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Spring package of resources for Year 5 and Year 6 teachers
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Sc2 Life processes and living things

Literacy resources

bulletSc1 Scientific enquiry
bulletSc2 Life processes and living things
bulletSc3 Materials and their properties
bulletSc4 Physical processes

Notebook iconBalanced diets

To understand that all food requirements are met in a balanced diet. To be able to classify foods according to basic food types.

Suggestions for use
Show the ‘Title’ page and discuss what is meant by a well balanced diet.

The next page, ‘Food groups’, shows categories as described in the QCA Scheme of Work Science unit 3A. QCA recommend that these groups are used throughout KS2. It should be noted that whilst all foods may be described in terms of food groups, not all groups are essential components of a balanced diet. For example, a non sugar eating vegetarian may enjoy a well balanced diet. Sort the foods according to their group.

On the next two pages foods which do not easily fall into any one group are considered. Ask the children to think of examples to fill all regions of the Venn diagrams.

On the final page construct a single day’s balance diet. Copy and move group circles as necessary.

Point to note
Teachers may wish to add dairy products as a group in order to accommodate milk and cheese.

Notebook iconFlowers

To be able to identify parts of flowering plants and describe their functions.

Suggestions for use
Show the ‘Title’ page and discuss what flowers are for. Ask why some plants need to attract insects and the enticements they offer. What’s in it for the insect?

Next show the ‘Pollination and fertilization’ page. Rearrange the objects on the page to show schematically how pollination and fertilization occur in flowering plants, adding arrows as necessary.

The next nine pages feature photographs of flowers. Discuss each one in turn and identify as many parts as possible. Discuss why flowers vary so much in terms of the different insects they each attract.

Points to note
This resource is not intended to replace direct observation of real flowers. At the right time of year, daffodils provide excellent subjects for dissection, not only when the blooms are fresh but also after fertilization as the petals die back and the fruits ripen.

Notebook iconFood Chains

To be able to use correct terminology to describe the feeding relationships between the animals and plant in a food chain, paying attention to the direction of the arrow.

Suggestions for use

Rearrange the objects on the slides to show food chains. Note that plants are not preyed upon, therefore the aphid and animal plankton are not predators.

Notebook iconLife processes

To be able to recall the seven life processes. To be able to relate feeding, growth, reproduction and movement to particular parts of animals and plants.

Suggestions for use
Show the ‘Title’ page and discuss the multiplicity of living things. What do all these things have in common? Solicit a list of life processes.

Show the ‘Mnemonic’ page. The ‘Mrs Nerg’ mnemonic is specifically referred to by QCA. Using the pictorial clues, guess the seven life processes and reveal the correct answers by removing the blue rectangles. Point out that all living things, by definition, exhibit all seven processes. Whilst a car may arguably move, excrete exhaust fumes, respire, feed on petrol and sense its environment with GPS, it cannot be said to live because it does not grow or reproduce. Ask pupils to consider the search for life on other planets; if we do ever find life how will we know?

Whilst pupils should be able to recall all seven life processes, they only need to be able to identify feeding, growth, reproduction and movement. The next three pages feature pictures for discussion in terms of these four.

Clarify the distinction between movement and locomotion. Whereas the clock on the wall stays in one place, i.e. does not locomote, it has internal movement. By the same token, a tree stays in one place but water and other fluids move within it.

Point to note
A video file is attached which shows seeds germinating. It was made using the Intel digital microscope’s time-lapse feature.

blue line