The media gives the public news and information. Different types of media include television, radio, newspapers, magazines and the internet.

The result of a test or enquiry is what happened or what was found out.

A table is a grid in which information can be recorded and stored.

A chart is a drawing that shows information.

To communicate is to share or exchange information or ideas.

How scientists communicate with the public (non-statutory)

Science

Introducing observable characteristics

Grouping animals

Grouping plants

Identifying living things (non-statutory)

Classification keys

Classification keys to identify animals

Classification keys to identify plants

Environments and seasonal changes (Climate Change & Sustainability)

Extreme weather: flooding (non-statutory Climate Change & Sustainability)

Extreme weather: heatwaves and wild fires (non-statutory CC & Sustainability)

Land development and deforestation (Climate Change & Sustainability)

Waste creation and pollution (Climate change and sustainability)

Animals in danger (Climate Change & Sustainability)

Protecting animals in decline (non-statutory Climate Change & Sustainability)

Plants in danger (Climate Change & Sustainability)

Nature reserves (Climate change and sustainability)

Reforestation and recycling (Climate Change & Sustainability)

Environmental changes in the news (non-stat Climate Change & Sustainability)

In this Living things and the environment unit, pupils learn to explore and use classification keys to help group, identify and name living things. In the Why we group and classify living things unit, they will build on this knowledge to give reasons why we classify plants and animals based on specific characteristics

In the Living things and where they live unit, pupils learnt that things can be grouped into: alive, dead and never alive. In this Living things in the environment unit, pupils will build on this knowledge to recognsie that living things can be grouped in a wider variety of ways

This unit focuses on grouping living things and using classification keys to identify and name them in various environments. It explores how environmental changes can pose dangers to organisms. Emphasis is on asking questions, collecting data, and using evidence to support conclusions.

Living things and the environment

texts, images or objects created using information gathered by others

a grid in which information can be recorded and stored

How can scientists communicate with the public?

What can help the public to understand the results of scientists' investigations?

They can make new treatments and cures for diseases.

They can create early warning systems for natural disasters.

How can scientists help people to lead healthier, safer lives?

to help the public understand how to measure in different ways

to help the public understand how to stay safe

to help the public understand how to write conclusions to investigations

to help the public understand how to make predictions

Why were scientists on television every day during the Covid-19 pandemic?

to have something to do in their spare time

to help the public to understand the world around us

Why do scientists write books and present television programmes?

What are the results of an investigation or enquiry?

What do scientists write at the end of an investigation or enquiry?

Why do scientists share the results of their work?

How scientists communicate with the public (non-statutory)

Lesson outcome