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Animals including Humans

Pupils should be taught to:
• identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals;
• identify and name a variety of common animals that are carnivores, herbivores and omnivores;
• describe and compare the structure of common animals (fish, amphibians, reptiles, birds and mammals, including pets);
• identify, name draw and label the basic parts of the human body and say which part is associated with each sense.

Y1 Differences Between Humans

Resource Details

Children compare differences between humans and construct a picture gram of class mates eye colour

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Learning Objectives:

  • That there are differences between humans
  • To collect and organise data and present it in a chart

Y1 Omnivore, Herbivore or Carnivore?

Resource Details

Pupils learn that animals can be grouped depending on their diets and that these groups are called omnivore, carnivore and herbivore (a cut and paste activity).

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Learning Objectives:

  • PoS - identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • WS - identifying and classifying

Y1 Vertebrate or Invertebrate?

Resource Details

Children learn about vertebrates and invertebrates and sort animals into the two groups

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Learning Objectives:

  • PoS - describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles, mammals and invertebrates, including pets)
  • WS - identifying and classifying

Y1 The Senses

Resource Details

Children create a booklet where they describe which senses are used to find out about given objects

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Learning Objectives:

  • PoS - identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
  • NaG - pupils should have plenty of opportunities to learn the names of the main body parts
  • WS - pupils should use their senses to compare different textures, sounds and smells

Y1 The Senses (blank)

Resource Details

Children make a booklet with each page identifying the senses needed to find out about various objects

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Learning Objectives:

  • PoS - identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
  • NaG - pupils should have plenty of opportunities to learn the names of the main body parts
  • WS - pupils can use their senses to compare different textures, sounds and smells

Y1 The Five Senses

Resource Details

Children learn about the five senses and decide which senses are used to do various activities e.g. drinking juice, listening to music

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Learning Objectives:

  • PoS - identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
  • NaG - pupils should have plenty of opportunities to learn the names of the main body parts
  • WS - pupils can use their senses to compare different textures, sounds and smells

Y1 Parts of the Body

Resource Details

Children label the parts of the body on pictures of children; they are given the opportunity to label their own body parts

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Learning Objectives:

  • PoS - identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
  • NaG - pupils should have plenty of opportunities to learn the names of the main body parts

Y1 Identifying Common Animals

Resource Details

Children match pictures of animals to the definitions of the five animal groups: mammal, amphibian, fish, bird, reptile

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Learning Objectives:

  • PoS - identify and name a variety of common animals that are birds, fish, amphibians, reptiles, mammals
  • NaG - pupils should become familiar with the common names of birds, fish, amphibians, reptiles, mammals

Y1 Identifying and Naming Parts of the Human Body

Resource Details

Children label parts of a baby's body

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Learning Objectives:

  • PoS - identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
  • NaG - pupils should have plenty of opportunities to learn the names of the main body parts
  • WS - pupils should use their observations and ideas to suggest answers to questions

Y1 Identifying and Naming Parts of the Human Body (support)

Resource Details

Children investigate whether babies and adults have the same body parts

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Learning Objectives:

  • PoS - identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
  • NaG - pupils should have plenty of opportunities to learn the names of the main body parts

Y1 Fish, Bird, Mammal, Reptile or Amphibian?

Resource Details

Children sort pictures of animals into the five groups: mammal, fish, bird, reptile, amphibian; with help, they create their own definitions of each group; they choose animals of their own to categorise

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Learning Objectives:

  • PoS - identify and name a variety of common animals that are birds, fish, amphibians, reptiles, mammals and invertebrates
  • NaG - pupils should become familiar with the common names of birds, fish, amphibians, reptiles, mammals and invertebrates, including pets
  • WS - identifying and classifying

Y1 Fish, Bird or Mammal?

Resource Details

Children sort pictures of animals into three groups: fish, bird or mammal; they explain which features they looked at to help them group the animals

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Learning Objectives:

  • PoS - identify and name a variety of common animals that are birds, fish, amphibians, reptiles, mammals and invertebrates
  • NaG - pupils should become familiar with the common names of birds, fish, amphibians, reptiles, mammals and invertebrates, including pets
  • WS - identifying and classifying

Y1 Grouping Animals

Resource Details

Definitions are given for five animal groups (mammal, reptile, bird, amphibian, fish); children sort pictures according to the animal typw

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Learning Objectives:

  • PoS - describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles, mammals and invertebrates including pets)
  • NaG - pupils should become familiar with the common names of birds,
  • WS - pupils should identify and classify using their observations and ideas to suggest answers to questions

Identifying a Variety of Common Animals (New)

Resource Details

Pupils work in groups (up to 5 pupils) to colour, cut round and make and identify a variety of moving common animals. They label, describe and identify which group each animal belongs to, fish, bird, reptile, amphibian and mammal, while using brass split pins to construct each animal.

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Learning Objectives:

  • PoS - identify and name a variety of common animals that are birds, fish, amphibians, reptiles, mammals.
  • NaG - pupils should become familiar with the common names of birds, fish, amphibians, reptiles, mammals
  • WS - pupils should identify and classify using their observations and ideas to suggest answers to questions