Curriculum Overview
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Lesson |
Subject |
Lesson Title |
Skill |
Core Knowledge |
Lesson Brief |
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1 |
Science |
Specimen studies |
In this lesson children will: Choose an appropriate approach to recording accurate results, including scientific diagrams, labels, timelines, classification keys, tables, models and graphs (bar, line and scatter), linking to mathematical knowledge. |
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Arrange the children into small groups to investigate a range of live and dead animal specimens. Provide live specimens including snails, worms, gerbils, hamsters and chicks. Dead specimens should include mice pinkies (frozen baby mice), frozen rat pups and chickens’ feet. Ask the children to observe characteristics and features of both sets of specimens, including how the live creatures behave. Invite them to draw the specimens and label common body parts. Finally, make a list of research questions that will help them to find out more about each specimen. Hold a group discussion, where they can ask and share their questions. |
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2 |
English |
Sorting and grouping |
In this lesson children will: Consider and evaluate a range of different contributions and viewpoints. |
By the end of this lesson children should know: Evaluating is determining the quality or significance of something. Summarising a person's speech can help you to reiterate the key points that have been made. Evaluating a person's speech can help you to formulate your own opinions. |
Reflect on their memorable experience by talking about their observations and comparing features and characteristics of different species. Put photographs of the different species into groups and explain why they have sorted them in that way. Talk in pairs or small groups to evaluate, improve and focus their research questions. Note: Children could quickly sort photos on an IWB by dragging them into groups according to different species’ characteristics. Provide dictionaries, thesauri, word banks and online dictionaries so that children can look up new vocabulary. Create a space where children can write down words that they will find useful during the project. |
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3 |
English |
Definitions |
In this lesson children will: Analyse the meaning of words, including figurative language, and consider the impact of language on the reader. |
By the end of this lesson children should know: Language choices can have different effects on the reader, such as those produced by emotive, persuasive, formal or informal language. For example, formal language can evoke a serious attitude in a reader. |
Use online dictionaries, glossaries and a range of non-fiction books to find the meaning of the terms 'adaptation', 'natural selection', 'variation', 'evolution', 'extinction', 'fossil' and 'species'. Write a definition for each word or term in their own words. Note: Children may suggest other terms to define and add to their glossary. At the end of the session, ask the children to discuss what they have read and learned. |
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4 |
English |
Looking closely |
In this lesson children will: Make detailed notes on an appropriate planning format, drawing on reading and research where necessary. |
By the end of this lesson children should know: Plans can be added to and amended as new research is carried out during the planning stage. Turning research into notes can help to create a clear plan and avoid plagiarism, which means copying someone's work without referencing it. Plans can be adapted as new ideas occur during the writing process. |
Choose a photo of one or more specimens from the memorable experience. Upload the photo to presentation or labelling software, such as Prezi or Skitch, and label each specimen’s key features and characteristics. Add a note to each label to provide more information. Write using correct singular and plural agreement, such as ‘The tail is...’ or ‘The ears are...’ Note: Model how to write notes on labels. Examples could include ‘Tail: approximately 7cm long and ridged’ or ‘Whiskers: equal amounts on both sides of the nose’. Encourage children to use clear and accurate scientific language and descriptions. |
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5 |
English |
Creating our journals |
In this lesson children will: Use a range of organisational and presentational devices effectively, adapting their text to suit the audience and purpose, selecting the appropriate form and using similar writing as models for their own. |
By the end of this lesson children should know: A text can be adapted for different audiences and purposes. For example, the level of formality can be increased by writing in the third person, using the passive voice and making precise, ambitious vocabulary choices. Bullet points can be used instead of paragraphs to emphasise, simplify or condense a large or complicated body of text. |
Look at examples of Darwin’s scientific journals. Observe how he recorded his findings and posed questions about different species. Create a journal page about their specimens, using an informal writing style and diagrams, images and questions. Summarise their main findings in a final paragraph. Note: Project pages from Darwin’s journals onto an IWB and discuss how he used notes, headings, labels and captions to present information. Remind the children that, even though they are writing informally in a sketchbook or journal, their handwriting must be legible and fluent so that others can read it. |
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6 |
History |
Who was Charles Darwin? |
In this lesson children will: Describe some of the significant achievements of mankind and explain why they are important. |
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Use a range of historical sources to answer the question, 'Who was Charles Darwin and why was he so important?' Discover where and when he was born, where he lived and what he studied. Find out how he came to be part of the scientific expedition on HMS Beagle and why it was so significant to his theory of evolution. Create a timeline to illustrate Darwin’s life up until his death on 19th April 1882. Note: Both the Natural History Museum and the Royal Museums Greenwich websites have useful information about the life and times of Charles Darwin. Children could compare Darwin to Alfred Wallace, who also published work on evolution by natural selection. |
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7 |
Geography |
Plotting Darwin's route |
In this lesson children will: Use lines of longitude and latitude or grid references to find the position of different geographical areas and features. |
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Use physical and online maps to plot the route that Darwin took on HMS Beagle. Highlight places that he visited, including the Cape Verde Islands, the Falkland Islands, the Galápagos Islands and Ascension Island. Find the longitude and latitude for each place and explain how it relates to the equator and the Northern and Southern Hemispheres. Use scaled maps to estimate how far Darwin travelled in total. Note: Children could find out where Darwin lived (Down House in Kent) to understand how far he travelled in the name of science and discovery. This could be a spreadsheet activity, where children use a formula to work out the distance (as the crow flies) between two references of longitude and latitude. Get them to compare the results with their initial estimates. |
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8 |
Art and design |
Creating a sketchbook |
In this lesson children will: Combine the qualities of different materials including paper, fabric and print techniques to create textural effects. |
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Choose a range of coloured and textured papers, as well as good quality drawing paper, to make a sewn sketchbook or journal. Create a waterproof cover so that it can be used outdoors. Note: You could invite an artist into school to demonstrate how to make a simple sketchbook. Ask the children to work together to come up with a design brief. Encourage them to refer to existing models, looking closely at techniques used and to consider feedback from others to help them make improvements. |
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9 |
Science |
Collecting specimens |
In this lesson children will: Classify living things, including microorganisms, animals and plants, into groups according to common observable characteristics and based on similarities and differences. |
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Take a walk outdoors and collect a range of natural items in pots or pockets, just like Darwin. Head back to the classroom and examine what they have collected. Group items in different ways and explain their choices. Choose a favourite item and learn its Latin name, if it has one. Over time, continue to select similar items and display them in a homemade sectional box. Note: As a boy, Darwin was known for filling his pockets with stones, bits of plants and even live bugs, while he was exploring the countryside. He continued collecting on his HMS Beagle voyages, filling the ship with thousands of specimens. Encourage children to be discerning about what they collect, ensuring that their specimens are good quality. They can make sectional boxes by putting matchboxes, ice cube trays or card dividers in a shoebox. If children collect flowers or leaves, they could press and preserve them with two large books or a flower press. Talk about the ethics of collecting specimens and devise a class policy that makes clear what they should and shouldn’t collect. |
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10 |
Science |
Sampling |
In this lesson children will: Plan and carry out a range of enquiries, including writing methods, identifying and controlling variables, deciding on equipment and data to collect and making predictions based on prior knowledge and understanding. |
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Explore the school field to learn about the variety of plants that it contains. Use a quadrat, string square or hula hoop to select a sample area of the field. Look closely at the plants growing in the quadrat and use classification keys to identify what they can see. Work as a class to share discoveries and combine results. Consider what other investigations they could do using the same equipment and skills. Work independently, in pairs or in groups to plan a new investigation and predict what they will find. Note: A mown lawn or field will have many different plants growing in it, such as daisies, dandelions, plantain, clover, buttercups, chamomile and moss. Darwin was one of the first scientists to use this sampling method when he fenced off a quadrat for his weed experiment. The children could investigate an unmown as opposed to a mown area of grass, other areas of vegetation near to or in the school grounds, or a shaded or unshaded area of grass. |
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11 |
English |
The Galápagos Islands |
In this lesson children will: Recommend books they have read to their peers for a range of purposes, giving persuasive and detailed reasons for their choices. |
By the end of this lesson children should know: A book review can be written for all types of books, such as recipe books and textbooks. A book review can include persuasive language and evidence from the book to support the opinion given. |
Visit the local library to search for and read a range of books about the Galápagos Islands. Work with a research partner to find out where in the world they are located, what the climatic conditions are like and which animals live on each island. Present their initial findings to the group, using any notes that they have taken. Suggest a good book that they have used and explain why they are recommending it. Note: After visiting the library, to help children find out more, why not watch David Attenborough’s BBC series, Galápagos? It is a great source of information and includes fantastic footage of the Islands’ animals, including cormorants, tortoises, marine iguanas, sea lions, dragonflies, albatrosses and the blue-footed booby. |
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12 |
English |
Research questions |
In this lesson children will: Ask targeted, well-worded questions to improve their understanding of a text, giving focused explanations, presentations and detailed reasons for their views. |
By the end of this lesson children should know: Different question types are suitable for different purposes, such as a closed question for a retrieval exercise and funnelling questions to get to the root of a complicated answer. Key words or precise vocabulary choices can help with asking targeted questions that produce detailed answers evidenced from the text. A presentation is a talk that gives information. Notes can help to maintain focus when giving a presentation. |
Follow up on initial findings by creating further research questions that build on their ideas. Use books and the web to learn more about animal species that form part of the unique ecosystem on the Galápagos Islands. Make notes and drawings in their homemade journals, recording findings and asking questions about aspects of their research that they do not understand. Compare sources to check facts and information for accuracy. Note: Ask the children questions to find out how thorough their research was and to assess what they have understood. Ask them how they might check for accuracy when sources give different facts or figures. Do they think that some sources are more reliable than others? |
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13 |
English |
Effective diary writing |
In this lesson children will: Make inferences, such as inferring characters' feelings, thoughts and motives from their actions, including distinctions between fact and opinion. Justify them with detailed, targeted evidence and extended written responses. |
By the end of this lesson children should know: An inference can be supported by more than one piece of evidence from the text. Evidence should be selected carefully so that it is concise and relevant. Evidence cited from a text can be written inside inverted commas. |
Visit the Darwin Online website to find and read transcripts from Darwin’s diaries and field notes that he kept on HMS Beagle. Search for and read information detailing the mystery of the missing and very important Galápagos field book, then try to separate facts from opinion. Talk about why this notebook is so important and share what they think might have happened to it, providing justification for their views. Explain why they think diaries and journals are useful in learning about history and science. Suggest other well known diaries that have given the world an insight into important world events and scientific advancements. Note: Samuel Pepys and Anne Frank are two famous diarists who told us much about the times in which they lived. Recap features of effective diary writing with the children. Encourage them to give a view and support it with evidence by adding causal conjunctions, such as because, therefore and consequently. |
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14 |
English |
Landing on the island |
In this lesson children will: Make detailed notes on an appropriate planning format, drawing on reading and research where necessary. |
By the end of this lesson children should know: Plans can be added to and amended as new research is carried out during the planning stage. Turning research into notes can help to create a clear plan and avoid plagiarism, which means copying someone's work without referencing it. Plans can be adapted as new ideas occur during the writing process. |
Imagine that they are Charles Darwin, landing on one of the Galápagos Islands. Use their journals to record a diary entry that describes what they can see, hear, smell, touch and taste. Write about the amazing and mysterious creatures that roam by or fly overhead, including what they think they might be. Read their notes aloud to make sure that they read well and are written in the classic English style that Darwin favoured. Note: As well as encouraging children to capture the wonder that Darwin would have felt as he stepped onto an island for the first time, make sure that they write in Standard English, with no slang, abbreviations or spelling errors. |
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15 |
English |
Journal writing in the 21st century |
In this lesson children will: Précis longer texts, including the main details from the text in a succinct paragraph or paragraphs. |
By the end of this lesson children should know: A précis is a short version of a text that gives the main points without the details while retaining the text's tone and language. Highlighting and annotating a text as you read can help you to decide what to include in a précis. |
Fast forward 150 years to think about how Darwin might have recorded his observations in the 21st century. Use the school learning platform to summarise their journal entry into a short blog post or a social media status update. Include images, audio sound bites and links to relevant articles and websites. Note: You could project example blog posts to the IWB before you ask the children to write their own. If you are familiar with Blogger or WordPress, you may like to set up a dedicated blog about Darwin. |
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16 |
Computing |
Explore the Galápagos – virtually! |
In this lesson children will: Select, use and combine a variety of software, including internet services, to meet a goal. |
By the end of this lesson children should know: A variety of software, such as word processing software, image editing software or internet services, can be selected, used and combined to meet a goal. |
Use photos, videos, websites, maps and digital mapping tools to identify the unique climatic conditions and geological make up of the islands. Identify what types of vegetation grow there and what animal species live there. Find out about the formation of the islands. Record their findings in their journals, including text, illustrations, maps, photos and print outs. Note: The Galápagos Islands are a cluster of 16 islands in the Pacific Ocean, around 1000km from South America. Evidence shows that they rose from the sea as a result of volcanic eruptions. They are recognised as a showcase for evolution because of the different species that live and grow there, including the marine iguana, the giant tortoise and many types of finch. These species and their unique features inspired Charles Darwin’s theory of evolution by natural selection, which he developed following his visit to the Galápagos in 1835. |
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17 |
Geography |
Expedition across the Galápagos Islands |
In this lesson children will: Use lines of longitude and latitude or grid references to find the position of different geographical areas and features. |
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Plan an expedition across the Galápagos Islands that will help them take in the incredible sights and sounds. Use a range of materials, including online tourism sites, to find out about travelling between the islands, typical weather conditions, the range of physical and human-made landmarks and features, the local currency, the official language and the best places to stay. Draw a detailed sketch map of their route, labelling places that they plan to stop and stay. Make a list of things that they would need to take, including clothing that would be suitable for the climatic conditions and physical terrain. Note: Children could create an itinerary for their visit, noting what they will do at each stopping place. The currency in the Galápagos is the US dollar and Spanish is the official language. |
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18 |
Art and design |
Sketching plants and flowers |
In this lesson children will: Use the work of a significant printmaker or printmaking technique to influence artwork. |
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Work outdoors to sketch plants, flowers and trees, looking carefully to accurately capture their shape, form, pattern and colour. Work in coloured pencil and use a hand lens or digital microscope to examine very fine details. Head back to the classroom and compare the range of plant and flower species that the group has drawn. Make a simple block print by translating one drawing into a polystyrene tile for printing. Note: Display Darwin’s drawings and examples of botanical print work by artists, such as Walter Hood Fitch, to inspire the children's work. Place children’s sketchbooks alongside their drawings so that parents, carers and family members can see them. |
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19 |
Science |
Unique creatures |
In this lesson children will: Identify how animals and plants are adapted to suit their environment, such as giraffes having long necks for feeding, and that adaptations may lead to evolution. |
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Choose an animal found on the Galápagos Islands, such as the marine iguana, blue-footed booby, giant tortoise, Galápagos penguin, frigatebird or lava lizard. Consider what features show that the animal has adapted and evolved to suit its environment. Write a short report or presentation to explain their thoughts and ideas. Note: The blue-footed booby has a sleeker beak and head for a more streamlined shape, which enables it to dive deep into the water to catch fish. Its blue feet help it to attract a healthy mate. |
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20 |
Science |
In this lesson children will: Plan and carry out a range of enquiries, including writing methods, identifying and controlling variables, deciding on equipment and data to collect and making predictions based on prior knowledge and understanding. |
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Investigate how a bird’s beak is adapted to eat specific foods. Fill a series of trays with seeds of varying sizes and shapes, such as sunflower seeds, dried peas, pumpkin seeds, lentils, sesame seeds and poppy seeds. Use pegs, tweezers, spoons and chopsticks as beaks to pick up as many seeds from each tray as possible. Record how many they collect with each beak and display results graphically. Explain which seeds they collected easily and talk about why and how it relates to bird beak adaptations. Note: Ask children to predict which beak will be most suitable for collecting the different seeds. Darwin observed and preserved many finches during his time on the Galápagos Islands. It wasn’t until he returned to England and gave them to an ornithological expert that he found that the birds were from 13 different species, all evolved from a single ancestor. Each species evolved a different type of beak in order to feed on different things. The evolution of beak shape and size was essential for their survival. |
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21 |
English |
Historical letters |
In this lesson children will: Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main idea or ideas. |
By the end of this lesson children should know: A longer text can have more than one main point to give comprehensive coverage of a subject or explore multiple viewpoints. |
Visit the Cambridge Digital Library website to read and discuss Darwin’s famous letter to his best friend and fellow scientist, Joseph Dalton Hooker. Read the transcript and decide what Darwin is saying to Hooker in the letter, summarising it in their own words. Listen to the letter being read aloud if they are unable to read it on their own. Share ideas and opinions in a class discussion. Note: This letter was sent in 1844, after Hooker had just returned from an Antarctic expedition. Darwin asks Hooker to work on the collection of plants from the HMS Beagle voyage. Discuss why letters were important to Darwin and why they have been kept as a historical resource. |
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22 |
English |
Summarising Darwin's letter |
In this lesson children will: Précis longer texts, including the main details from the text in a succinct paragraph or paragraphs. |
By the end of this lesson children should know: A précis is a short version of a text that gives the main points without the details while retaining the text's tone and language. Highlighting and annotating a text as you read can help you to decide what to include in a précis. |
Work in pairs to draft a summarised version of the letter and make it as simple as possible. Think about how it might have been written if it was sent today. Consider how the language, words and phrases might be different and what form it might take, such as an email or text message. Share their version of the letter with the group and discuss how they are similar and different to the original. Note: Where children can’t tackle the whole letter, give them a simplified version to summarise. This could be a shared writing activity for a small group. Model how to précis a longer piece of text using a paragraph from the original letter. Darwin was thought to have written thousands of letters in his lifetime. |
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23 |
English |
Darwin's children |
In this lesson children will: Make detailed notes on an appropriate planning format, drawing on reading and research where necessary. |
By the end of this lesson children should know: Plans can be added to and amended as new research is carried out during the planning stage. Turning research into notes can help to create a clear plan and avoid plagiarism, which means copying someone's work without referencing it. Plans can be adapted as new ideas occur during the writing process. |
Imagine that they are one of Darwin’s children living at Down House. Draft a letter to a friend that tells them all about what happens there. Describe what kinds of things their father does in the house and in the garden on a daily basis. Use time adverbials to make sure that their paragraphs are coherent and follow on smoothly. Note: Darwin’s children joined in with much of his work and explorations. They searched for spiders, boiled the bones of dead animals and followed bumblebees to watch them pollinate plants. |
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24 |
English |
Refine and improve |
In this lesson children will: Assess the effectiveness of their own and others’ writing, proposing and making changes to spelling, grammar, vocabulary and punctuation to enhance effects and clarify meaning, including the correct subject and verb agreement and choosing the appropriate register. Proof-read for spelling and punctation errors. |
By the end of this lesson children should know: Writing techniques can clarify the meaning of a text and add extra impact to different types of writing. For example, repetition and summaries can clarify the main points in a persuasive text. Adding or removing detail or technical language can clarify meaning. If the subject and verb does not agree, rewrite the sentence so the meaning is clear. For example, 'she were excited' should be 'she was excited'. If the register is inconsistent, choose the level of formality required and amend the text to suit. |
Develop, refine and improve their letters using a dictionary and thesaurus to develop their vocabulary and check spelling. Check that commas have been used correctly, particularly in longer sentences, and check that they have used a consistent tense throughout. Use reference and source materials to check their writing and search for ideas and content. Use pictures of Down House to help them set the scene. Note: Challenge the children to find out more about Darwin’s 10 children, whose lives were varied and not all of whom lived to adulthood. Ask them to choose one of Darwin’s children and use their name to sign their letter. |
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25 |
English |
Role play |
In this lesson children will: Write legibly, fluently and with increasing speed by choosing the appropriate letter shape and joining method where appropriate. |
By the end of this lesson children should know: You can develop a personal handwriting style, such as writing upright or inclined letters. You can decide whether printing or joining is appropriate, such as printing a title on a poster. |
Use their best handwriting to write their letters. Try using fountain or calligraphy pens to make their letters look more authentic. If Darwin’s children were alive today, how might they have communicated with their friends? Write a short email or series of text messages to their friend, précising their letters for modern communications. Note: Role play being Darwin’s children. What did it feel like to have Darwin as a father? What things were good about it? What were the disadvantages? What things did they see at home? |
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26 |
Science |
Studying fossils |
In this lesson children will: Choose an appropriate approach to recording accurate results, including scientific diagrams, labels, timelines, classification keys, tables, models and graphs (bar, line and scatter), linking to mathematical knowledge. |
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Search the web to find a fossil rich area to visit or examine fossils brought in by a visitor, or ones that the school already owns. Use a hand lens or digital microscope to look carefully at fossil samples and draw examples in their sketchbooks or journals. Identify the fossils using a range of materials, including books, images, the web and classification keys (if available). Name the samples, including ammonite, crinoids, trilobites, fish, ferns and coprolites. Explain how the fossils look similar to or different from living creatures today. Note: If you visit a fossil rich area, children must not remove fossils. Instead, get them to take good quality photographs to remind them of their discoveries. The two main types of fossil that can be found on a fossil hunt are body and trace fossils. Body fossils are parts of a plant or animal, such as the fossilised shell, bone, teeth and wood. Trace fossils are imprints or marks made by plants and animals while they were still alive. They include footprints, skin and droppings left millions of years ago. |
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27 |
History |
Mary Anning |
In this lesson children will: Articulate the significance of a historical person, event, discovery or invention in British history. |
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Use books and the web to find out about the British fossil collector and palaeontologist, Mary Anning. Locate the area where she carried out her work on a map and find out why it has such a wealth of fossils. Note: Children could read Stone Girl, Bone Girl by Laurence Anholt, a picture book about Mary Anning. They could present their ideas and findings in their journals or by creating a character profile or simple biography for Anning. |
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28 |
Art and design |
Shell sketches |
In this lesson children will: Use line, tone or shape to draw observational detail or perspective. |
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Use fine ink pens to make detailed drawings in their sketchbooks of different types of shells, including barnacle shells. Use a hand lens or a digital microscope to observe fine details of the shell, including its many lines and shapes. Apply an ink wash to their drawings to add shadow and tone and then label them with the name of the shell or animal that lived in it. Note: Darwin loved to collect shells that he found on the coast, particularly barnacle shells. You can buy barnacle shells online or from aquarium suppliers. |
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29 |
Science |
Exploring variation in pigeons |
In this lesson children will: Identify that living things produce offspring of the same kind, although the offspring are not identical to either parent. |
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Explore their local area to find and take photos of pigeons. Print photos and use them to discuss and make notes on how the pigeons vary in colour, pattern and beak size and shape. Are their feet and legs scaly, feathery or webbed? Are they thin or fat, tall or short? Are their tails fanned or do they stick up? Record data using diagrams and labels. Consider where variation in pigeons comes from (inherited) and how it affects their survival. Group pigeons by their physical characteristics or put them into family groups. Explain their choices and decisions. Note: Pigeons congregate in parks, city centres, buildings and stations; anywhere where there is food. If you can’t find the real thing, search the web for photos and illustrations of pigeons of all shapes and sizes. A local pigeon breeder may be willing to visit school to show and talk about the birds, including how they are bred. Darwin was fascinated by the variation in pigeons. He believed that they were descendants of a bird known as the ‘rock dove’. |
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30 |
Science |
Darwin's investigations |
In this lesson children will: Plan and carry out a range of enquiries, including writing methods, identifying and controlling variables, deciding on equipment and data to collect and making predictions based on prior knowledge and understanding. |
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Use the web and non-fiction books to research the wide range of investigations that Darwin did at Down House, often with his children’s help. Work individually, in small groups or as a class to choose one of Darwin’s investigations. Plan and carry out their own version of the investigation. Share results with the class and explain what they did and whether they achieved the same result as Darwin. Note: Investigations included mapping the routes of bumblebees, how plants respond to light, growing seeds crushed and soaked in lemon juice (to mimic the effect of digestion on seeds eaten by birds), extracting seeds from owl pellets to see if they will grow, playing music and sounds to worms to see how they respond and mapping the positioning of spider webs. |
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31 |
English |
Adapting to change |
In this lesson children will: Explore types of questions and their uses in different contexts. |
By the end of this lesson children should know: Different question types are suitable for different purposes, such as a closed question for a retrieval exercise and a probing question to get to the root of a complicated answer. A rhetorical question is a question that is intended to make a point rather than get an answer. For example, asking 'What time do you call this?' when someone is late emphasises their lateness instead of requiring an answer. A leading question encourages a person to answer in a particular way, such as 'How much did you enjoy that day trip? where the word 'enjoy' encourages a positive response. |
Discuss this quote attributed to Darwin: ‘It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change.’ Explain in their own words what Darwin meant. Give examples to support their explanation and listen carefully to other people’s contributions and ideas. Write an alternative quote to explain Darwin’s ideas. Note: Provide a range of reading resources that the children can refer back to when developing their quote. Discuss why Darwin’s views were considered shocking at the time. There are plenty of videos and documentaries available on the web to help explain. |
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32 |
English |
Debating Darwin's theory |
In this lesson children will: Consider and evaluate different viewpoints, attending to and building on the contributions of others. |
By the end of this lesson children should know: Evaluating different viewpoints can help you to shape or redefine your opinions. In many discussions, it is beneficial to have an open mind, whereas, in other discussions, you may wish to defend strong beliefs. If you agree with someone in a discussion, you may be able to build on their explanation with your own evidence or anecdotes. |
Look at another quote from Darwin’s book, On the Origin of Species: ‘I see no good reasons why the views given in this volume should shock the religious views of anyone.’ Work in two teams – one as critics and the other supporters – to debate Darwin’s theory of natural selection. Before the debate, list 10 things that support their argument, listening to the views and contributions of others and collaborating as a team. Note: Allow the children to present their arguments for or against natural selection before they have a debate. Set up the classroom so that the teams are seated opposite their opponents. Record keywords and phrases used during the debate to create a word wall. |
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33 |
English |
Drafting our ideas |
In this lesson children will: Make detailed notes on an appropriate planning format, drawing on reading and research where necessary. |
By the end of this lesson children should know: Plans can be added to and amended as new research is carried out during the planning stage. Turning research into notes can help to create a clear plan and avoid plagiarism, which means copying someone's work without referencing it. Plans can be adapted as new ideas occur during the writing process. |
Begin to draft a simple explanation of how Darwin’s theory of natural selection works, précising longer passages of text. Plan to include keywords from the word wall or their project glossary. Note: For children who might find this difficult, provide sentence strips that they can put in order, a complete version with missing words or a cartoon strip to build their explanations. You could use ICT to provide effective and appropriate tools to achieve this task. |
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34 |
English |
Developing our explanations |
In this lesson children will: Use a range of organisational and presentational devices effectively, adapting their text to suit the audience and purpose, selecting the appropriate form and using similar writing as models for their own. |
By the end of this lesson children should know: A text can be adapted for different audiences and purposes. For example, the level of formality can be increased by writing in the third person, using the passive voice and making precise, ambitious vocabulary choices. Bullet points can be used instead of paragraphs to emphasise, simplify or condense a large or complicated body of text. |
Use their drafts to write a finished explanation that uses an appropriate range of punctuation, including colons, semicolons, ellipses and hyphens. Read through their developing work to make sure that their explanations are clear and well ordered. Note: Model the uses of colons, semicolons, ellipses and hyphens, and challenge children to use these effectively in their writing. At the end of the session, take time to look at effective examples in different pieces of work. |
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35 |
English |
Completing our explanations |
In this lesson children will: Assess the effectiveness of their own and others’ writing, proposing and making changes to spelling, grammar, vocabulary and punctuation to enhance effects and clarify meaning, including the correct subject and verb agreement and choosing the appropriate register. Proof-read for spelling and punctation errors. |
By the end of this lesson children should know: Writing techniques can clarify the meaning of a text and add extra impact to different types of writing. For example, repetition and summaries can clarify the main points in a persuasive text. Adding or removing detail or technical language can clarify meaning. If the subject and verb does not agree, rewrite the sentence so the meaning is clear. For example, 'she were excited' should be 'she was excited'. If the register is inconsistent, choose the level of formality required and amend the text to suit. |
Work with a partner to proofread their work, checking for spelling and punctuation errors. Ensure that they have used the correct tense throughout. Illustrate their explanation, choosing appropriate photographs, drawings or illustrations. Note: Display the children’s work alongside a range of information books about Darwin’s theory. |
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36 |
Computing |
Evolution of humans |
In this lesson children will: Select, use and combine a variety of software, including internet services, to meet a goal. |
By the end of this lesson children should know: A variety of software, such as word processing software, image editing software or internet services, can be selected, used and combined to meet a goal. |
Look at diagrams or timelines that describe the evolution of humans, discussing differences between them. Use morphing software to create a simple animation that shows the evolution of humans. Find images of apes or early humans and save them in a digital folder. Take a picture of themselves in a similar pose and use morphing software to morph the two images. Note: When Darwin first suggested that humans had evolved from the great apes, it upset a lot of people. For reconstructed images of our ancient human relatives, use search terms, such as Australopithecus afarensis, Homo erectus and Homo neanderthalensis. |
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37 |
Science |
Strawberry DNA |
In this lesson children will: Plan and carry out a range of enquiries, including writing methods, identifying and controlling variables, deciding on equipment and data to collect and making predictions based on prior knowledge and understanding. |
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Extract DNA from strawberries. Start by mashing or squashing a large strawberry in a sealed sandwich bag. In a cup, mix two teaspoons of washing up liquid, one teaspoon of salt and half a cup of water. Add two teaspoons of the mixture to the bag and gently squeeze it with their fingers to mix. Make a cone with a coffee filter and put it in a separate cup. Pour the strawberry mixture into the cone and twist the top of the filter paper, squeezing the liquid into the cup. Pour an equal amount of ice cold surgical spirit down the inside edge of the cup. Look for cloudy white threads appearing in the layer of spirit as it meets the strawberry mixture. Collect the DNA using a lollipop stick. Evaluate how successful they were at extracting the DNA and describe what it looks like. Note: Strawberries are a good fruit to use due to their large amount of DNA. |
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38 |
Science |
Inheritance! |
In this lesson children will: Identify that living things produce offspring of the same kind, although the offspring are not identical to either parent. |
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Find out about the monk and scientist, Gregor Mendel (1822–1884), whose research using thousands of pea plants informed his theory of inheritance and supported Darwin’s theory of evolution. Set up a simple test to explore the differences in Darwin’s and Mendel’s ideas on inheritance. Test Darwin’s theory by mixing yellow paint and blue paint in a bowl to make green paint. Discuss how, if yellow is one parent and blue is another, all offspring would be green. Test Mendel’s theory by mixing yellow and blue beads in a bowl. Discuss how, if each colour was the parent, offspring will be either yellow or blue, not green. Work together to discuss the key differences in the two theories. Consider their own inheritance and identify any obvious characteristics that they have inherited from parents or grandparents, and how they are similar to or different from their siblings. Note: Darwin believed that traits blend when inherited, so a tall person and a small person would have a medium sized child. However, Mendel discovered that traits were inheritable due to particles, which we now know as genes. Genetic inheritance is not quite as simple as the test in this activity, but children are not required to understand the intricacies in any greater depth at this stage. Be aware that some children may be sensitive about discussing inheritance and family background. |
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39 |
Geography |
At risk of extinction |
In this lesson children will: Ask and answer geographical questions and hypotheses using a range of fieldwork and research techniques. |
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Use digital conservation maps, websites and books to identify and list animal species that are at risk of extinction. Choose three animals from the list, including one each from the UK, a European region and North or South America. Find out what factors are endangering these species, such as human activity, habitat or climate change. Create a poster to inform others about the factors that are endangering the three species. Write captions that explain the importance of the species to the world as a whole. Note: The World Wildlife Fund (WWF) website has a species directory that lists the conservation status of each animal. Even before humans were a factor, endangerment and extinction was caused by natural factors, including overspecialisation, competition, sudden climatic change and catastrophic events like volcanic eruptions and earthquakes. |
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40 |
Science |
Artificial selection |
In this lesson children will: Describe how animals and plants can be bred to produce offspring with specific and desired characteristics (selective breeding). |
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Find out the difference between natural selection and artificial selection (selective breeding). Look at images of mixed breed dogs to see which features they have inherited from their parent breeds. Investigate puggles, schnoodles, chuskys, labradoodles, cockerpoos and dorgis. Consider whether creating artificial evolution is the right thing to do and express their opinions. Note: As an extension activity, children could imagine a new species of dog. What features would they mix and what would it create? |
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41 |
English |
Step 1 |
In this lesson children will: Consider and evaluate different viewpoints, attending to and building on the contributions of others. |
By the end of this lesson children should know: Evaluating different viewpoints can help you to shape or redefine your opinions. In many discussions, it is beneficial to have an open mind, whereas, in other discussions, you may wish to defend strong beliefs. If you agree with someone in a discussion, you may be able to build on their explanation with your own evidence or anecdotes. |
What do you think the world will be like in thousands of years? Work in pairs to make a prediction and share your ideas with the group. |
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42 |
Science |
Step 2 |
In this lesson children will: Identify how animals and plants are adapted to suit their environment, such as giraffes having long necks for feeding, and that adaptations may lead to evolution. |
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What factors do you think will have the greatest influence on human evolution? Will it be climate change, population size, food sources, technology, medicine, selective breeding or something else? |
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43 |
Science |
Step 3 |
In this lesson children will: Explain that living things have changed over time, using specific examples and evidence. |
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Choose the factor that you think will be most influential and sketch out some ideas for how this might affect the human form. Don’t forget to record your ideas in your journal – just like Darwin did! |
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44 |
English |
Step 4 |
In this lesson children will: Consider and evaluate different viewpoints, attending to and building on the contributions of others. |
By the end of this lesson children should know: Evaluating different viewpoints can help you to shape or redefine your opinions. In many discussions, it is beneficial to have an open mind, whereas, in other discussions, you may wish to defend strong beliefs. If you agree with someone in a discussion, you may be able to build on their explanation with your own evidence or anecdotes. |
Find others who have chosen the same factor then share your ideas and explain your thoughts, using scientific vocabulary. You might need to use words like trait, transformation, environment, adaptation, survival and extinction. |
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45 |
Science |
Step 5 |
In this lesson children will: Report on and validate their findings, answer questions and justify their methods, opinions and conclusions, and use their results to suggest improvements to their methodology, separate facts from opinions, pose further questions and make predictions for what they might observe. |
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Let’s speed up evolution! Watch example videos of morphing and transitioning to inspire your thinking. |
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46 |
Computing |
Step 6 |
In this lesson children will: Select, use and combine a variety of software, including internet services, to meet a goal. |
By the end of this lesson children should know: A variety of software, such as word processing software, image editing software or internet services, can be selected, used and combined to meet a goal. |
Now it’s your turn! Use your sketches to decide which features you will morph in your animation. If you have decided technology will be the main factor, you might like to change a human eye to a robotic eye! Search online for appropriate images to use. |
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47 |
Computing |
Step 7 |
In this lesson children will: Identify how a new piece of software or an app can increase creativity. |
By the end of this lesson children should know: Some software or apps are designed to help increase creativity by saving time or making tasks easier, such as being able to combine text, images, audio or video content into one place. |
Follow instructions and use morphing software to make the adaptations you have planned. Ask for help when you need it – changing the human race is not an easy task! |
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48 |
Computing |
Step 8 |
In this lesson children will: Identify how a new piece of software or an app can increase creativity. |
By the end of this lesson children should know: Some software or apps are designed to help increase creativity by saving time or making tasks easier, such as being able to combine text, images, audio or video content into one place |
Look at your morphed images and watch back your animations. Make any necessary changes. |
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49 |
Computing |
Step 9 |
In this lesson children will: Identify how a new piece of software or an app can increase creativity. |
By the end of this lesson children should know: Some software or apps are designed to help increase creativity by saving time or making tasks easier, such as being able to combine text, images, audio or video content into one place. |
Print a copy of your final morphed image and place it in an envelope. Your teacher will collect your envelope and give you someone else’s in return. |
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50 |
Science |
Step 10 |
In this lesson children will: Identify how animals and plants are adapted to suit their environment, such as giraffes having long necks for feeding, and that adaptations may lead to evolution. |
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Use your scientific knowledge to write a report about the image you have been given. What features have changed and why? What could be the major influencing factor? Find out who the image belongs to and ask them if you are right! |
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51 |
English |
Step 11 |
In this lesson children will: Consider and evaluate different viewpoints, attending to and building on the contributions of others. |
By the end of this lesson children should know: Evaluating different viewpoints can help you to shape or redefine your opinions. In many discussions, it is beneficial to have an open mind, whereas, in other discussions, you may wish to defend strong beliefs. If you agree with someone in a discussion, you may be able to build on their explanation with your own evidence or anecdotes. |
Were ideas similar or different across the group? Can you summarise your theories on the future of human evolution? Is anybody shocked by your ideas? |
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52 |
English |
Step 12 |
In this lesson children will: Use a range of organisational and presentational devices effectively, adapting their text to suit the audience and purpose, selecting the appropriate form and using similar writing as models for their own. |
By the end of this lesson children should know: A text can be adapted for different audiences and purposes. For example, the level of formality can be increased by writing in the third person, using the passive voice and making precise, ambitious vocabulary choices. Bullet points can be used instead of paragraphs to emphasise, simplify or condense a large or complicated body of text. |
Imagine Darwin was alive today. Write him a letter to explain your thoughts on human evolution. What do you think he would say? Would he agree with your vision of the future? CONGRATULATIONS! You have completed your Innovation Challenge. |
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53 |
English |
Headlines! |
In this lesson children will: Analyse the meaning of words, including figurative language, and consider the impact of language on the reader. |
By the end of this lesson children should know: Language choices can have different effects on the reader, such as those produced by emotive, persuasive, formal or informal language. For example, formal language can evoke a serious attitude in a reader. |
Look at newspaper headlines from local and national newspapers. Discuss their characteristics and compare broadsheet and tabloid headlines. List the features of a good headline, then work in pairs to write snappy headlines for a series of stories linked to the Innovate stage. Share their headlines with the class at the end of the session. Note: Give the children a series of story ideas to write headlines for, such as humans having longer thumbs in the future due to an obsession with texting. Possible headline: ‘Texting thumbs by 3016’. Effective headlines are catchy, serious, humorous, short, and use alliteration and action verbs. |
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54 |
English |
Features of newspaper reports |
In this lesson children will: Use a range of organisational and presentational devices effectively, adapting their text to suit the audience and purpose, selecting the appropriate form and using similar writing as models for their own. |
By the end of this lesson children should know: A text can be adapted for different audiences and purposes. For example, the level of formality can be increased by writing in the third person, using the passive voice and making precise, ambitious vocabulary choices. Bullet points can be used instead of paragraphs to emphasise, simplify or condense a large or complicated body of text |
Recap and list the features of an effective newspaper report by looking at a range of examples. Draft ideas for a newspaper report linked to their Innovation Challenge. Use their list of features to decide what they would need to do to make their article interesting for the reader. Note: Features of a newspaper report include a good headline, orientation paragraph, main body of text, photos, captions and reorientation or summary. |
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55 |
English |
Effective orientation paragraphs |
In this lesson children will: Use a range of organisational and presentational devices effectively, adapting their text to suit the audience and purpose, selecting the appropriate form and using similar writing as models for their own. |
By the end of this lesson children should know: A text can be adapted for different audiences and purposes. For example, the level of formality can be increased by writing in the third person, using the passive voice and making precise, ambitious vocabulary choices. Bullet points can be used instead of paragraphs to emphasise, simplify or condense a large or complicated body of text. |
Develop their orientation paragraphs to introduce the story and grab the reader’s attention. Try different ways of setting the scene to see which works best. Summarise the main points of the article to remind them what to include. Make sure that their orientation paragraph is short and to the point. Note: Provide examples of effective and ineffective orientation sentences and paragraphs. Model how to write an effective orientation for one of the headlines in the reading activity above |
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56 |
English |
Adding the content |
In this lesson children will: Use a range of organisational and presentational devices effectively, adapting their text to suit the audience and purpose, selecting the appropriate form and using similar writing as models for their own. Core knowledge |
By the end of this lesson children should know: A text can be adapted for different audiences and purposes. For example, the level of formality can be increased by writing in the third person, using the passive voice and making precise, ambitious vocabulary choices. Bullet points can be used instead of paragraphs to emphasise, simplify or condense a large or complicated body of text. |
Develop the main body of their texts to include paragraphs, clear sentences, rhetorical questions and the past tense. Note: Data can give a story more authority. Ask the children to consider what pictures or data they could include in their reports. Adding the statistic ‘78% of young people spend over three hours a day texting’ would strengthen a report that says we’ll have longer texting thumbs in the future. Work together to come up with fictional data and help the children to develop their ideas. |
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57 |
English |
Completing our reports |
In this lesson children will: Link ideas within and across paragraphs using a wider range of cohesive devices. |
By the end of this lesson children should know: Cohesion refers to the ways that parts of a whole text are linked together, including the ways that paragraphs follow on from each other. A group of paragraphs can be about the same point in longer texts, but each paragraph adds new information and builds on previous paragraphs. Many non-narrative texts begin with an introductory paragraph and end with a concluding paragraph. An introduction states the purpose and main theme of a text. It can present the points that will be explored in further detail in the following paragraphs. A conclusion is a paragraph that often summarises the main points of a text or offers a final opinion. Cohesive devices include ellipsis, repetition and references to other paragraphs. Ellipsis is a device where words are intentionally omitted, such as answering 'I have' to the question 'Who has the bag?' instead of 'I have the bag'. |
Complete their reports by adding a final reorientation paragraph to reinforce key points. Add a view or personal comment in the final paragraph of the story that indicates whether they are for or against the theme of the article. Do a final proofread to check spelling and punctuation. Note: Children could use desktop publishing software, such as Publisher, to present their writing. They can upload an image to the report and write an accompanying caption, which should identify something or someone in the image and give the reader more information. |
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58 |
History |
Adding to our timelines |
In this lesson children will: Articulate and present a clear, chronological world history narrative within and across historical periods studied. |
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Look back at their Darwin timeline and think about what else they could add to it now they have learned more about his life. Consider adding more dates and events or whether extra detail could be added to what’s already on the timeline. Note: The children could add dates related to Darwin’s legacy. They could also add other people who were working in the same field at the time, including Mendel and Wallace. Children might like to add predictions for current endangered species and the future of human evolution. |
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59 |
Science |
Debating a topical issue |
In this lesson children will: Ask and answer deeper and broader scientific questions about the local and wider world that build on and extend their own and others' experiences and knowledge. |
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Debate a topical issue that relates to inheritance and evolution, such as artificial selection, genetic cloning or genetic engineering. Note: Children will need to understand the differences between artificial selection (selective breeding), genetic engineering and genetic cloning. There are many examples of media reporting on these topics, but try to find ones which have a balanced view. The debate could focus on areas such as the genetic engineering of plants that are resistant to drought or disease, the cloning of animal DNA to bring back extinct species or the selective breeding of animals, including dogs, cattle and chickens. Children could work in teams to plan an opening introduction to the debate that states their argument. Invite an audience to watch the debate and vote for the team that they think gave the most convincing argument. |
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60 |
Geography |
Biodiversity of islands |
In this lesson children will: Explain interconnections between two or more areas of the world. |
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Summarise, in their own words, why they think the Galápagos Islands developed such rich biodiversity. Use a world map to identify other remote islands and choose one to research. Find out about the island’s climate and biodiversity, then present their ideas in their journals using text, drawings, maps and digital images. Consider the main threats to islands, including natural and human factors, such as expanding populations, habitat destruction, tourism, rising sea levels and the introduction of new species. Note: Interesting islands to explore include Ascension Island, Madagascar, East Timor, the Solomon Islands, French Polynesia, and Christmas Island. Islands tend to be rich in diversity due to their physical isolation. They often have fewer species and a smaller population, and the species that are there are less likely to have predators. They usually have less competition for resources, which means that they can adapt and colonise unfilled niches and take on a new way of life. |
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61 |
Computing and RHE |
If Darwin were alive today… |
In this lesson children will: Name some of the positives and negatives of communicating with others online. |
By the end of this lesson children should know: The positives of communicating online include the speed, low cost and ability to communicate globally. The negatives of communicating online include the threat to privacy, influencing of others, access to technology and anonymity. |
Consider, research and discuss the question 'If Darwin was alive today, doing the same research, how might he use modern technology, and for what purpose?' Note: Darwin had a closed network of fellow scholars that he discussed his findings and hypotheses with, often through letters. Imagine how much more quickly his work would have advanced if he’d been able to use modern technology, such as digital photography, GPS mapping and techniques, such as whole genome sequencing. |