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.
A board game, which will help pupils understand how precarious the development of fossils really is.
View ResourcePupils 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 ResourcePupils 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 ResourcePupils 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 ResourcePupils read about the life and scientific achievements of the explorer, naturalist and scientist Alfred Russel Wallace, who developed his own theory of evolution.
View ResourcePupils 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 ResourceA 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 ResourcePupils 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.
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.
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).
Pupils look at a range of living creatures and explain how they could they be separated into different groups?
Pupils sort and classify animals into groups according to their observable features (cut and paste activity).
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.
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.
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.
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.
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.
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.
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.
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.
Pupils match a range of animals to their common habitats and identify the adaptations that help these animals to live there.
Pupils study a range of animals and identify the adaptations that makes it possible to live and thrive in their habitats.
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.