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Evolution and Inheritance
Pupils should be taught to:
• recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago;
• recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents;
• identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
Y6 The Fossil Board Game
Resource Details
A board game, which will help pupils understand how precarious the development of fossils really is.
View ResourceLearning Objectives:
- PoS – recognise that fossils have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
- NaG – pupils should build on what they have learnt about fossils in Year 3; they should find out more about how living things on Earth have changed over time
Biography Comparison: Mary Anning, Charles Darwin & Alfred Wallace
Resource Details
Pupils compare the biographies of Darwin, Anning and Wallace; they summarise the similarities and differences between the three scientists, thinking about their upbringing, their education, their explorations, their contributions to science, their fame; they explore how Mary Anning influenced the theories of Charles Darwin and Alfred Wallace; pupils explain what ‘natural selection’ or ‘survival of the fittest’ means
View ResourceLearning Objectives:
- NaG - pupils might find out about the work of palaeontologists such as Mary Anning and about how Charles Darwin and Alfred Wallace developed their ideas on evolution.
Y6 A Biography of Mary Anning
Resource Details
Pupils read about the life and scientific achievements of the palaeontologist Mary Anning, whose findings helped Charles Darwin and Alfred Wallace develop their theories of evolution.
View ResourceLearning Objectives:
- NaG - pupils might find out about the work of palaeontologists such as Mary Anning and about how Charles Darwin and Alfred Wallace developed their ideas on evolution.
Y6 A Biography of Charles Darwin
Resource Details
Pupils read about the life and scientific achievements of the scientist Charles Darwin, renowned for the publication of his book ‘On the Origin of Species by Means of Natural Selection’ in which he described his evidence for evolution.
View ResourceLearning Objectives:
- NaG - pupils might find out about the work of palaeontologists such as Mary Anning and about how Charles Darwin and Alfred Wallace developed their ideas on evolution.
Y6 A Biography of Alfred Russel Wallace
Resource Details
Pupils read about the life and scientific achievements of the explorer, naturalist and scientist Alfred Russel Wallace, who developed his own theory of evolution.
View ResourceLearning Objectives:
- NaG - pupils might find out about the work of palaeontologists such as Mary Anning and about how Charles Darwin and Alfred Wallace developed their ideas on evolution.
Y6 The Cuckoo and the Reed Warbler
Resource Details
Pupils learn how the cuckoo (a brood parasite) and the tiny reed warbler have evolved to outsmart each other. They compare the two birds and evaluate how each bird has evolved over time in their fight for survival.
View ResourceLearning Objectives:
- PoS - identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
- NaG - pupils should also appreciate that variation in offspring over time can make animals more or less able to survive in particular environments
- WS - pupils might analyse the advantages and disadvantages of specific adaptations
Y6 Evolution and Inheritance; Plant and Animal Adaptations
Resource Details
A PowerPoint presentation used to introduce pupils to plant and animal adaptations and how these adaptations enable them to live, thrive and reproduce in their selected environments. The PowerPoint can be used at the beginning of the topic or during it to stimulate scientific discussions, ideas and theories.
View ResourceY6 Darwin’s Finches
Resource Details
Pupils learn about evolution and natural selection by learning about the work Charles Darwin carried out during his study of finches on the Galapagos Islands. Pupils also investigate a range of birds' beaks to see how they have evolved to suit their habitats and diets.
Learning Objectives:
- PoS - identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
- NaG - pupils should also appreciate that variation in offspring over time can make animals more or less able to survive in particular environments
- WS - pupils might analyse the advantages and disadvantages of specific adaptations
Y6 Extreme Animal and Plant Adaptations
Resource Details
Pupils look at a range of animals and plants that can be found living in a range of extreme habitats. They identify the adaptations evolved by these animals which make them ideally suited to live in their challenging habitats. Pupils use the internet and/or the school library to help them with their research.
Learning Objectives:
- PoS - identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
- NaG - pupils should appreciate that variation in offspring over time can make animals more or less able to survive in particular environments, for example by exploring how giraffes’ necks got longer, or the development of insulating fur on the arctic fox
- WS - pupils might analyse the advantages and disadvantages of specific adaptations, such as being on two feet rather than four, having a long or a short beak, having gills or lungs, tendrils on climbing plants, brightly coloured and scented flowers
Y6 Animal Adaptations
Resource Details
Pupils identify the range of adaptations a number of animals have developed to help them survive and flourish in a range of different environments (a cut and paste activity).
Learning Objectives:
- PoS - identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
- NaG - pupils should appreciate that variation in offspring over time can make animals more or less able to survive in particular environments, for example by exploring how giraffes’ necks got longer, or the development of insulating fur on the arctic fox
- WS - pupils might work scientifically by: observing and raising questions about local animals and how they are adapted to their environment
Y6 Classifying Animals (2)
Resource Details
Pupils look at a range of living creatures and explain how they could they be separated into different groups?
Learning Objectives:
- PoS - describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
- NaG - pupils should build on their learning about grouping living things in Year 4 by looking at the classification system in more detail
- WS - pupils might work scientifically by: devising classification systems and keys to identify some animals and plants in the immediate environment
Y6 Grouping Animals According to Features
Resource Details
Pupils sort and classify animals into groups according to their observable features (cut and paste activity).
Learning Objectives:
- PoS - describe how living things are classified into broad groups according to common observable characteristics
- WS - pupils should discuss reasons why living things are placed in one group and not another
Y6 Difficult to Classify Animals
Resource Details
Pupils use a classification key to classify a range of common animals before trying to classify a small number of animals, who because of their unique evolution, are more difficult to group and classify.
Learning Objectives:
- PoS - identify and name a variety of living things (plants and animals) in the local and wider environment, using classification keys to assign them to groups
- WS - pupils should use straightforward scientific evidence to answer questions or to support their findings
Y6 Fossil Formation
Resource Details
Pupils learn that fossils are the preserved remains or traces of animals, plants, and other organisms which died many thousands and in some cases, millions of years ago. They learn that fossils are usually found in the ground by digging and that fossils can be formed in a number of different ways.
Learning Objectives:
- PoS - recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
- NaG - pupils should build on what they learned about fossils in the topic on rocks in Year 3; they should find out more about how living things on earth have changed over time
- WS - pupils should identify scientific evidence that has been used to support or refute ideas or arguments
Y6 The Evolution of the Horse
Resource Details
Pupils learn that evolution is a scientific theory used by biologists to explain how living things changed over a long time, and how they have come to be the way they are today. Pupils look at the theory of evolution when it is applied to the horse.
Learning Objectives:
- PoS - identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
- NaG - pupils should also appreciate that variation in offspring over time can make animals more or less able to survive in particular environments
- WS - pupils might analyse the advantages and disadvantages of specific adaptations
Y6 Evolution and Adaptations
Resource Details
Pupils look at the range of adaptations that have evolved in a number of common animals. They have to research and identify how these adaptations help each of these animals to survive in their habitats.
Learning Objectives:
- PoS - identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
- NaG - pupils should also appreciate that variation in offspring over time can make animals more or less able to survive in particular environments, for example by exploring how giraffes’ necks got longer, or the development of insulating fur on the arctic fox
- WS - pupils might analyse the advantages and disadvantages of specific adaptations, such as being on two feet rather than four, having a long or a short beak, having gills or lungs
Y6 Plant Adaptations
Resource Details
Pupils identify the range and variety of adaptations that plants have evolved in order to help them live and thrive in a range of different habitats.
Learning Objectives:
- PoS - identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
- NaG - pupils should appreciate that variation in offspring over time can make animals more or less able to survive in particular environments, for example by exploring how giraffes’ necks got longer, or the development of insulating fur on the arctic fox
- WS - pupils might analyse the advantages and disadvantages of specific adaptations, such having tendrils on climbing plants, brightly coloured and scented flowers
Y6 Local Animal and Plant Adaptations
Resource Details
Pupils look at a range of animals and plants below can be found living in, on, or near to a canal, river or pond habitat. Pupils study each of the plants and animals and try to identify the adaptations that make them suited to live in their habitats.
Learning Objectives:
- PoS - identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
- NaG - pupils should also appreciate that variation in offspring over time can make animals more or less able to survive in particular environments, for example by exploring how giraffes’ necks got longer, or the development of insulating fur on the arctic fox
- WS - pupils might analyse the advantages and disadvantages of specific adaptations, such as being on two feet rather than four, having a long or a short beak, having gills or lungs, tendrils on climbing plants, brightly coloured and scented flowers
Y6 Identifying Adaptations (2)
Resource Details
Pupils learn that all animals and plants are adapted to live in the environments in which they are found. Pupils look at a range of animals and identify and explain how these adaptations are beneficial to each animal.
Learning Objectives:
- PoS - identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
- NaG - pupils should also appreciate that variation in offspring over time can make animals more or less able to survive in particular environments, for example by exploring how giraffes’ necks got longer, or the development of insulating fur on the arctic fox
- WS - pupils might analyse the advantages and disadvantages of specific adaptations, such as being on two feet rather than four, having a long or a short beak, having gills or lungs
Y6 Identifying Adaptations
Resource Details
Pupils learn that all animals and plants are adapted to live in the environments in which they are found. Pupils look at a range of animals and identify and explain how these adaptations are beneficial to each animal.
Learning Objectives:
- PoS - identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
- NaG - pupils should appreciate that variation in offspring over time can make animals more or less able to survive in particular environments, for example by exploring how giraffes’ necks got longer, or the development of insulating fur on the arctic fox
- WS - pupils might analyse the advantages and disadvantages of specific adaptations, such as being on two feet rather than four, having a long or a short beak, having gills or lungs
Y6 Matching Animals to their Habitats
Resource Details
Pupils match a range of animals to their common habitats and identify the adaptations that help these animals to live there.
Learning Objectives:
- PoS - identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
- NaG - pupils should also appreciate that variation in offspring over time can make animals more or less able to survive in particular environments, for example by exploring how giraffes’ necks got longer, or the development of insulating fur on the arctic fox
- WS - pupils might work scientifically by: observing and raising questions about local animals and how they are adapted to their environment
Y6 Different Animals and Habitats
Resource Details
Pupils study a range of animals and identify the adaptations that makes it possible to live and thrive in their habitats.
Learning Objectives:
- PoS - identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
- NaG - pupils should also appreciate that variation in offspring over time can make animals more or less able to survive in particular environments
- WS - pupils might analyse the advantages and disadvantages of specific adaptations, such as being on two feet rather than four, having a long or a short beak, having gills or lungs, tendrils on climbing plants
Y6 Adaptations and Habitats
Resource Details
Pupils research a number of different animals that live in a range of habitats and try to identify the adaptations that have made it possible for them to survive and thrive there.
Learning Objectives:
- PoS - identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
- NaG - pupils should also appreciate that variation in offspring over time can make animals more or less able to survive in particular environments
- WS - pupils might analyse the advantages and disadvantages of specific adaptations, such as being on two feet rather than four, having a long or a short beak, having gills or lungs, tendrils on climbing plants