teacher pack ks2 key stage 2 - introduction the following ...€¦ · investigate other food chains...

Teacher Pack KS2

www.suffolk-owl-sanctuary.org.uk

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KEY STAGE 2 - INTRODUCTION

The following activities have been designed to help children to learn about owls and other raptors as part of the KS2 Science Curriculum.

Guidance for the QCA Objectives and Outcomes, for these and other activities, has been given further on in this pack

This game is played in much the same way as a traditonal board game and is probably best with 2-4 players. Each child takes an animal counter and, beginning on the ‘start’ square, throws the dice to move around the board to ‘Home’. How the instructions on the board affect each player, depends on which animal counter they have! As an extension, children could be asked to investigate other food chains and devise their own food chain games, either individually or in pairs or groups.

The raptor quiz could be employed as an evaluation (once the children have done some work on raptors) to see how much they know. It could be used as a whole class exercise or as a team challenge.Quiz Answers: 1. C 2. B 3. A 4. B 5. A 6. C 7. B 8. C 9. B 10. A 11. C 12. B i. Over 100 mph ii. Silent flight iii. 270 degrees (not 360 as is commonly believed) iv. Elf Owls v. No

Ask the children to conduct a comparative study about owl and human eyes. Some possible points to consider:• similarities/ differences• position of eyes• type of vision/how much• 2D/3D – b/w or colour• movement of eyes• any distinguishing features• encourage children to use scientific language such as cornea, iris etcAs an extension, the children could be asked to expand the study to other animal groups.

There are five different groups of raptor. The raptor pictures have been created as a way for children to record one of each group, once they have done some work on various aspects of type, feeding habits, habitat etc. The pictures have been produced within a grid to encompass a wider variation in ability. The originals could be photocopied and simply coloured. The part drawn illustrations are to enable children to recreate the originals with some assistance. Children could also use a plain grid to record their own raptors and of course some children could draw purely freehand pictures.

This table could be used to encourage children to conduct their own personal reseach into how different types of raptor have adapted to live in their environment. As an extension, children could be asked to make comparisons between raptor features and provide explanations as to how aspects such as prey and habitat reflect these features.

(See list of websites and publications for possible sources of reference).

TEACHER NOTES

Food Chain Game Y. 3/4/5/6

Raptor Quiz Y. 4/5/6

Eye Study Y. 4/5/6

Raptor Pictures Y. 3/4/5/6

Adapting to HabitatY. 3/4/5/6

continued...


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This activity has been designed as a way for children to record their understanding of how different types of raptor have different wing shapes. Looking at a range of raptor pictures, discuss attributes such as width, length, type of feathers, whether they are pointed or rounded etc and why they are shaped the way they are, (this would relate to other work the children have done on habitat, catching prey etc).

Ask the children to then match the silhouettes of the birds in flight to the static raptors, using their knowledge of wing types to explain the reasons for their choice. One has been done as an example, but with both birds in flight to make life a little harder. To extend this activity, the children could be asked to research other raptors within each group and devise a key to group various features.

For an easier wordsearch, see KS1. To enhance the skills used, children could try making up their own owl wordsearch using other raptor facts.

Wordsearch AnswersY. 4/5/6

Matching Wings Y. 4/6

TEACHER NOTES

continued...KEY STAGE 2 - INTRODUCTIONTEACHER PACK KS2


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Food Chain Game ObjectivesY3 That all animals, including humans, need to feed Y4 To identify the structure of a food chain in a specific habitat

OutcomesY3 Identify different sorts of food eaten by the animals Y4 Identify animals which are predators and their prey

Raptor Picture ObjectivesY3 That different animals have different diets Y4 That different animals are found in different habitats

OutcomesY3 identify different sorts of food eaten by the animals Y4 State that animals and plants are found in some places and not in others and explain

Adapting To Habitat ObjectivesY3 To raise questions about the diet of different pets Y4 To identify different types of habitat

OutcomesY3 Produce a record of the visit or work done in writing and drawing Y4 Identify local habitats and recognise those which are similar in scale or diversity

KEY STAGE 2 - ACTIVITIES & QCA OBJECTIVES & OUTCOMES

The Objectives and Outcomes for these KS2 activities are taken from those given by the QCA (Qualifications and Curriculum Authority) Standards Site for Science and are only intended as a guide.

Please see the section on cross curricula links for further ideas on non-science based activities.

ACTIVITIES YEARS 3 & 4

Food Chain GameScience: 3a, sec 24b, sec 8

Raptor PicturesScience: 3a, sec 4 4b, sec 3

Adapting to HabitatScience: 3a, sec 44b, sec 2


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Raptor Quiz ObjectivesY4 That animals are suited to the environment in which they are found Y4 To group organisms according to observable features

Outcomes Y4 State that animals and plants are found in some places and not in others and explain Y4 Group animals and explain criteria on which the groups are based

Matching Wings ObjectivesY4 To make reliable observations of organisms Y4 to indicate whether their prediction was valid and to explain findings in scientific terms

OutcomesY4 Make observations which are relevant to the question under investigation

Eye Study ObjectivesY4 To group organisms according to observable featuresY4 To pose questions about organisms and the habitat in which they live and make predictions OutcomesY4 identify similarities and differences between similar organisms

Raptor Wordsearch ObjectivesY4 To group organisms according to observable features Y4 To make reliable observations of organisms

OutcomesY4 Identify similarities and differences between similar organisms Y4 Make observations which are relevant to the question under investigation

ACTIVITIES YEAR 4

Raptor QuizScience: 4b, sec 34b, sec 4

KEY STAGE 2 - ACTIVITIES & QCA OBJECTIVES & OUTCOMES (continued)

Matching WingsScience: 4b, sec 6

Eye StudyScience:4b, sec 44b, sec 6

Raptor WordsearchScience: 4b, sec 44b, sec 6


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Raptor Picture ObjectivesY5 To collect and record data appropriately Y6 That different animals and plants are found in different habitats

OutcomesY5 Collect and record data carefully Y6 Name some animals and plants found in the habitat

Adapting To Habitat ObjectivesY5 To plan how to answer questions Y6 How animals and plants in a second habitat are suited to their environment

OutcomesY5 Plan a suitable method for collecting evidence Y6 Identify features of animals and plants which make them suited to their habitat

Food Chain Game ObjectivesY5 To ask scientific questions Y6 That food chains can be used to represent feeding relationships in a habitat OutcomesY5 Suggest ideas for investigation Y6 Construct a food chain

ACTIVITIES YEARS 5 & 6

Raptor PicturesScience: Unit 5, sec 2 Unit 6a, sec 9


The Objectives and Outcomes for these KS2 activities are taken from those given by the QCA (Qualifications and Curriculum Authority) Standards Site for Science and are only intended as a guide.

Please see the section on cross curricula links for further ideas on non-science based activities.

Adapting to HabitatScience: Unit 5, sec 1Unit 6a, sec 9

Food Chain GameScience: Unit 5, sec 1Unit 6a sec 6


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Raptor Quiz ObjectivesY6 To plan how to answer questions Y6 To collect and record data appropriately

OutcomesY6 Collect and record data carefully

Matching Wings ObjectivesY6 To use keys to identify animals and plants in a local habitat Y6 To look critically at data collected

OutcomesY6 Use a suitable key to identify a number of plants and animals found in a local habitat Y6 Collect & record data carefully

Eye Study ObjectivesY6 To ask scientific questions; to plan how to answer questions; to decide what kind of evidence to collect Y6 To look critically at data collected

OutcomesY6 Plan a suitable method for collecting evidenceY6 Collect and record data carefully

Raptor Wordsearch ObjectivesY6 That different animals and plants are found in different habitats Y6 How animals and plants in a local habitat are suited to their environment

OutcomesY6 Identify features of animals and plants which make them suited to their habitat Y6 Make observations which are relevant to the question under investigation

ACTIVITIES YEAR 6

Raptor QuizScience: Unit 6h, sec 1Unit 6h, sec 2


Matching WingsScience:Unit 6a, sec 4Unit 6H, sec 2

Eye StudyScience: Unit 6h, sec 1Unit 6h, sec 2

Raptor WordsearchScience: Unit 6a, sec 9Unit 6a, sec 5

Teacher Pack KS2


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CROSS CURRICUlA ACTIVITIES FOR KS2

The following activities have been designed to help children to learn about owls and other raptors as part of the KS2 Science Curriculum. Guidance on the National Curriculum links for each subject has been provided.

lITERACY• Read a raptor story or poem to peers or younger children (this could be one they have written themselves) or listen to a raptor story or poem En1: 1a, 1b, 1c, 8a• Enact raptor stories through: drama and mime, in groups or as a class for an assembly; hot seating; as a reporter En1: 4a, 4b, 4c, 4d• Discuss the importance of bird sanctuaries and other institutions which are involved in animal welfare and conservation En1: 2e, 3a, 3b, 3c, 3d, 9c• Work individually, or in groups to present an argument to the rest of the class, for or against an issue of raptor conservation (eg, should nest boxes be provided in local areas) En1: 1b, 1c, 1d, En3: 1a, 1e, 9c• Compose fictional stories or poems about raptors, exploring ideas from a raptor’s point of view En3: 1a, 1b, 1c, 1d, 1e, 9a • Compose poems about raptors, in a particular style or focussing on rhyming, metaphors or similes etc En3: 1a, 1b, 1d, 2a, 2b, 2c, 12

NUMERACY• Research raptor statistics and compile charts/graphs of the results (eg, how fast do different types of raptor fly; what types of prey do raptors catch) Ma4: 1f, 1g, 2c• Formulate a price list for items in a raptor gift shop. Use the information to: estimate and add the total cost of groups of items: estimate and calculate change; calulate costs of items with a given percentage off Ma2: 1e, 2g, 2i, 3a • Create a simple raptor image out of 2D shapes; use a grid to recreate the image in four quadrants, using co-ordinates Ma3: 1f, 2c, 3c• Use a square grid to symmetrically reflect, rotate or translate a simple raptor shape Ma3; 3a, 3b

ART, DESIGN & MUSIC• Make raptor masks 1a, 2a, 2b• Make a whole class, group or individual raptor collage 4a, 4b, 5b, 5c• Draw, paint or make model raptors in a particular

design or the style of a specific artist 1a, 2c, 4c, 5a • Listen to raptor sounds (see info on websites) and compose ‘raptor music’ in groups or as a whole class 2b, 5a, 5b, 5c• Compose music for a raptor poem, using tuned and untuned musical instruments and/or ICT 1b, 1c, 2a, 5d

HISTORY• Owls and birds of prey have had a significant role to play throughout history. There are a number of topics to research for example: owl mythology; owls in tudor times; birds of prey and the ancient egyptians; how raptors relate to dinosaurs and much more 1b, 3, 4a, 4b, 5a, 5b, 5c

GEOGRAPHY• Owls and birds of prey can be found in a whole host of different environments, both in the UK and across the globe . There is vast scope for researching habitats either as a local topic or part of a wider one 1a, 1b, 2a, 2d, 3a, 3b, 4b

ICT• There are many opportunities for children to use ICT: for research about different types of raptor; to word process information; to demonstrate their findings effectively; to organize information in the form of a presentation or project1b, 2a, 3a, 3b

PHYSICAl EDUCATION• Make up rules for a raptor tag game 2a, 2c • Make up a ‘raptor dance’ (perhaps to compliment the ‘raptor music’ the children composed for a poem) 1b, 6a, 6b• Explore owl movements and develop a sequence of exercise movements based on these 4a, 4b, 8a, 8b

PSHE• Discuss raptor conservation issues (eg how they are affected by cars, rubbish, pollution etc: the importance of rehabilitation) 1a, 2a, 5a• Discuss the needs of raptors and how they can affect the local environment(eg raptors are a natural pest control) 2d, 2e, 5g

Teacher Pack KS2


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KEY STAGE 2 - USEFUl SOURCES OF INFORMATION

WEBSITES

• www.owl-help.org.uk• www.raptorrescue.org.uk/kids/learn• www.kidzone.ws/animals/birds2.htm• www.raptorchapter.org/HawkTalk.htm• www.carolinaraptorcenter.org• www.hawkquest.org• www.dvrconline.org• www.owlpages.com• www.kidwings.com• www.barnowltrust.org.uk• www.kids.nationalgeographic.com/Animals• www.dltk-kids.com/animals• www.42explore.com• www.peregrinefund.org• www.owls.org• www.enchantedlearning.com• www.aviary.owls.com

BOOKS

NON-FICTION• AN INTRODUCTION TO BRITISH OWlS AND OTHER BIRDS OF PREY by Clive Britcher• RAPTOR! A KID’S GUIDE TO BIRDS OF PREY by Christyna M. & Rene lanbach & Charles W. G. Smith• OWlS FOR KIDS by Neal D. Niemuth• RAPTORS by Don lessem• BIRDS OF PREY by Jonathan P. latimer & Karen Stray Nolting• OWlS by Diane Swanson• OWlS AND THEIR HOMES by Deborah Chase Gibson• OWl by Mary ling &Kim Taylor

FICTION• OWlS IN THE FAMIlY by Farley Mowat• THE OWl AND THE PRAIRIE DOG by Berniece Feschet


© THERAPTORQUIZ

1. What term is used to mean ‘bird of prey’?

a) species

b) prey

c) raptor

2. Which one of these is not a raptor?

a) Eagle

b) Robin

c) Buzzard

3. All birds of prey have the same kind of beak design.

Is it…

a) hooked

b) small

c) long

4. Which part of the bird do the talons

belong to?

a) wings

b) feet

c) head

5. Some birds of prey are ‘diurnal’. This means that

they are mostly around during the:

a) day

b) night

c) dusk

6. What term is used to describe birds of prey that

mostly hunt at night?

a) diurnal

b) membrane

c) nocturnal

7. How do birds of prey catch their food?

a) with their beaks

b) with their feet

c) with beaks and feet

The following questions are designed to help children to learn about owls and other raptors, as part of the KS2 Science Curriculum. Guidance for the QCA Objectives and Outcomes has been given further on in this pack.

8. How many toes do owls have?

a) two

b) three

c) four

9. Which sense is most highly developed in

nocturnal birds?

a) hearing

b) sight

c) smell

10. How do female birds of prey usually compare in

size to males?

a) larger

b) same size

c) smaller

11. What term is used for when a bird of prey sits

on her eggs?

a) laying

b) nesting

c) incubation

12. Who provides food once the eggs have been

laid?

a) the female bird

b) the male bird

c) both

Extension Questions

i. How fast is it possible for a falcon to dive?

ii. What special advantage do owls wings allow?

iii. How far around can owls actually rotate their

heads?

iv. Which is the smallest owl in the world?

v. Do owls have teeth?


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RAPTORWORDSEARCH

The following activity is designed to help children to learn about owls and other raptors, as part of the KS1 Science Curriculum. Guidance for the QCA Objectives and Outcomes has been given further on in this pack.

• raptor• owl• prey• falcon• hawk• incubate

• talons• buzzard• eagle• diurnal• nocturnal• hunter


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FOODCHAInGAmEThe following activity is designed to help children to learn about owls and other raptors, as part of the KS1 Science Curriculum. Guidance for the QCA Objectives and Outcomes has been given further on in this pack.


© mATCHInGWInGSAsk the children to then the silhouettes of the birds in flight to the static raptors, using their knowledge of wing types to explain the reasons for their choice. One has been done as an example, but with both birds in flight to make life a little harder. Ask children to devise a key to group various features.


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There are five different groups of raptor. These pictures have been created as a way for children to record one of each group, once they have done some work on various aspects of type, feeding habits, habitat etc. The pictures have been produced within a grid to encompass a wider variation in ability.

RAPTORPICTURES1a-Owl

teacher pack ks2 key stage 2 - introduction the following ...€¦ · investigate other food chains...

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