Science at key stages 1 and 2    (Year 6)

• Ask children to suggest what will happen to the plant kept in the dark if it is placed on the window sill for a few days. Ask children to observe the plant to see whether it grows better eg becomes more sturdy, develops more leaves. If possible show time-lapse pictures eg on video, CD-ROM to illustrate how plants grow and make new stems, leaves etc. Discuss with children what they have seen and explain that plants grow by making new materials using the air around them and the water they take in through their roots, and that they need leaves to do this.

• Show children some packaging from fertilisers or 'plant food' or labels from house or garden plants and ask them to suggest why fertilisers are needed. Explain that plants take in nutrients as well as water through their roots but that very small quantities of these are needed. Ask children to think about how animals obtain food for growth and discuss the differences between this life process in plants and animals.

• Ask children what they remember of the local habitats studied in Year 4 and revisit one specific habitat. Observe animals and plants found in these and help children to use keys to identify unfamiliar animals and plants from living things, or from pictures.

• Ask children what they remember from previous work about the feeding of animals and plants and ask them to suggest other reasons why animals need the plants and why plants might need the animals. Help children to use their own knowledge and observations and secondary sources to make an information card about an animal or plant in the local habitat.

• Remind children of earlier work on food chains and present children with information eg from their information cards about the animals and plants in a local habitat, or in another habitat, together with information about what the animals eat. Ask children to construct food chains and to explain to each other what they mean. Elicit children's understanding of the terms 'producer' and 'consumer'.

• Show children a collection of labels from garden and house plants which illustrate the needs of the plants in terms of eg light, shade, soil type, water etc. Ask children to suggest why soil type is important. Show children some plants with different shaped roots, pictures of different roots. Ask them to suggest how roots ensure the plant gets water and nutrients. Ask children to draw and annotate a diagram showing the importance of a root to a plant and ask them why fertilisers are often added to soil.

• Present children with two soil samples and ask them to observe them closely eg with hand lenses or microscopes and to record differences between the two soils eg size of pieces of rock, colour, dryness, animal/plant material. Challenge children to explain which could provide a good habitat for a soil-living animal and which would allow plants to anchor themselves most effectively. Remind them of earlier work on soils and drainage. Ask them to present their ideas in drawing and writing.

• Extend children's understanding of habitats to a contrasting habitat which may not be in the locality eg seashore, river, woodland and using secondary sources eg video, CD-ROM, reference books or a visit illustrate the range of animals and plants living there. Ask children to use secondary sources eg reference books, CD-ROMs, photographs to find out about a specific animal and a specific plant eg a wading bird, seaweed or a woodland plant (bluebell) and how it is suited to the habitat in which it lives. Ask children to make an information card about the organism and make a class display to illustrate the animals or plants in this habitat. Talk with children about differences between the habitats and the animals and plants found in each.

• Using the information gathered in the previous activity help children to construct food chains relating to the habitat. Challenge children to trace the food chains back to the producer. Ask children to compare the food chains from the two habitats and talk with them about similarities and differences.