in the types of fruit or the mechanism for seed dispersal.
• Children will research the lifecycle of the Dandelion for a diary. • distinguish between pollen dispersal and seed dispersal and the mechanisms for these
• order correctly the steps in the life cycle of a plant

• To write a diary as if they are a dandelion

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN

• that adults have young and that these grow into adults which in turn produce young
• that human young are dependent on adults for a relatively long period

• See Quarry Lesson 3
Peregrine Paradise’ – The book!
• That peregrine falcons have young and these grow into adults which in turn produce young
• That peregrine young chicks are dependent on the adults until they can hunt for themselves
• Talk with children about the growth and development of humans and discuss different stages eg babyhood, childhood, adolescence, adulthood. Ask children to devise a time line to demonstrate stages in the growth and development of humans and talk with them about the relative lengths of each stage. Use secondary sources to compare lengths of stages eg gestation period for different animals and to illustrate the differences between newly born animals of different species in terms of dependence on their parents, ask children about the implications of these differences

• Children will produce a book for a younger child about the life cycle of a quarry peregrine. • recognise stages in the growth and development of humans
• describe differences in capabilities of newly born humans and other animals eg in movement, feeding
• recognise differences in the length of time humans and other animals are dependent upon parents

This section of work is likely to be undertaken in relation to the school’s programme for personal, social and health education and must be consistent with the school’s sex education policy.


• that if living things did not reproduce they would eventually die out • Review work on life cycles of plants and animals asking children why it is important for both plants and animals to reproduce. Discuss some examples of animals eg panda, tiger, cheetah that are facing extinction and how conservationists attempt to deal with the issue. • identify one or two species facing extinction and describe a programme eg breeding in captivity which tries to overcome the problem

Back to top

Lesson 2: ‘Dandelion Diary’

Prior knowledge / work:

The children will be aware that a variety of plants are able to germinate and grow in the conditions provided by working quarries. Some species, such as dandelions can grow very well in what appear to be quite inhospitable conditions! The children are going to write a diary as if they are a dandelion growing in a quarry. They are going to write weekly entries that start when they are a seed that is blown onto a ledge in a working quarry. They will end when they produce their own seeds that are carried on the wind to a new spot in the quarry, ready to grow. Children will have already learnt about plant life cycles and the processes involved in making seeds and how these can be dispersed.

Learning Objectives:

• To understand the different stages in a dandelion’s life cycle
• To appreciate the working quarry as a suitable habitat for wildlife
• To apply this knowledge in a creative way to produce a ‘Dandelion diary’.
• To be able to correctly sequence the life cycle of a dandelion plant.

Subject Links:

• Literacy – Writing in the style of a diary

Resources:

• Examples of dandelions at different stages in their life cycle
• Books / images of dandelions
• Worksheet 2 – Diary template

Background Information:

Dandelions are one plant that most children are familiar with and many will have blown the seeds from a dandelion clock. They will also grow just about anywhere, so this makes them an ideal plant for children to study first-hand.

Activity:

The children will need to research the life cycle stages of a dandelion. Most will be familiar with this plant and its different stages can usually be found in the summer term on the school field, verge of local green space. If possible, use real examples to illustrate the life cycle, rather than Internet or book images, although these will be useful.

Explain to the children that they are going to imagine what diary entries a dandelion living in a working quarry might make. Their diary is going to have 6 entries, one at the end of each week of the dandelion’s life cycle. (This is an approximation of the timescales, as they can vary greatly depending on the conditions experienced.)

Once the children are familiar with the different stages, then they can begin to think about how they might split the diary entries onto 6 weeks, i.e:

By the end of week 1 – Seed on quarry ledge and germinated and begun to grow
By the end of week 2 – Leaves beginning to grow, getting taller and stronger
By the end of week 3 – Begins to grow flower bud
By the end of week 4 – Flower opens, is pollinated by bees
By the end of week 5 – Flower dies, starts to produce seed head
By the end of week 6 - Seed head is produced, gust of wind sends seeds off into quarry

The children need to think about what else the dandelion might notice from its ledge! It could comment on the blasting and the removal of the quarried materials by the lorries. It may notice other plants and animals around the quarry. Encourage the children to be as creative as possible and to use the Virtual Quarry to help them.

A diary template is provided in Worksheet 2, if required.

Back to top

Lesson 3: ‘Peregrine Paradise’

Prior knowledge / work:

The children will now be aware that quarries are not barren places, but can provide habitats for plants and animals, even if they are working quarries. Show the class a copy of the fictitious newspaper report about peregrines (Worksheet 3). This article is based on numerous real articles about peregrines nesting in quarries. One report suggested that nearly 25% of Europe’s peregrines were breeding in quarries!

Discuss the article with the children. Find pictures of peregrines either in books or on the Internet, so the children can see what they look like. Images can be seen on the BBC website at www.bbc.co.uk/nature/wildfacts and search for ‘peregrine falcon’.

Also discuss with the children the problems that peregrines face from humans. Their eggs are still sought after by collectors and many of the nesting sites now have webcams or wardens protecting them. Peregrines also suffered greatly from the use of DDT in the 70’s. This chemical worked its way through the food chain and ended up affecting top predators, such as Peregrines, by making their egg shells very thin so they broke when the female started to incubate them. Many quarries that have nesting peregrines take their ‘responsibility’ to them and other wildlife very seriously.

Learning Objectives:

• To appreciate that quarries offer excellent nesting sites for peregrines
• To appreciate that peregrine falcons breed by laying eggs and these hatch into young that will grow up to have young of their own.
• To understand that peregrine chicks are dependant on their parents whilst in the nest and for up to 2 months afterwards.
• To apply knowledge and translate this into a story format
• To be able to correctly sequence the life cycle of a peregrine falcon

Subject Links:

• Literacy – Writing an informative story book for a younger child.

Resources:

• As much information as possible about peregrines
• Worksheet 3 – Newspaper report about quarry peregrines
• Story book template

Background Information:

Peregrines are falcons which are found throughout Europe and whose numbers have steadily been increasing in Britain. They have long, broad, pointed wings and a relatively short tail. They are blue-grey above, with a blackish top of the head and an obvious black ‘moustache’ that contrasts with a white face. Their breasts are finely spotted.

The peregrine is the fastest moving bird in the world reaching speeds of up to 350 kph (217 mph) when stooping after prey. To enable it to breathe at this speed, it has special baffles on its nostrils which control breathing. The high speed stoop means that whilst hunting by this method the peregrine must catch its prey on the wing to avoid injuring itself on impact.

Peregrines are territorial, with each nesting territory containing one or more sites for an eyrie. Territories can vary in size, depending on how much food is available in the area Suitable nesting sites restrict the distribution of peregrines. The nest is built on a cliff-ledge, quarry or other inaccessible undisturbed location, including old nests of other species such as ravens. Buildings and other constructions are being used more and there are increasing records of peregrines nesting on hospital / office type buildings. The nest itself is only a slight scrape in earth or old nest debris on the nest ledge and no material is brought to the nest. A scrape is formed by the female using her chest and legs.
The 3-4 buff or cream eggs, heavily marked with red-brown, are laid in late March to early April at 2-3 day intervals. The male and female incubate the eggs. They start incubating when the last or penultimate egg has been laid and it takes 29-32 days for the eggs to hatch. The chicks hatch over a period of a couple of days. Most of the feeding of small young is carried out by the female, while the male hunts to supply the food. After the first couple of weeks, the female will share the hunting. The young will fledge at 35-42 days, and will be independent after a further two or more months. One brood is raised each year

Activity:

Discuss what the children think the life cycle of a peregrine would be. Most should know that all birds lay eggs, so the life cycles would start with the eggs being laid in late March. After about a month, they would hatch. By searching on the Internet and using books, encourage the children to find images of the different stages, so they are clear in their mind what happens.

The adults then hunt to catch food to bring back to the nest. Whilst the young are still small, the female will tear off little bits of meat to feed to them. Discuss how long the peregrine chicks stay the nest (just over a month) and compare this to what humans are like when they are a month old. Ask the children what they think happens then. Will they just leave the nest? - The peregrine chicks will be ready to fly, but not ready to hunt for themselves yet. The parents will continue to help them feed for the next two or three months until they are able to hunt for themselves.

Ask the children how old the peregrine chicks are when they are able to look after themselves (about 4 months old). What can a human baby do at four months old?

The peregrine chicks will then being a life of their own and when they are fully grown and mature, they will find a mate and have young of their own, completing the life cycle.

Explain to the children that they are going to write a story book for a younger child, telling the story of two peregrines who are nesting at a quarry. They must show the life cycle of the peregrines in their book, starting with the egg hatching, through chicks, to fledglings, to them leaving the nest, growing up, finding their own mate and making their own nest and with the book ending with one of these new adults laying their egg.

As it is a book for younger children, it is advised that it is only short. The peregrine story splits quite easily into eight sections:

1. Egg is laid on quarry cliff
2. Peregrines incubate eggs, taking it in turns to go off and hunt in and around the quarry
3. Eggs hatch and parents begin to feed chicks
4. Chicks grow fast and have soon grown their feathers and are ready to leave the nest (fledge)
5. Parents help to feed them as they learn to hunt on their own
6. After a few months, they go off to find their own territories
7. A few years later they find mates and a new quarry to nest in
8. Female makes a scrape on the quarry ledge and lays her eggs

Encourage the children to come up with these eight pages themselves. They will then need to decide on a picture and a simple text to go with each picture that explains the life cycle. A storybook template is provided if required. The pages can be photocopied back-to-back and then folded to create an A5 booklet.

Once completed, these can be shared with children in Key Stage 1.

Back to top

Toothpaste Technology:

Website Links:

• www.colgate.com
Excellent site, full of information on oral health. Has kids page and resources for teachers
• www.kingfisher.com
Site by company who make ‘natural’ toothpaste. Interesting facts and information.

Back to top

Toothpaste Technology

Science Unit 5/6H- Enquiry in environmental and technological contexts

For some general background about these units and how to use them, please read our teachers’ briefing.

Undertaking this unit of work, learn about the many objects and items in our everyday lives that come from quarried products. Since toothpaste contains quarried limestone, this forms the basis of this unit. Children experiment in making their own toothpaste, investigate commercially produced toothpastes and then devise an investigation to test their own toothpaste against the common shop-bought brands. Combined with this unit are strong literacy links, as children create instructional texts and adverts to promote their new brand of toothpaste

Back to top

Unit 5 / 6 H – Enquiry in Environmental and Technological Contexts
Science Year 5 / 6
Toothpaste Technology

Overview Teacher Introduction:

The themes explored in ‘Toothpaste Technology’ are designed to be used in conjunction with the teaching of Unit 5/ 6H Enquiry in Environmental and Technological Contexts’.
Since toothpastes are one of the many everyday products that use quarried materials, this unit aims to make children aware of the vast amounts of quarried materials we use in our lives that we are not aware of. It also provides children with an investigation that is a little different and has a real-life context.

The three lessons provided are designed to be slotted into the existing teaching within this unit. You may find that they can replace some of the lessons that you currently teach. These three lessons are not designed to teach all the objectives within this unit, only the sections highlighted in the QCA Unit document. They are designed to enhance and develop existing teaching.

Back to top

Toothpaste Technology!
Unit 5/6H - Enquiry in environmental and technological contexts Science
Years 5/6
ABOUT THE UNIT
This unit is designed to extend children’s investigative work. It focuses on finding the answer to:
• an environmental question
• a technological question.
Both investigations require children to:
• plan a suitable approach
• collect and record evidence in an appropriate manner
• explain their results using scientific knowledge and understanding
• evaluate the evidence collected and consider its limitations.
The unit could be taught at appropriate points during years 5 and 6 or as a whole at the end of year 6 to revisit or extend some types of enquiry that may not have been fully covered by children. It is not intended to replace work on scientific enquiry in other units.
This unit takes approximately 7 hours.

WHERE THE UNIT FITS IN VOCABULARY RESOURCES
The environmental investigation relates to Unit 6A ‘Interdependence and adaptation’, and the technological investigation to Unit 6G ‘Changing circuits’. Work requiring similar approaches is found in:
• Unit 3A ‘Teeth and eating’ – do all toothpastes have the same cleaning power?
• Unit 3F ‘Light and shadows’ – how does a shadow vary during the day?
• Unit 4A ‘Moving and growing’ – relationship of arm length to age
• Unit 4B ‘Habitats’ – conditions preferred by small invertebrates
• Unit 4D ‘Solids, liquids and how they can be separated’ – how to separate a mixture
• Unit 4F ‘Circuits and conductors’ –varying circuit components. In this unit, children will have opportunities to use:
• words and phrases that describe and explain a sequence of ideas eg if it had…, it might…
• words and phrases that link cause and effect eg so, because, since
• analogies eg use a sponge like a filling in a sandwich, use a sponge like a polo mint
• words and phrases that qualify responses eg if it had…, it might… • ICT data-handling package
• apparatus for measuring length of dandelion leaves
• wires, buzzers, lamps for circuit construction
• aluminium foil
• sponge, carpet or other soft insulating materials
• a range of toothpastes including homemade
• Toothbrushes

EXPECTATIONS
at the end of this unit
most children will: make a suggestion of how to investigate a question and plan what to do; make a series of observations or measurements appropriate to the task and record these appropriately; interpret their data and relate this to scientific knowledge and understanding, using scientific language; suggest how what they did could have been improved

some children will not have
made so much progress and will: put forward ideas about what needs to be done to answer a question and, with help, plan what to do; make relevant observations and measurements and record these appropriately; suggest explanations for their observations and communicate these using scientific language

some children will have
progressed further and will also: plan what to do and how to use available resources effectively; suggest limitations of the data collected or the product made and how these could be reduced


LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN
CARRYING OUT A SURVEY TO FIND OUT HOW DANDELIONS GROWING IN TWO LOCATIONS DIFFER

• to ask scientific questions
• to plan how to answer questions
• to decide what kind of evidence to collect • Ask children to consider each part of the dandelion in turn – leaves, stem, flower – and suggest how it might be different in long grass and short grass. Ask them to turn their suggestions into a question that could be investigated and to work in groups to plan how to investigate their ideas, helping them to decide what size sample to use.

• Ask the children to consider the cleaning power of toothpaste. Ask them which different toothpastes they can think of and get them to turn this into a question that can be investigated. They will work in groups to plan their investigation, thinking about how they are going to investigate their ideas. • suggest ideas for investigation eg the leaves in the long grass may be higher off the ground at the tip, the leaves in the long grass might be longer, the dandelions in the long grass might have thinner stems, there may be larger flowers in the short grass
• plan a suitable method for collecting evidence.

• Suggest ideas, ie. Expensive toothpaste is better at cleaning the teeth, Different flavours affect cleaning power, toothpastes with added bicarbonate of soda are better at cleaning the teeth.

This investigation could be included as part of Unit 6A ‘Interdependence and adaptation’. Other plants eg buttercups could be used instead of dandelions.
Other environmental questions could be investigated in a similar manner eg:
? Do you find more small insects on the top or the underside of leaves?
? Is there any difference in the length and width of leaves on the top, middle and bottom of a shrub?
? Will we find different kinds of animals if we take a sample of water from the top, middle and bottom of our school pond?
? If we make small patches of bare earth in different locations eg under a tree, near a wall, will there be a difference in the type of plants which first grow there?
SAFETY – All off-site visits must be carried out in accordance with LEA/school guidelines.
Children may need to be reminded about treating the plants with care.
It may be helpful to discuss beforehand how data is to be recorded.


• to collect and record data appropriately
• to identify and describe patterns in data
• to look critically at data collected • Ask children to collect data and make other observations where appropriate eg noting difference in leaf colour and effectiveness of toothpaste cleaning and to record information appropriately eg in tables, on bar charts. Ask children to identify and describe patterns in the data and help them to look critically at results to decide how strongly they show a trend particularly in relation to sample size. • collect and record data carefully
• identify how strongly the results show a trend making particular reference to sample size This work could be enhanced by using ICT data-handling software eg a spreadsheet to collate data and graph results.

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN
CARRYING OUT A SURVEY TO FIND OUT HOW DANDELIONS GROWING IN TWO LOCATIONS DIFFER (cont.)

• to try to explain their results using their scientific knowledge and understanding
• to describe the limitation of their own and others’ evidence • Help children to suggest reasons for any differences found in dandelions in the two locations, drawing on their scientific knowledge. Ask children to prepare a poster display of their question, their plans and their results, and to write one sentence, in large print, summing up their findings. Ask others in the class to consider the sentences and suggest how they might be improved, by recognising the limitations of their work. If necessary prompt by asking questions eg you only looked at 10 leaves in each place so can you say leaves are longer in long grass than in short grass? How do you know it wasn’t because one place was more in the shade? Ask the children whether they can draw firm conclusions by combining all their results and to suggest what else they might investigate to test their conclusions further.

• Help the children to suggest reasons for differences found in results. How effective was their test? How closely did it mimic tooth cleaning? What could they do to improve their results? Ask the children whether they can draw firm conclusions by combining all their results and to suggest what else they might investigate to test their conclusions further.

• suggest reasons for any differences in the plants using scientific knowledge where possible eg the leaves in the long grass were higher off the ground so they can get to the light because plants need light so they can make new material for growth
• draw conclusions recognising limitations in evidence eg on the whole the leaves were longer in long grass; we think the leaves grow longer in long grass but we’d need to measure more to be sure

• Suggest reasons for any differences in the toothpastes. Discuss whether something should have been used as a comparision, i.e. plain water.

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN
DESIGNING A BURGLAR ALARM

• to use scientific knowledge to identify significant features of an artefact to be designed • Ask children to explore how to make an electrical switch which makes contact when it is pressed. If necessary, prompt them by showing a simple folded card and foil switch and remind them how it works eg by pressing the two bits of foil together, a complete circuit is made. Tell them that they have to design and make a pressure pad burglar alarm and explain that the burglar alarm should work as a kind of switch, so that when someone treads on it, the circuit is completed and a light comes on or a buzzer sounds. Point out that the pressure pad will be hidden under a piece of carpet and must only be triggered when someone treads on it. Ask children to work in groups to create designs for the burglar alarm, showing the electrical components used. • recognise that a pressure pad burglar alarm works as a type of switch and show this in their designs
• create designs that show knowledge of electrical circuits and of relevant properties of materials eg foil is a good electrical conductor, sponge is a poor electrical conductor, sponge springs back to original shape This investigation could be included as part of Unit 6G ‘Changing circuits’ or Unit 4F ‘Circuits and conductors’. Other technological problems could be investigated in a similar manner eg:
? Design and make a forcemeter that will measure the size of both push and pull forces.
? What is an effective way to clean dirty water?
? How can you make a weighing machine from elastic bands?
? Design and make a suitable environment for a small
? invertebrate.
Explaining designs for a burglar alarm would be an appropriate context to reinforce how explanations are made in writing. This is identified as an objective in the National Literacy Strategy framework for teaching for year 5.


• to plan a suitable approach eg creating a variety of designs and selecting the best fit for the design specification
• to test out designs making a series of observations
• to adjust designs in a systematic way in the light of evidence collected • Provide children with a piece of carpet and access to various materials, including pieces of sponge and foam of different sizes and depths, aluminium foil and electrical equipment. If necessary, offer clues eg use the sponge like the filling in a sandwich, make your sponge like a Polo mint with a hole in the middle; use the foil like bread on either side of the sponge sandwich. When the children have created suitable initial designs, ask them to try out their ideas, making adjustments as necessary eg by using sponge of different depth, by framing foil with strong card/hardboard for greater strength, and to record their modifications by adding to their original plan eg in another colour, explaining the modifications in terms of scientific knowledge and understanding. • test and adjust designs systematically
• record ideas describing and explaining designs and adjustments made using scientific knowledge This activity could be extended by showing children some
commercial pressure switches.

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN
DESIGNING A BURGLAR ALARM (cont.)

• to try to explain their designs using their scientific knowledge and understanding where possible
• to evaluate the limitations of their own and others’ designs • Ask children to make large diagrams of their final burglar alarm design, with annotations explaining the reasons for each aspect of their design eg we had to cut a hole in the middle of the sponge so that when the burglar trod on the carpet, the two pieces of foil would touch each other and complete the circuit. Help children to evaluate their burglar alarms and suggest how their designs might be improved eg which one would you buy and why? • evaluate the quality of the final product making suggestions for improvement eg our alarm only works if someone treads in the right spot so we might try putting alternate strips of sponge and foil across the whole mat

Back to top

Lesson 1: ‘Is it really from a quarry?’

Prior Knowledge / Work:

To put this unit in context, the children should have learnt a bit about the quarrying industry and how some materials are quarried. This information can be obtained with the use of the ‘Virtual Quarry’.

Learning Objectives:

• To appreciate the vast amount of uses there are of quarried materials
• To carry out a simple audit of objects / products in home or school that use quarried materials
• To understand why ‘rocks’ are commonly used in toothpaste
• To compare the ingredients in a range of commercial toothpastes

Subject Links:

• Science – Materials, rocks and investigational work
• Literacy – Instructional / informative / persuasive texts

Resources:

Background Information:

From the minute we wake up in the morning and carry out our normal routines of washing our face, brushing our teeth, eating our breakfast with a glass of juice, looking out of the window, we are using materials made from minerals (minerals can be defined as naturally occurring substances that are neither animal or vegetable).

Everything from the bowl you eat your cereal in, the glass your juice was in, to the radio, fridge, light bulbs and window are all there because of minerals and these minerals are extracted from the rocks that are mined from Earth.

In agriculture, construction, transportation, electronics…… in fact, just about every aspect of our lives depends in some way on the materials that we remove from the ground.

This could be seen to start from our requirement for food. Fertilisers made from potash, phosphate rock, sulphur and nitrogen are used to help crops grow. Metals used in tractors and farm equipment harvest that food. Food is transported in vehicles that are made out of metal and we even store our food in metal cans and other containers made from or with minerals. We also need mineral nutrients to keep us healthy! Our foods contain calcium, iron, magnesium, copper and zinc to name but a few – some of us even take vitamin mineral supplements to make sure we get enough!

Just about all the materials we use for construction are made from materials from the ground – brick, stone, asphalt, concrete, pipes, wires, and glass…. The list is endless!

(based on information from U.S Bureau of Mines, Office of Public Information 1992)

In an everyday house, there are numerous examples in bathrooms in particular. Just have a look at the ingredients in shampoo, cosmetics and toothpaste and it may surprise you! Many of these products contain mineral materials;

Talc – (A magnesium silicate mineral) Obviously used in talcum powder, but also found in eye shadow, some deodorants, lotions and creams.

Kaolin – (A clay) is used to absorb moisture and is used in ‘mud packs’.

Titanium dioxide – Found in make-ups, nail polish, lipstick and also in the ‘M’ on M&M sweets!

Other examples can be found on the site:
www.resourcescommittee.home.gov/emr/usgsweb/examples

One of the most surprising is that every time we brush our teeth, we are using a substance that relies on quarried rocks!

When toothpaste was first developed, its function was just to clean the teeth and it was a pretty basic. Now, toothpastes help prevent gum disease and tooth decay. Some whiten teeth and others stop teeth feeling sensitive.

Toothpastes are made up of many different ingredients (just have a look at the ingredient list on yours!). Flouride is one of the most important as it was found to help prevent tooth decay. One of the main sources of fluoride is fluorspar. Fluorspar is a mineral made up of calcium and fluorine. Fluorspar ore is found all over the world, but China is the world’s largest producer. Also, toothpaste needs to be the right consistency and needs to remain as a ‘paste’, rather than drying out. Glycerin is often used to achieve this. Toothpastes need a material to act as an abrasive. These help the toothpaste to remove plaque. Many different minerals are used in different types of toothpaste. The most common are sodium bicarbonate and calcium bicarbonate. Sodium bicarbonate also has whitening properties.

(based on ‘Rocks in your Mouth’ by John Sznopek, USGS)

Activity:

Use the background information and the suggested website to introduce the children to the vast impact that quarried materials have on our lives. Discuss some of these materials with the children. Have a selection of everyday products such as cosmetics, vitamins, toothpaste etc. that you can look at the ingredients of and try and find those that have a mineral content.

Set the children the task of investigating this further at home. Ask them to find five products at home where they think the ingredients contain minerals. Get them to bring the product in, or copy down the ingredients.

Make a collection of several different brands of toothpaste. Allow the children to compare the different ingredients in these toothpastes. Are some appearing in all toothpastes? You may also carry out a simple survey within the class to find out which toothpaste brands are most commonly used and why? What influences their choice of toothpaste? (most will say taste!) Also discuss with the children what adverts there are around at present advertising toothpastes and what persuasive techniques do they use to try and get you to buy that product.

Reading the information on a variety of toothpaste packets can also prove interesting. Do these texts make claims, provide information, use statistics (some use graphs to show plaque build up), use diagrams, instructions, slogans……. It is amazing how much the manufacturers cram on a small packet, but how many of us actually read all of this?!

Back to top

Lesson 2: Make your own toothpaste!

Prior knowledge / Work:

A knowledge of teeth and dental care.

Learning Objectives:

• To make toothpaste
• To adapt the recipe and look at the effects the changes make
• To understand what role the different ingredients have within the toothpaste
• To create an instructional text about making toothpaste

Subject Links:

• Science – materials, investigative science
• Literacy – Instructional texts, persuasive writing

Resources:

• Selection of commercially bought toothpastes
• Baking powder
• Glycerin ( can be bought in most chemists)
• Salt
• Peppermint oil (or other flavourings as required)
• Toothbrush for each child to test it!
• Worksheet 1

Background Information:
The History of Toothpaste:
As long ago as 5000 BC the Egyptians were making a tooth powder consisting of powdered ashes of ox hooves, myrrh, powdered and burnt eggshells, and pumice. It is thought that it was rubbed onto the teeth using the fingers.
The Greeks, and then the Romans, improved the recipes for toothpaste by adding abrasives such as crushed bones and oyster shells, which were used to clean debris from teeth. The Romans added powdered charcoal, powdered bark and more flavouring agents to improve the breath.
There are only a few records related to toothpaste or powder then until around 1000 AD when the Persians wrote to advise their people to be wary of the possible dangers of using hard abrasives as toothpowders. It was recommended that people used burnt hartshorn, the burnt shells of snails and burnt gypsum. Other Persian recipes involved dried animal parts, herbs, honey and minerals
There is then another huge gap in the history of toothpaste until the 18th Century, when toothpowder, or dentifrice, became available in Britain. These powders were developed by doctors, dentists and chemists and included substances very abrasive to teeth, such as brick dust, crushed china, earthenware and cuttlefish. Bicarbonate of soda was used as the basis for most toothpowders, and some contained other ingredients that would not be considered appropriate today, such as sugar. Borax powder was added at the end of the 18th Century to produce a favourable foaming effect. The rich applied toothpowder with a brush. The poor cleaned their teeth with bicarbonate of soda, using their fingers.
In the early 19th Century, Glycerin was added to make the powders into a paste. It also helped to make it more palatable. Strontium was introduced at this time as well, which strengthens teeth and reduce sensitivity. A dentist called Peabody became the first person to add soap to toothpowder in 1824 and chalk was added in the 1850s by John Harris.
Toothpaste was first mass-produced in 1873. It was in a jar and it smelt good for the first time. In 1892, Dr. Washington Sheffield of Connecticut was the first to put toothpaste into a collapsible tube: Dr Sheffield's Creme Dentifrice. Sheffield's company was to become Colgate
After World War II there were great advances in the development of toothpaste. Synthetic detergents replaced the soap with emulsifying agents, such as sodium lauryl sulphate. This was soon followed by the discovery that the addition of fluoride and fluoride compounds to toothpaste would strengthen tooth enamel against decay.

Activity:

Explain to the children that they are going to have a go at making their own toothpaste! This will not be as effective as modern toothpastes as there is no fluoride added to protect teeth, but this recipe is very similar to early toothpastes and will certainly do a reasonable job at cleaning the teeth.

Show the children the recipe:
• 3 teaspoons baking soda
• pinch of salt
• 2 teaspoons glycerine / glycerol
• Up to 5 drops of peppermint flavouring (or another flavouring if preferred)
Discuss the ingredients with the children. Let them have a look at each ingredient as many will not be familiar with what baking soda or glycerine is. Ask them what they think the role of each ingredient is in the toothpaste? (The baking soda and the salt provide the abrasive qualities and the glycerine makes the mixture into a paste.) Toothpaste is traditionally minty, hence the peppermint oil, but different flavourings could be added.
Explain how to make the toothpaste. The salt and baking should be mixed together first of all, then blended with the glycerine. Finally, the flavouring can be added. This can be demonstrated to the children and then everyone can try a little on their toothbrush. Discuss the children’s reactions to it. What was similar / different to conventional toothpastes? Did it leave the teeth feeling clean? What did they like / dislike about the toothpaste?
Discuss with the class what changes could be made to this recipe? Some may feel it was too salty and want to remove that from the recipe. Others may want to try a different flavouring or try it without the peppermint oil.
In small groups / pairs, the children must decide on a recipe for their toothpaste. They will then need to try this out and test it. Time should be given to allow this process to happen. They may need to experiment a little. Encourage children to start with small amounts of flavouring and gradually build up – you can always add a bit, but you cannot take it out!
When the children are happy with their recipe, they can use Worksheet 1. to create an instructional text that demonstrates what needs to be done to make their version of toothpaste.
Extension Ideas:
There is massive potential within this activity regarding extending the experience:
• Think of a name for their product
• Write slogans and persuasive texts
• Design packaging for their toothpaste
• Create adverts / posters
• Evaluate promotional materials / persuasive messages on commercially bought toothpastes
• Investigate and evaluate dispensing methods used by toothpaste manufacturers – Which is best; tubes or pumps?
• Investigate toothbrushes – manual vs electric, different shapes etc.

Back to top

Lesson 3: Test that Toothpaste!

Prior knowledge / Work:

That gained from completion of Lessons 1 and 2.

Learning Objectives:

• To ask scientific questions
• To plan how to answer those questions
• To decide what kind of evidence to collect
• To collect and record data appropriately
• To look critically at data collected

Subject Links:

• Science – Investigation technique

Resources:

• Range of toothpastes
• Homemade toothpaste
• Toothbrushes
• Surface on which to test (coins, ceramic tiles, children’s choices)
• Marker pen / stains
• Worksheet 2

Background Information:

Children need to be reminded as to the way in which toothpaste works – mild abrasives, combined with the scrubbing action of the toothbrush, rub away stains and remove debris and plaque from teeth. They must think of a way of mimicking stains on teeth so they can test the toothpastes.

Activity:

Explain to the children that they are going to test their toothpaste alongside a selection of commercially produced products with a view to seeing how well they remove stains. Discuss with the children how this might be achieved (without using real teeth!). They will need to consider the following:

• What surface can be used to mimic the hard surface of the tooth?
The surface of an old bathroom tile (if not too glossy) or that on a coin offer suitable surfaces.
• What can be used to create a stain on this surface?
The children can experiment with a range of stains – marker pen works well.
• How can we test the toothpastes fairly?
The test must be designed so it can be carried out in the same way for each toothpaste.
• How many toothpastes should we use?
It is recommended that the children test their toothpaste and then maybe three additional ones.
• Should the test be repeated?
You should always repeat your test, to check if your results are accurate. It is recommended that each toothpaste is tested three times.
• What factors will we keep the same?
The amount of stain, the surface, the amount of toothpaste, the type of toothbrush used, the number of brushes with toothbrush and the pressure applied are all factors that the children should identify as needing to be kept the same.
• What factors will we change?
The type of toothpaste used.

The way in which the investigation is then carried out will depend on the ability of the children. You may decide on a method as a class and then everyone use that method. Alternatively, small groups of children may devise their own test. The children will have to think about what they are going to measure to decide on the effectiveness of the product. They may decide to brush each stain five times and comment on, or photograph the stain left. They may decide that they will count how many scrubs it takes to remove the stain. They will have to devise a table in which these results are recorded. Class results could be combined and ICT used as a way of recording group results.

The children then carry out their investigation and Worksheet 2 can be used to write up this investigation.

Discuss the children’s results. What problems did they have with the test? How did the homemade toothpaste compare with the other makes?

Discuss with the children how they think main manufacturers test the cleaning power of their products? (Some test them on cow teeth with a range of different, common stains, including tea and coffee).

How would they improve their test if they could repeat it?

Back to top

Toothpaste Technology:

Website Links:

• www.colgate.com
Excellent site, full of information on oral health. Has kids page and resources for teachers
• www.kingfisher.com
Site by company who make ‘natural’ toothpaste. Interesting facts and information.

Back to top