Key Stage 1 resource pack - See Nature · Key Stage 1 resource pack Lakeside, Newby Bridge, Cumbria Contents Lesson plans “Pull out and use” lesson plans that directly relate

Key Stage 1 resource pack

Lakeside, Newby Bridge,

Cumbria

www.lakesaquarium.co.uk

Introduction

A visit to the Lakes Aquarium provides a unique insight into aquatic life throughout the world. The tour will take you from the Lake District Mountain top where the water starts its journey, along the rivers and lakes of the world, until it reaches the estuary and finally the sea. The lesson plans included in this Key Stage 1 resource pack are designed to be fun and informative and relate to the animals and areas you would discover during a tour of the Aquarium. Whilst the pack is designed to support a class visit to the aquarium by suggesting activities that can be carried out in the classroom prior to or after the children have visited, many of them can also be carried out independently. We have suggested activities that require little teacher preparation as most materials required are those normally available within the classroom. Where possible, any additional suggested resources are included in the pack. Since opening in 1997, we have had the pleasure of welcoming thousands of children to the Aquarium as part of a school trip and this pack will enable pupils to learn more about the wildlife that surrounds them and enhance work already being done in the classroom. Many of the activities link to areas of the National Curriculum and National Curriculum references are included in each lesson plan. We hope you find this Key Stage 1 resource pack and the lesson plans useful. If you would like to request any additional information to support a specific class project relating to the Lakes Aquarium then please do not hesitate to contact us. You can also feedback any comments relating to this pack by e-mail to [email protected]



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Contents

Lesson plans “Pull out and use” lesson plans that directly relate to areas of the Aquarium. Page English Lake District Raindrops - music 1 Rivers, puddles and waterfalls – science & geography 2 Otters Why do some animals have fur and some have webbed feet? – science & maths 3 Where do otters live? - PE 4 Americas How do animals that come out at night know where food and danger is? - science 5 Nature up Close Imaginary animals – science 6 English Lake District What is a mouse’s home like? – art & science 7 On Top of the Lake Feathers - English 8 Beneath the Water Camouflage - science 9 At the Seaside Can you move like a sea creature? - PE 10 The Sea Shapes of creatures that live in the sea - maths 11 Additional resources Raindrops 12 Frogs 13 Lifecycle of a frog 14 Pictures of mouse nests 15 Harvest mouse 16 Plaice template 17 18 Sea creature movement cue cards 19 Shapes of creatures that live in the sea 20 Sea creature shape sheet 21 Useful books 22



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Title: Raindrops Year Group: KS1- Y1

Duration: 30 minutes

Area: Mountain Top This is a music based activity that relates to the Mountain Top display in the Aquarium.

Introduction: Ask the children to identify some of the things that water can do (i.e. pour, drop, drip, splash, flow, rain, drizzle etc). Explain to the children that they are going to use parts of their body to tell the story of a storm through the sounds that are made.

Key vocabulary: Sounds, rain, drizzle, downpour, storm, wind, pitter-patter Description of main activity: Begin by running through the story of a storm, starting with the rain beginning to fall (a suggested story is included in the pack but feel free to be as imaginative as you like!). Encourage the children to think of a way that they can use their body parts to make the noise (i.e. of drizzle, wind etc). A list of suggested ways is included but the children might come up with some really imaginative ways that we haven’t thought of! Once all of the noises needed have been run through and practised, read the story, prompting the children to make the noises where appropriate. As an extension to this, or with older children, try telling the story with no speech at all, only using the noises. Resources required: Story of a storm (see page 12 of this pack) Enthusiastic and imaginative children! Learning objectives: - Explore, choose and organise sounds and

musical ideas - Explore how combined musical elements of

pitch, duration, dynamics, tempo, timbre, texture and silence can be used expressively

PoS refs: Music- 1c, 2b, 4a, 4b, 4c, 4d, 5b.

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Title: Rivers, puddles and waterfalls Year Group: KS1- Y2

Duration: 50 minutes to make the ‘mountains’ and 45 minutes to make and test their hypothesis when they are dry.

Area: Aquarium This is a science activity, with cross-curricular links with geography, that relates to the Mountain Top display in the Aquarium. It encourages children to identify why water collects to form lakes and to predict the flow of water.

Introduction: Use some pictures of mountains, rivers and streams to encourage the children to identify where water flows down the side of a mountain and why it forms lakes and ponds. Explain to the children that they are going to make their own ‘mountains’ (in groups of four) and once they are dry and ready to use, they are going to see if they can predict where the water will flow and collect on their mountain.

Key vocabulary: Water, flow, river, stream, pond, puddle, lake, dips, hollows, holes, dents, valleys Description of main activity: First of all the children need to make their ‘mountain’ using a range of materials, such as card, newspaper, tubing etc (all covered in clay). Once this is dry and ready to use the children are to utilise the information gained from the introduction to generate a hypothesis about where the water will flow and collect on their ‘mountain’. Allow 15 minutes for this to ensure deep discussion within the groups. Once all of the groups have generated a hypothesis, each group in turn shares their prediction with the class and tests it out by pouring water on their structure, each group does this until they have all been tested. Resources required: A range of materials to create a ‘mountain’ Pictures of rivers lakes, mountains, waterfalls etc, depending on what you wish to concentrate on A water butt (to place the structures in while water is being poured) Learning objectives: - To gain information by making observations - To predict what might happen - To compare what happened with what they

predicted

PoS refs: Science1- 1, 2c, 2f, 2h, 2I, 2j Geography- 1a, 1b, 2a, 2d, 3a, 4b



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2 Title: Why do some animals have fur and some have webbed feet? Year Group: KS1

Duration: 1 hour

Area: Otters This activity relates to the otters display in the Aquarium and encourages deeper thinking about why some animals are different rather than just how.

Introduction: Using a piece of brown faux fur, encourage the children to identify how the fur is different to our own skin. Ask the children to think of a reason why the fur might be a good covering for an otter. Using the piece of fur, explain that otters have oil that coats their fur and see if the children can guess why. Coat the faux fur with oil/ butter and pour water on it to demonstrate how this makes it waterproof. Ask the children to identify another feature of the otter that is different to us. Explain that the children are going to make a chart using their own footprints, to see who has the biggest footprint.

Key vocabulary: Size, characteristic, feature, footprints, feet, webbed Description of main activity: The children are to draw around their feet and colour them in, then place their feet on a chart according to who has the biggest in order of size. For older KS1 children, record who is the tallest to see if there is a correlation between foot-size and height. As an extension to this, use the ‘lifecycle of a frog’ worksheet included in this pack, along with the support information about frogs. Frogs also have webbed feet, but they are a completely different creature (see pages 13 & 14). Resources required: A large piece of paper or display board (to be the chart) Feet! Faux fur Oil/ butter, Water Picture of an otter Learning objectives: - To identify and explain differences between

animals - Make simple comparisons - Recognise and compare main external parts of

the bodies of humans and animals

PoS refs: Science 1- 1, 2h, 2a, Ma2- 1f, 1g, 4c Science QCA unit -2C Variation



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3 Title: Where do otters live? Year Group: KS1- Y1/Y2

Duration: A PE lesson

Area: Otters This is a physical activity that relates to the otters display in the Aquarium, where the children can get a real insight in to how otters live by being an otter for the lesson.

Introduction: Ask the children if they can remember what the otters' home looked like. Can they remember what it was called? Why was it like this? Explain that the children are going to be otters for the P.E lesson.

Key vocabulary: Home, holt, tunnels Description of main activity: Once the children are changed for the P.E lesson take them through to the hall, where a prearranged holt awaits them (made using large tubes/ benches etc). This is a twist on an obstacle course; by doing it this way it is related to the Aquarium experience and also makes learning about otters’ holts more realistic. Encourage the children to explore the holt, crawling over, under, around, upon the equipment. Which part of the holt is the safest? Warmest? Where they would sleep? Lookout? Resources required: A variety of P.E equipment to make an obstacle course (holt) Learning objectives: - To use a range of ways of moving to negotiate

a course

PoS refs: Physical Education- 8a, 8b



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4 Title: How do animals that come out at night know where food and danger is? Year Group: KS1- Y3

Duration: To run throughout the day (take the children out of class in groups)

Area: Americas This activity relates to the Americas display, in particular Blind Cave Fish the Aquarium and encourages the children to think about how animals catch their food and know where predators are at night.

Introduction: Remind the children about the Americas area of the Aquarium. Encourage the children to think about how an animal might know where food is if they can’t see it because it is dark. Explain that at some point throughout the day all of the children will have a go at seeing if their hearing is as good as some of the creatures in the Aquarium.

Key vocabulary: Sight, sound, smell, touch, taste, hearing, dark Description of main activity: In groups of four, take the children out of the class to do the activity. Each child to take it in turn to wear the blindfold and try to identify the noise that they can hear (nominate one other child to make a noise such as rustling leaves, howling, eating etc). Encourage the children to identify where they think the noise is coming from. Do you think that we as humans would be as good at living at night as the creatures seen in the Aquarium? Why? NB: Using smell is also a good way to emphasise that animals use different senses to humans to be aware of their environment, hunt and stay away from danger. Resources required: Blindfold

Learning objectives: - Use first hand experience to answer questions - Understand that some animals use different

senses to humans to be aware of the world around them

PoS refs: Science2- 1b, 2g, 5b



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5 Title: Imaginary animals Year Group: KS1- Y3


Area: Tropical Rainforest This activity relates to the nature up close area in the Aquarium. It encourages children to think about the reasons why animals are different.

Introduction: Begin by showing the children some pictures of different animals with very different characteristics. Ask the children to identify what the main feature of each animal is. Why? Explain to the children that they are going to make up their own animal and that they need to think about where their animal will live, what it will eat, does it come out at night? Does it have any predators?

Key vocabulary: Features, characteristics, environment Description of main activity: The children are to use their ideas about their imaginary animal to draw it. Encourage the children to label the different parts of their animal and give reasons for why they have chosen the characteristics that they have (i.e. eye in the back of his head to see predators with). After around 20 minutes encourage the children to try and think of a name for their new type of animal species. At the end, get a few of the children to come to the front of the class to share their new imaginary species of animal. Resources required: Imagination! Paper Pencils/ colouring equipment Pictures of different animals Learning objectives: - To understand the reasons for different animals’ different characteristics

PoS refs: Science1- 2h Science2- 1b, 1c, 2g Science QCA Unit- 2b Plants and animals and their local environment and 2c Variation



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6 Title: What is a mouse’s home like? Year Group: KS1 - Y1

Duration: 1 Hour

Area: The English Lake District This activity relates to the English Lake District display and encourages the children to think of how animals’ homes differ to ours and how they are made.

Introduction: Show the children some pictures of mouse nests. Ask them to identify what the nests are made from? What shape are they? How big are they? Explain that the children are going to make their own mouse nests. What materials will they need? If they were in the wild where would they find such materials?

Key vocabulary: Nest, home, materials Description of main activity: Children are to use a variety of different (naturally occurring) materials to make their nest. They are allowed to use glue to stick it together but remind them that mice don’t have the use of glue. As an extension to this, the children could complete the Harvest Mouse worksheet to further consolidate their learning on mice (see page 16 of this pack). Resources required: A selection of different materials to make their nest with Glue Pictures of mouse nests (included in the pack on page 15) Learning objectives: - To have a greater awareness of where mice

live and what their nest is made from/ how it is made

PoS refs: Art- 2a, 2c Science2- 1c, 2e, 2g, 5a, 5b Science QCA unit- 2b Plants and animals and their local environment



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7 Title: Feathers Year Group: KS1- Y3

Duration: 1 Hour

Area: Over the lake tank This is a display friendly activity relating to the over the lake area of the Aquarium.

Introduction: Remind the children about the area in the Aquarium. What did we see there? What other animals might you find on top of the lake? Explain that we are going to make a class duck display. We are going to make a big duck picture together and write some describing words (adjectives) to go on the display.

Key vocabulary: Describing words, adjectives, duck, bird Description of main activity: Work with the children to create a large duck picture for the display. Use a range of materials that are an appropriate colour, including real feathers (brightly coloured craft feathers are a cheap alternative to actual duck feathers). The children can dip in and out of the collaborative duck picture and write adjectives to describe a duck (these will surround the duck on the display). An extension to this might be to have a lesson where the children use the generated adjectives as a word bank to create a poem about a duck, which can then also go on the display. A two sided display would work well. Resources required: A variety of art and craft materials (paint, feathers, collage materials, glue) Pens and paper Large piece of paper Learning objectives:

- To explore adjectives - Understand that a range of adjectives can be

used to describe a single object

PoS En3- 1a, 6,7b, 12



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8 Title: Camouflage Year Group: KS1- Y2


Area: Morecombe bay display This is an activity that relates to the beneath the water display and demonstrates the effectiveness of camouflage.

Introduction: Show the children a picture of a plaice (included). Firstly show it against a background that makes it stand out, then show it against a background that camouflages it. Which was the easiest to see? Why? Explain that the children are going to go on a hunt to see if they can find the rest of the plaice that are hidden.

Key vocabulary: Camouflage, hidden, habitat Description of main activity: Using photocopies of the template included, printed on different coloured paper, hide the fish around the school playground/ school hall. Hide some in really obvious places and some in camouflaged places. Can the children find them all? Which were easier to find? Why? As an extension, use the ‘Plaice’ worksheet included in this pack to record their learning (see page 18). Resources required: Photocopies of the Plaice, on different coloured paper (see page 17 of this pack) Learning objectives: - To have a greater understanding of camouflage

and why animals are coloured as they are - To have a deeper understanding of the

habitats of animals and how this affects their colour

PoS refs: Science2- 4b, 5a, 5b Science QCA unit- 2b Plants and Animals in their local Environment; 2c Variation



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9 Title: Can you move like a sea creature? Year Group: KS1


Area: Morecombe Bay and seashore discovery zone This is a physical activity that relates to the Morecombe Bay and seashore discovery display in the Aquarium. It is a fun activity that encourages children to explore how different sea creatures move.

Introduction: Remind the children about the display in the Aquarium. Can they remember some of the creatures they saw there? Can they remember how those creatures moved? Explain that the children are going to explore moving like the sea creatures.

Key vocabulary: Movement Description of main activity: Give the cue cards (included in the pack) to pairs of children. One child is to be in charge of the cards for the game. Play some seaside inspired music and every now and then stop the music. When the music stops the children must pick a card. The picture on the card tells them how they are to move when the music is switched on next. Repeat this until all of the cards have been acted out. Resources required: Cue cards (included in the pack on page 19) Sea inspired music Learning objectives: - To move in a range of ways - To have a greater understanding of the

different ways in which animals move

PoS refs: Physical Education- 1a,1b, 8a, 8b



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10 Title: Shapes of creatures that live in the sea Year Group: KS1


Area: The Morecombe bay and Seashore discovery zone This lesson relates to the Morecombe bay and Seashore discovery zone display in the Aquarium and encourages the children to describe the different creatures that are encountered in a mathematical way.

Introduction: Show the children some different shapes and ask the children to describe them for you. Don’t just accept ‘that’s a square’. Encourage descriptions such as ‘it has four sides’ or ‘all of the sides are straight’ etc. Explain that they are now going to have a go at doing this with some creatures that they might have seen at the Aquarium.

Key vocabulary: Shapes, descriptions Description of main activity: Using the included ‘Shapes of creatures that live in the sea’ worksheet, ask the children to write a mathematical description of each fish on the sheet. Encourage the use of mathematical descriptions such as ‘this fish is triangular’ or ‘this fish has three sides’. As an extension, children can complete the ‘Sea creature shape sheet’ (see page 21). Resources required: Shapes (for the introduction) Shapes of creatures that live in the sea (see page 20) Pencils Learning objectives: - To use an increasing range of mathematical

language to describe an increasing number of objects

- To be able to apply existing mathematical knowledge to everyday situations.

PoS refs: Mathematics 1- 1e, 1f Mathematics 3 1d, 2a.



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11

Raindrops This is a list of suggested ways in which to make the noises for the ‘raindrops’ lesson plan. Feel free to add any that we have not thought of! Drizzle, raindrops, downpour Using your fingers, tap on the palm of your other hand. The more fingers you use, the heavier the sound of the rain, i.e. if you tap one finger on the palm of your hand, this will be drizzle, if you use four fingers this will be very havy rain. Thunder In unison (or as close to it as you can get!) clap your hands three times. This will sound like claps of thunder. Wind Using your hands, and arms up to the elbow, rub your hands along your forearms and back to the hand, this sounds like wind rustling through leaves. You can also use your mouth to create whistling, or howling wind noises. The story of a storm…… It began with the slightest drop of drizzle (one finger on palm of hand). After a good few seconds the pitter- patter of rain got heavier (two/ three fingers on palm of hand). Great I thought I have forgotten my umbrella! I ran for cover (stomping of feet on floor). I came to a bus shelter and dived inside. It’s a good job I did, as no sooner was I inside than the loudest clap of thunder I have ever heard boomed somewhere overhead (three clap of the hands). The rain got heavier (loud clapping). I was so pleased to be under cover now! After what seemed like forever, but was only a few minutes, the rain began to ease (two fingers). The wind began to pick up though (hands on arms) and I nearly lost my hat! The rain slowed even more (one finger) and eventually it stopped. The wind was still blowing though and just as it got really blustery, the bus came. Thank goodness, I thought, and jumped on! This is the basic story, encompassing all of the elements, however feel free to extend as much as you wish by introducing other sounds (can the children think of a way to make the sound of the bus going through the puddles on the road for example).



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12

Frogs

Common frog

• The common frog has smooth wet skin.

• It has longer back legs than a toad, and it can jump longer distances.

• Frogs are smaller in the adult stage than toads.

• Frogs have webbed feet.

• Frogs have a longer tongue than toads.

• Frogs lay eggs in large clumps of spawn.

• Frogs spend most their time in water.

• A frog’s diet consists of insects and earthworms.

• Frogs have teeth in the roof of their mouth to help keep their food inside their mouth.

• Frogs do not have throat muscles. To get the food from their mouth to their stomach, they use their eyes. When eating, they blink, and every time they blink they are using the eye muscles to pull back the eye into their head and push the food down into their stomach.

13



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Life cycle of a frog Frogs lay eggs in a large clump and toads lay eggs in a long line. When the eggs hatch the young are called ‘tadpoles’. Draw a clump of frog eggs in the box (Frogspawn) Draw a tadpole in the box Draw a frog in the box

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Mouse Nests



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15

Harvest mouse Can you draw a Harvest mouse like this one?

Harvest mice are the smallest of our animals and weigh less than a 2p coin. Draw around a 2p coin in the square below? The length of the head and body is 5-7 cm. The tail is also 5-7 cm long. Draw a line 5 cm long, starting on the star below.

∗∗∗∗ Can you find any other items in the classroom that are 5cm long? List them here: 16



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Plaice



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1 18

Sea Creature Movement Cue Cards

Sea Anemone

Ray

Octopus

Eel

19



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Shapes of creatures that live in the sea

Starfish

Shark

Angel Fish

Flat Fish

Eel

Ray



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20

Sea Creature Shape Sheet Starfish Starfish are found in rock pools as well as in the sea. Count the number of arms the starfish has and complete the sentence below: The starfish has _________arms. What name do we give this shape? ___________ Can you find another shape in the classroom that has five points? What is it called? Crabs Crabs can also be found in rock pools as well as on the beach and in the sea. How many legs does the crab have?

The Crab has __________ legs. Can you find any shapes in the classroom with this many sides? What is it called? 21



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Useful books Information books SHARK Dorling Kindersley Fish Rod Theodorou Amazing Frogs Dorling Kindersley Explore Shells Dorling Kindersley Fun Animal Encyclopaedia Steve Parker Night Time Animals Dorling Kindersley A Rockpool on the Seashore Sally Morgan How do we Taste and Smell? Carol Ballard Rain Phillip Steele Fiction Lobsters in Love Richard and Lindsey Kidd The Utterly Otterleys Mairi Hedderwick Number Nine Duckling Susan Akass Where the Big Fish Are Jonathan London Good Night Owl Pat Hutchins Come on Daisy Jane Simmons The Snail and the Whale Julia Donaldson Two Frogs Chris Wormell Dilly-Dally and the Nine Secrets Elizabeth McDonald One Duck Stuck Phyllis Root The Sleepy Dormouse Mark Ezra Hooray for Fish Lucy Cousins Gilbert the Great Jan Clark and Charles Fuge Commotion in the Ocean Giles Andreae Secret Seahorse Stella Blackstone

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Key Stage 1 resource pack - See Nature · Key Stage 1 resource pack Lakeside, Newby Bridge, Cumbria Contents Lesson plans “Pull out and use” lesson plans that directly relate