Unit plans / cynlluniau uned

Step 1: Amazing Adaptations - Featuring Wallace's Flying Frog!

Prior Learning: 

This step requires no prior knowledge of adaptations.

The Four Purposes of Learning:

• Ambitious, Capable Learners: Pupils will be introduced to the concept of adaptations and explore a real-world example, Wallace's flying frog.

• Enterprising, Creative Contributors: Pupils will participate in a brainstorming activity, imagining adaptations for a fictional creature.

• Ethical, Informed Citizens: Pupils will begin to appreciate the diversity and wonder of the natural world.

• Healthy, Confident Individuals: Pupils will be encouraged to ask questions and participate actively in discussions.

Learning Objectives:

• Living Things in the Environment: I can identify how some animals are adapted to their habitat.

Materials:

• Pictures of various animals with adaptations (polar bear, owl, cactus, etc.)

• Pictures of Wallace's flying frog (essential)

• Large sheet of paper or whiteboard.

• Felt tips or pens.

• Drawing materials (crayons, coloured pencils) 

Introduction (5 minutes):

1. Begin by asking pupils if they've ever seen an animal that seems perfectly suited for its environment.

2. Briefly introduce the concept of adaptations: special features that help organisms survive in their habitat.

Amazing Adaptations Around the World (10 minutes):

1. Show pictures of various animals with adaptations. (e.g., polar bear's thick fur for staying warm, owl's silent wings for hunting, cactus's spines for conserving water).

2. For each picture, discuss how the animal/plant's specific feature helps it survive in its environment.

3. Encourage pupils to ask questions and share their ideas about these adaptations.

Introducing Wallace's Flying Frog (10 minutes):

1. Show pictures of Wallace's flying frog.

2. Explain that this amazing creature, discovered by Alfred Wallace, has unique adaptations for gliding from tree to tree in the rainforest canopy.

3. Discuss how the frog's large webbed feet act like wings, allowing it to "fly" through the air.

4. Emphasise the diversity of adaptations in the natural world. There are many ways for organisms to survive in their environment!

Meet Alfred Wallace, Explorer and Naturalist (5 minutes):

1. Briefly introduce Alfred Wallace (born in Wales) as a scientist who explored the natural world, similar to Charles Darwin.

2. Explain that both Wallace and Darwin independently noticed how living things adapted to their environments during their travels.

3. You can mention Wallace's famous exploration of the Malay Archipelago, where he encountered many unique species.

Imagine an Adapted Creature (15 minutes):

1. Divide the class into small groups.

2. Provide each group with a large sheet of paper.

3. Explain the challenge: Pupils will brainstorm and design a fictional creature with unique adaptations for a specific environment (e.g., a creature living deep in the ocean or a creature living in a hot desert).

4. Encourage them to consider the challenges of the environment and how their creature's adaptations would help it survive (e.g., glowing body for attracting prey in the deep sea, thick skin for retaining water in the desert).

5. If time allows, pupils can use drawing materials to illustrate their creatures.

Wrap-up and Discussion (5 minutes):

1. Have each group share their ideas about their fictional adapted creature with the class.

2. Discuss the importance of adaptations for survival in the natural world.

3. Briefly mention that scientists like Alfred Wallace spend their careers exploring adaptations in living things.

Assessment (TAPS):

• Observe student participation in discussions. Encourage them to explain how different animal features help them survive.

• Look for pupils actively participating in the brainstorming activity, using creativity and imagination.

• If time allows, have a group representative present their designed creature and its adaptations to the class.

Differentiation:

• Provide pupils who require support with a pre-selected list of environments for their fictional creature design activity.

• Challenge advanced pupils to research a specific real-world adaptation and present their findings in more detail.

Extension Activities:

• Pupils can create a simple food chain model for their chosen environment, showcasing how different organisms' adaptations play a role in the ecosystem.

• Research and watch videos about other amazing adaptations in the animal kingdom.

Citizen Science:

• Consider citizen science projects where pupils can observe and record local wildlife and their adaptations. This could involve birdwatching or collecting data on local plant life.

Local Links:

• Focus on animals native to Wales (red kite, badger, bottlenose dolphin) and discuss how their adaptations help them survive in the Welsh environment.

• If possible, show pictures of the Peregrine falcons nesting under Britannia Bridge and discuss how their adaptations (sharp eyesight, fast flying) allow them to thrive in that specific habitat. 

Misconceptions:

• Pupils might think all animals in a habitat look the same. Address this by showing examples of variation within a species (different fur colours in foxes, etc).

• They might confuse adaptation with behaviour. Clarify that adaptation is a physical or structural trait, while the behaviour is an action an animal takes.

Inquiry Type: 

• This step primarily focuses on observation and pattern-seeking. Pupils will observe pictures of animals from different habitats and identify patterns in their physical features that help them survive.

Step 2: Battle of the Beaks - STEM activity 

Prior Learning: 

This step builds on the understanding of adaptations explored in Lesson 1. Pupils should be familiar with the concept of how organisms can have traits that help them survive in their environment.

The Four Purposes of Learning:

• Ambitious, Capable Learners: Pupils will explore the concept of adaptation through a hands-on activity simulating Darwin's finches. They will analyse how beak adaptations influence feeding success and develop scientific vocabulary related to adaptations and natural selection.

• Enterprising, Creative Contributors: Pupils will participate in an experiment, working collaboratively to discover the best bird beaks for different food sources.

• Ethical, Informed Citizens: Pupils will begin to appreciate the role of natural selection in shaping adaptations that enhance survival.

• Healthy, Confident Individuals: Pupils will develop problem-solving skills and confidence in their scientific thinking by engaging in a fun and challenging activity.

Learning Objectives:

• Living Things in the Environment: I can identify how some animals are adapted to their habitat.

Materials:

• 3 different sized utensils to imitate beaks (e.g. tweezers, pegs and cooking tongs)

• A selection of small items to imitate different sized seeds (e.g. Maltesers, Millions, Chewits, bolied sweets)

•  A stopwatch.

Introduction (5 minutes):

1. Briefly review the concept of adaptations and how they help organisms survive in their environment.

2. Introduce Charles Darwin and his observations on the Galapagos Islands.

Darwin's Finches - A Beakful of Diversity (10 minutes):

1. Show pictures of Darwin's finches with different beak shapes (emphasise the variety).

2. Explain how Darwin observed that these finches, although closely related, had beaks specifically adapted for different food sources found on the islands (e.g., ground finches with thick beaks for cracking seeds and woodpecker finches with pointed beaks for extracting insects from trees).

Planning the Beak Battle (40  minutes): 

Pupils will simulate bird feeding by using a 'beak' to collect food and place it into a stomach. Explain that they are going to be investigating - Which beak is better adapted to pick up each seed? They will be using 3 different pieces of equipment to imitate a beak and 3 different-sized ‘seeds’. How will they make their investigation fair? What variables need to be controlled? (e.g. the amount of time given to pick up the 'seeds', the person picking up the ‘seeds’) Which variables will change? (the 'seeds' and the beak)

Beak Battle (10 minutes):

1. Pupils set up different stations representing the food sources found on the Galapagos Islands (e.g., a bowl of varying sweets representing food).

2. Each group, representing their finch species, will test their different beaks by trying to collect their designated food from the corresponding station within a set time limit.

3. Observe and record the success of each beak design in collecting its specific food on a table. Each experiment could be repeated 3 times and the average calculated. 

Natural Selection in Action (10 minutes):

1. Bring the class back together for a discussion.

2. Discuss the results of the beak challenge.

3. Explain how, similar to Darwin's finches, birds with beaks well-suited for their environment (can easily collect food) are more likely to survive and reproduce, passing on their beneficial beak traits to future generations.

4. Introduce the concept of natural selection as a mechanism that drives adaptations over time.

5. Illustrate a simple diagram representing how natural selection can favour certain beak adaptations on the Galapagos Islands (e.g., strong beaks for a nut-rich environment, pointed beaks for an insect-rich environment).

Wrap-up & Discussion (5 minutes):

1. Briefly summarise the key point: Birds, like Darwin's finches, have different beak shapes that are adaptations for feeding on various food sources. Natural selection favours traits that enhance survival and reproduction in a specific environment.

2. Discuss the challenges faced by birds with poorly adapted beaks in a changing environment.

Assessment (TAPS) –

• Observe pupils participation in discussions about adaptations and beak shapes.

• Encourage them to explain how different beak designs might be advantageous for specific food sources.

• Listen for their understanding of the concept of natural selection during the wrap-up discussion.

• Observe their teamwork and collaboration during the challenge.

• Monitor their engagement and sportsmanship during the "Beak Battle"

Presenting (Optional, Wrap-up):

• Have a pupil representative from each group briefly present their beak design and explain how it is adapted for the specific food source.

Differentiation: 

Pupils requiring support:

• • Offer guiding questions or prompts.

  • Pair them with stronger pupils for collaboration.

MaT Pupils:

• • Challenge them to research a specific finch species in more detail and present their findings on beak adaptation and diet.

  • Encourage them to consider the limitations of the model beak compared to a real bird's beak.

Extension Activities:

• Pupils can create a food chain model for the Galapagos Islands, showcasing how finches' different beak adaptations contribute to the ecosystem.

• Research and debate the impact of invasive species on the food sources of Darwin's finches.

Health and Safety (CWRE):

• Ensure pupils use craft materials safely, with adult supervision if using sharp objects.

Citizen Science:

• Consider citizen science projects that involve birdwatching and data collection on local bird species and their beak shapes.

• Pupils can participate in online platforms for bird identification and contribute to citizen science databases.

Local Links:

• Discuss any local bird species and their habitats. Encourage pupils to research if there are any conservation efforts related to bird populations in their area.

• If possible, plan a field trip to a local bird sanctuary or park to observe birds with different beak shapes.

Misconceptions:

• Pupils might think all birds have the same beak shape. Emphasise the variety of beak adaptations in the animal kingdom.

• They might confuse natural selection with artificial selection. Explain the difference between natural selection driven by environmental pressures and human-directed breeding practices.

Inquiry Type: 

This lesson primarily involves problem-solving. Pupils will design and test beak adaptations, analyse the results, and connect them to the concept of natural selection. The lesson also incorporates elements of comparative testing as they compare the effectiveness of different beak designs for specific food sources.

Step 3: Changing Looks - Adaptations Lead to Evolution

Prior Learning: 

Pupils should understand the concepts of adaptations (Step 1) and natural selection (Step 2) and be familiar with the idea that traits can vary within a species.

The Four Purposes of Learning:

• Ambitious, Capable Learners: Pupils will deepen their understanding of evolution by exploring how adaptations can lead to the development of new species over time.

• Enterprising, Creative Contributors: Pupils will analyse pictures and discuss how adaptations might have changed in different dog breeds.

• Ethical, Informed Citizens: Pupils will appreciate the diversity of life and how evolution has shaped the natural world.

• Healthy, Confident Individuals: By exploring the concept of evolution, pupils will develop critical thinking skills and a sense of wonder about the living world.

Learning Objectives:

• Variation and Classification: I can recognise that living things are not identical and that there exists variation within a species.

Materials:

• Pictures of different dog breeds (at least 10, showcasing a variety of sizes, fur types, and physical features) 

• Large paper or whiteboard.

• Felt tips or pens.

• Optional: Pictures of wolf ancestors of dogs 

Introduction (5 minutes):

1. Briefly review previous steps' concepts of adaptations and natural selection.

Adaptation Comparison (15 minutes):

1. Show pupils pictures of different dog breeds.

2. Ask pupils to discuss their observations: How are these dogs similar? How are they different?

3. Focus on the physical adaptations (size, fur type, leg length, etc.) and how these adaptations might benefit the dogs in different ways (e.g., thick fur for cold climates and long legs for running).

Similarities and Differences: Pupils observe pictures of different dog breeds and discuss how they share some traits (e.g., four legs, fur) but also have distinct features (e.g., size, coat type). The lesson could introduce basic vocabulary like "dominant" and "recessive" traits. 

Pedigree Analysis: Pupils analyse a simplified pedigree chart of a dog family, tracing the inheritance of specific traits across generations. This could involve identifying patterns and understanding how traits are passed down from parents to offspring. 

Designer Dogs: The lesson might explore the concept of selective breeding and how humans create new dog breeds with desired traits. This could involve research on specific breeds or discussions about ethical considerations. Just b ecause we can, should we? 

Evolution Discussion (15 minutes):

1. Introduce the concept of evolution - how living things change over time.

2. Explain that dogs all share a common ancestor, likely a type of wolf. (Optional: Show pictures of wolf ancestors)

3. Discuss how natural selection, acting on variations within the wolf population over many generations, could have developed different dog breeds with specific adaptations.

4. Emphasise the gradual nature of evolution - changes happen slowly over vast periods.

Wrap-up & Activity (10 minutes):

1. Briefly summarise the key point: Adaptations that benefit survival and reproduction become more common over generations, leading to the evolution of new species.

2. Optional Activity: Have pupils draw a simple timeline depicting the evolution of dogs from a wolf ancestor to a modern breed of their choice. They can label the adaptations that emerged over time.

Assessment (TAPS):

• Observe pupil participation in discussions. Encourage them to explain how adaptations in dogs might have evolved through natural selection.

• Look for pupils actively comparing dog breeds and identifying adaptations.

• If time allows, have a pupil or two share their timeline with the class and explain their reasoning.

Differentiation:

• Provide additional support for struggling pupils by offering prompts or rephrasing questions during the discussion.

• Challenge advanced pupils to research a specific example of how natural selection has led to the evolution of a particular animal species.

Extension Activities:

• Pupils could create a short story or poem about the evolution of a fictional animal species.

• Research the history of dog domestication and how different breeds were developed. 

• The animal charity Blue Cross is campaigning to stop pugs and French bulldogs being featured in advertisements. It hopes to slow demand for the flat-faced pooches where “overbreeding” is causing breathing and walking difficulties. New breeds of dogs are introduced each year, but should we be doing this?

Citizen Science:

• Consider citizen science projects that monitor local dog breeds and record their physical characteristics.

Local Links:

• Discuss any local dog breeds specific to Wales (e.g., Welsh Springer Spaniel) and explore how their adaptations might suit the Welsh environment.

Misconceptions:

• Pupils might think evolution happens quickly. Emphasise the gradual nature of the process.

• They might confuse adaptation with behaviour. Clarify that adaptation is a physical or structural trait, while the behaviour is an action an animal takes.

Inquiry Type: 

This step primarily focuses on pattern-seeking and problem-solving. Pupils will analyse pictures of dogs, identify patterns in their adaptations, and use this information to understand how evolution might have led to the development of different breeds.

Step  4: Inheriting Traits - A Celebrity Case Study 

Prior Learning: 

This step builds on the understanding of inherited traits explored in Step 3. Pupils should be familiar with the basic concepts of genes and how traits can be passed down from parents to offspring.

The Four Purposes of Learning:

• Ambitious, Capable Learners: Pupils will analyse patterns of inheritance through a real-world example and develop critical thinking skills by evaluating a simplified model.

• Enterprising, Creative Contributors: Pupils will participate in a group activity, analysing and discussing inherited traits in a fun and engaging way.

• Ethical, Informed Citizens: Pupils will appreciate the complexity of inheritance and understand that some traits are influenced by more than just genes.

• Healthy, Confident Individuals: By actively participating in discussions and activities, pupils will develop confidence in their understanding of inherited traits.

Learning Objectives:

• Living Processes and Living Things: I can identify how some characteristics are inherited from parents. 

Materials:

• Pictures of David Beckham, Victoria Beckham, and their children (enough for small groups)

• Large paper

• Felt tips pens

• Optional: Pictures of other celebrity families showcasing inherited traits (e.g., Will Smith and Jaden Smith) 

• Optional: Pictures of Mr Men and Little Miss characters

Introduction (5 minutes):

1. Briefly review the concept of inherited traits and how genes play a role in determining these traits. What do the pupils think they have inherited from their family? 

The Beckham Family - A Case of Inheritance (10 minutes):

1. Show pictures of David Beckham, Victoria Beckham, and their children.

2. Explain that this step will explore the concept of inherited traits using a celebrity family as an example.

Celebrity Trait Tracker (20 minutes):

1. Divide the class into small groups.

2. Provide each group with pictures of the Beckham family (or other chosen celebrity family).

3. Explain the activity: Pupils will work together to observe and discuss inherited traits in the Beckham family (e.g., hair colour, eye colour, athletic build).

4. Encourage them to consider which traits seem more dominant (expressed in both parents and children) and which appear recessive (expressed in only one child).

5. Emphasise that this is a simplified model and that many traits are influenced by multiple genes and environmental factors.

Discussion & Complexity of Inheritance (10 minutes):

1. Bring the class back together for a discussion.

2. Have each group share some of the inherited traits they observed in the Beckham family.

3. Discuss the limitations of using a celebrity family as an example. Explain that inheritance patterns can be more complex and involve multiple genes for some traits.

4. Briefly introduce the concept of dominant and recessive alleles, acknowledging this is a simplified model of a more intricate process.

Wrap-up & Importance of Environment (5 minutes):

1. Briefly summarise the key point: Genes play a role in determining inherited traits, but the environment can also influence how these traits are expressed (e.g., muscle development influenced by exercise).

2. Reiterate the importance of scientific inquiry and that genetics is a complex field with ongoing research.

Assessment (TAPS):

• Observe pupil participation in discussions. Encourage them to explain their observations about inherited traits in the Beckham family and understand the limitations of the activity.

• Look for pupil s actively participating in the group activity, analysing and discussing inherited traits.

• If time allows, have a group share their observations and discussion points about inherited traits in the Beckham family.

Differentiation:

• Provide additional support for struggling pupils by offering guiding questions or prompts during the activity.

• It is possible to complete a simplified version of this task using Mr Men and Little Miss characters.

• Challenge advanced pupils to research a specific genetic disorder and present their findings on how genes and environment interact in its development (PowerPoint in resources). 

Extension Activities:

• Pupils can create a family tree for themselves, identifying inherited traits from their parents and grandparents. (Note: This activity requires pupil  and parental discretion regarding personal information sharing)

• Research and debate the ethical implications of genetic testing and potential future applications of genetic engineering.

Health and Safety (CWRE):

• Ensure a respectful and inclusive classroom environment when discussing physical appearance.

Citizen Science:

• Consider citizen science projects that involve collecting data on inherited traits in plants or simple organisms (e.g., pea plant inheritance patterns).

Local Links:

• Discuss any local festivals or events that celebrate families and diversity. Encourage pupils to appreciate each individual's unique combination of traits.

Misconceptions about inheritance:

• Blending inheritance: Pupils might believe that traits from parents simply blend together to create the offspring's traits. This is not entirely accurate. Inheritance patterns are more complex, involving dominant and recessive alleles.

• Direct inheritance: Pupils might think that offspring inherit specific features directly from a particular parent (e.g., inheriting Dad's eye colour). While there's a connection, inheritance involves a random combination of genes from both parents.

Misconceptions about the celebrity case study:

• Focus on physical appearance: The lesson might unintentionally lead pupils to focus solely on physical traits like eye colour or hair colour. It's important to emphasise that inheritance influences a wide range of traits, not just appearance.

• Limited understanding of dominant and recessive: Pupils might have a basic understanding of dominant and recessive traits but struggle to apply it to the specific case study. Be prepared to clarify concepts and provide examples.

• Oversimplification of genetics: The lesson might present a simplified model of inheritance to make it understandable for younger pupils. However, it's important to acknowledge the complexity of genetics and the influence of multiple genes on a single trait.

Lesson 5: Ribops and Remarkable Chromosomes 

Prior Learning: 

This lesson builds on the understanding of inheritance developed in previous lessons.

The Four Purposes of Learning:

• Ambitious, Capable Learners: Pupils will explore the concept of chromosomes as the carriers of genes.

• Enterprising, Creative Contributors: Pupils will participate in a hands-on activity to model chromosome inheritance.

• Ethical, Informed Citizens: Pupils will appreciate the complexity of genetic information.

• Healthy, Confident Individuals: Pupils will be encouraged to ask questions and participate actively in discussions.

Learning Objectives:

• Pupils understand the concept of inheritance and how traits are passed down from parents to offspring.

• Pupils can identify the role of genes in determining traits.

Materials:

• envelope with chromosome strips (see PowerPoint)

• large marshmallows

• small coloured marshmallows

• pins

• drawing pins

• pipe cleaner/garden wire

• tacks

Introduction (5 minutes):

1. Briefly review the concept of inheritance and how traits are passed down from parents to offspring.

2. Introduce the idea that genes, which determine traits, are located on structures called chromosomes inside the cell nucleus.

Amazing Chromosomes (10 minutes):

1. Show pictures or diagrams of chromosomes. Explain that chromosomes come in pairs and carry genetic information.

2. Use simple language to explain that chromosomes contain genes, which act like instructions for building an organism's traits.

3. Briefly mention that chromosomes can be different colours (though human chromosomes are microscopically small and not visibly coloured).

The Ribop Family (15 minutes):

1. Explain that pupils will act as scientists studying a fictional creature called a Ribop. Ribops come in two varieties: Tall Ribops with yellow eyes (dominant trait) and Short Ribops with blue eyes (recessive trait).

2. Divide the class into pairs.

3. Provide each pair with all the items they require to 'build' their Ribop offspring. 

4. Instruct the pupils to pull out Mum and Dad's chromosomes from the envelope and turn them upside down

5. Ask each pair to create a model Ribop offspring by randomly selecting chromosomes from each parent. 

6. 'Build' their Ribop offspring according to the chromosomes they chose. 

Reebop Results and Discussion (15 minutes):

1. Have each pair share their Ribop offspring.

2. Discuss the resulting traits (tall/short, yellow/blue eyes) based on the combination of chromosomes inherited from the "parents."

3. Explain that dominant traits will appear even if only inherited from one parent (e.g., if a red chromosome, representing the tall trait, is paired with any other colour, the offspring will be tall).

4. Recessive traits (blue eyes) must be inherited from both parents to be expressed.

Wrap-up and Inquiry (5 minutes):

1. Briefly summarise the lesson: Chromosomes carry genes that determine traits. Dominant and recessive traits influence how these traits are expressed in offspring.

2. Did anyone's Ribop look identical to anyone else's?

3. Pupils to complete the Google Forms questionnaire after completing their Ribop.

4. Mention that scientists are still learning more about chromosomes and genes.

Assessment (TAPS):

• Observe student participation in discussions. Encourage them to explain the role of chromosomes and genes in inheritance.

• Look for pupils actively participating in the Ribop activity, following instructions and creating their Ribop offspring model.

• If time allows, have a few pairs share their Ribop offspring and explain their traits.

Differentiation:

• Provide pupils with a simpler model using fewer chromosomes (one dominant trait, one recessive trait).

• Challenge advanced pupils to research the structure of chromosomes and different patterns of inheritance.

Extension Activities:

• Pupils can create a drawing or model of a cell, including chromosomes and genes.

• Research the human genome project and the importance of genetic information.

Remember:

• This activity provides a simplified model of chromosome inheritance. Actual chromosomes are much more complex.

• This activity examines elements of progression step 4. Therefore, clear and age-appropriate language is required to explain chromosomes and genes.

Misconceptions:

• One chromosome determines one trait: In reality, many genes work together to influence a single trait.

• Genes directly determine physical appearance: Environmental factors can also affect how traits are expressed.

• Chromosomes are visible to the naked eye: Human chromosomes are microscopic and require special techniques to observe.

Health and Safety (CWRE):

• Ensure the safe use of the materials required, i.e. pins and tacks

Citizen Science Links:

• The DNA Zoo (https://www.dnazoo.org/post/welcome) allows pupils to participate in research by classifying DNA sequences. (Focuses more on DNA analysis than chromosomes specifically)

• The LabXchange (https://www.labxchange.org/) is a platform connecting classrooms with scientists. Look for citizen science projects related to genetics or biotechnology that could be adapted.

Local Links to North Wales (Anglesey):

• Explore the National Museum Wales (https://museum.wales/) website or visit the museum if possible. They may have resources or exhibits related to genetics and chromosomes.

• Research genetic disorders with a higher prevalence in specific populations. Discuss the importance of genetic research and its role in personalised medicine. (This requires a sensitive approach, emphasising the benefits of genetic research without going into details of specific disorders).

Inquiry Type: 

This lesson incorporates elements of several inquiry types:

• Modelling: Pupils use pipe cleaners to create a physical model representing chromosome inheritance.

• Data Analysis: Pupils analyse the results of their Ribop activity, observing the offspring's traits based on inherited chromosomes (colours).

• Explanation Building: Through discussion, pupils develop an understanding of how chromosomes and genes influence the inheritance of traits.

Citizen Science Links: 

While there aren't direct citizen science projects linked to celebrity case studies and inheritance, here are some options that explore related themes:

• Globe Observer (https://science.nasa.gov/citizen-science/globe-observer/): This NASA citizen science project allows people to collect and share environmental data, including observations on plants and animals. While not directly on human traits, it encourages collecting data on observable characteristics and exploring variations within a species.

• Zooniverse (https://www.zooniverse.org/): This platform hosts numerous citizen science projects, some focusing on genetics and natural history. Pupils might be able to participate in projects like "Snapshot Serengeti" (https://www.zooniverse.org/projects/zooniverse/snapshot-serengeti), which involves classifying animals based on their appearance. This could potentially spark discussions about the variation of traits within populations.

Local Links to North Wales:

• Consider exploring the local flora and fauna of Anglesey. Research the specific types of plants and animals found in the region.

• Discuss how these organisms exhibit variations in their traits (e.g., flower colour in wildflowers, bird plumage patterns).

Inquiry Type: 

This lesson falls into a combination of inquiry types:

• Comparative Analysis: Pupils will compare the physical traits of celebrities and their children to understand how traits might be passed down through generations.

• Observation: The lesson involves observing pictures of celebrities and their families, focusing on specific traits.

• Pattern Seeking: By analysing the observed traits, pupils might identify patterns in how traits are inherited. However, the celebrity case study might not always provide clear-cut patterns due to the complexity of genetics.

Step 6: Sharing the Theory - Darwin and Wallace

Celebrate the contribution of Alfred Wallace, a Welsh scientist, to the field of evolutionary biology.

Prior Learning:

This step builds on the understanding of natural selection and adaptations developed in previous steps.

The Four Purposes of Learning:

• Ambitious, Capable Learners: Pupils will deepen their understanding of the theory of evolution by exploring the independent contributions of Charles Darwin and Alfred Wallace.

• Enterprising, Creative Contributors: Pupils will participate in a group activity to analyse and compare Darwin and Wallace's ideas.

• Ethical, Informed Citizens: Pupils will appreciate the collaborative nature of scientific discovery.

• Healthy, Confident Individuals: Pupils will be encouraged to discuss their understanding of evolution and the importance of scientific evidence.

Learning Objectives (Previously established):

• Pupils understand the concept of evolution through natural selection.

• Pupils can identify evidence supporting the theory of evolution.

Materials:

• Pictures of Charles Darwin and Alfred Wallace (essential)

• Large paper

• Felt tips or pens

• Handout with key points of Darwin and Wallace's theories (optional)

Introduction (5 minutes):

1. Briefly review the concept of natural selection and its role in evolution.

The Independent Thinkers: Darwin and Wallace (10 minutes):

1. Show pictures of Charles Darwin and Alfred Wallace.

2. Introduce them as two scientists who independently developed similar ideas about evolution through natural selection.

3. Briefly mention that Darwin is often credited with the theory of evolution, but Wallace also played a significant role.

Alfred Wallace: A Welsh Naturalist (5 minutes):

1. Highlight that Alfred Wallace was a British naturalist born in Wales.

2. You can mention his travels and exploration of the Malay Archipelago, where he observed a vast diversity of species.

3. Explain that similar to Darwin's observations on the Galapagos Islands, Wallace noticed how organisms adapted to their specific environments.

A Tale of Two Theories (20 minutes):

1. Divide the class into small groups.

2. Provide each group with large paper or a handout outlining key points of Darwin and Wallace's theories (e.g., focus on natural selection, adaptation, and evidence from their observations).

3. Facilitate a group discussion: Pupils will compare and contrast the ideas of Darwin and Wallace. Encourage them to consider:

   • How did their observations lead them to similar conclusions?

   • Were there any differences in their perspectives on evolution?

   • How did their independent work strengthen the theory of natural selection?

Sharing the Spotlight (5 minutes):

1. Bring the class back together for a whole-group discussion.

2. Have each group share their analysis of Darwin and Wallace's theories.

3. Emphasise the importance of scientific collaboration and how their independent work contributed to a groundbreaking theory.

Wrap-up (5 minutes):

1. Briefly summarise the step's key points: Darwin and Wallace, working independently, developed the theory of natural selection based on their observations of adaptation in different environments.

2. Acknowledge the ongoing scientific inquiry in the field of evolution.

Assessment (TAPS):

• Talking: Observe student participation in discussions. Encourage them to explain Darwin's and Wallace's theories and how their work complemented each other.

• Acting: Look for pupils actively participating in the group activity, analyzing and comparing the theories.

• Presenting: If time allows, have a group representative present their key takeaways about Darwin and Wallace to the class.

Differentiation:

• Provide additional support for struggling pupils by offering guiding questions or prompts during the group activity.

• Challenge advanced pupils to research the specific evidence Darwin and Wallace used to support their theories of evolution.

Extension Activities:

• Pupils can create a timeline depicting the major milestones in developing the theory of evolution.

• Research and debate the ongoing discussions and controversies surrounding evolution.

Health and Safety (CWRE):

There are no specific health and safety concerns for this step. 

Citizen Science Links:

• The Darwin Tree of Life project: https://en.wikipedia.org/wiki/Tree_of_life_%28biology%29 allows pupils to contribute to scientific research by classifying organisms.

• The Zooniverse: https://www.zooniverse.org/ offers various citizen science projects related to evolution and biodiversity, where pupils can contribute observations and data analysis.

Local Links:

• Explore the rich fossil record of Anglesey. Local museums or geology organisations might offer educational resources or field trips to explore fossils that provide evidence of evolution.

• Research the unique flora and fauna of Anglesey. Discuss how these organisms are adapted to the specific environment of the island.

Possible Misconceptions:

• Evolution is a one-time event: Evolution is an ongoing process where populations change over time.

• Evolution means organisms become "better": Evolution is about adaptation to the environment, not necessarily becoming "better" in a general sense.

• Humans are the pinnacle of evolution: Evolution doesn't have a goal; all living things are adapted to their niches.

Inquiry Type: 

This step primarily involves comparative analysis. Pupils will compare and contrast the ideas of Charles Darwin and Alfred Wallace, considering how their observations led them to similar conclusions about evolution. The activity also incorporates elements of research, as pupils might explore key points of each scientist's theory.

Lesson 7: Fossil Fun - Classification Challenge with Micro:bit 

Learning Objectives:

• Pupils will understand the concept of fossils and their importance in understanding the past.

• Pupils will be able to classify organisms based on observable characteristics.

• Pupils will be introduced to basic programming concepts using the micro:bit (optional).

Prior Learning: 

This lesson builds on the understanding of living things and their classification developed in previous lessons.

The Four Purposes of Learning:

• Ambitious, Capable Learners: Pupils will explore the concept of fossils and their role in classification.

• Enterprising, Creative Contributors: Pupils will participate in a classification activity using a micro:bit sorting game (optional) or a physical sorting activity.

• Ethical, Informed Citizens: Pupils will appreciate the value of scientific evidence from fossils.

• Healthy, Confident Individuals: Pupils be encouraged to ask questions and participate actively in discussions and hands-on activities.

Materials:

• Pictures or models of various fossils (ancient plants, animals, etc.) (10 minutes to prepare)

• Classification chart with categories for different types of fossils (invertebrates, vertebrates, plants)

• Micro:bit for each student or pair (if available)

• Computers with Internet access

• Craft materials (optional) (clay, pipe cleaners, googly eyes)

• Plaster of Paris

• Small plastic toys or figurines

• Containers (for mixing plaster)

• Spoon

• Scales 

• Jug

Lesson Procedure:

Introduction (5 minutes):

1. Begin by asking pupils what they know about fossils.

2. Briefly explain that fossils are preserved remains of ancient organisms and provide valuable clues about life on Earth in the past.

Exploring Fossils (10 minutes):

1. Show pictures or models of various fossils. Discuss the different types of fossils (e.g., dinosaur bones, plant imprints, insect fossils in amber).

2. Encourage pupils to share their observations and ask questions about the fossilised organisms.

Classification Challenge (15 minutes):

1. Divide the class into small groups.

2. Provide each group with pictures or models of fossils and a classification chart.

3. Explain the challenge: Pupils will classify the fossils based on observable characteristics (e.g., presence of bones, shells, leaves). They can use the classification chart as a guide.

4. Encourage discussion within groups about the reasons for their classifications.

STEM Learning: Micro: bit Sorting Game :

Option 1: Using micro: bit (requires micro:bits, internet access and computers):

1. If you have micro:bits and computers available for each student or pair, Pupils can create a simple sorting game using a programming platform like MakeCode (https://makecode.microbit.org/).

2. In the game, Pupils program the micro:bit to display images or icons representing different fossil types (e.g., a dinosaur bone for vertebrates).

3. Pupils then need to program the micro:bit to respond to button presses, sorting the displayed fossils into categories based on their classification (e.g., show an image for vertebrates and a different one for plants).

Option 2: No micro:bit (alternative activity):

1. If micro:bits are unavailable, pupils can create a physical sorting game using craft materials.

2. They can design cards with pictures of fossils and assign them to different categories based on classification.

3. Pupils can take turns sorting the cards into designated boxes or containers representing different fossil types.

Extension Activity: Creating Model Fossils (15 minutes):

1. Provide pupils with plaster of Paris, small toys or figurines, and containers.

2. Demonstrate how to mix plaster and carefully press a toy or figurine into the wet plaster to create a mould.

3. Allow the plaster to set, then carefully remove the toy to reveal a fossil impression.

Wrap-up and Discussion (5 minutes):

1. Discuss the importance of classification in studying fossils and living organisms.

2. Briefly mention how palaeontologists use fossils to reconstruct past ecosystems and learn about extinct creatures.

Possible Misconceptions:

• Fossils are just bones: While bones are a common type of fossil, fossils can also be imprints of leaves, insects trapped in amber, or even fossilised footprints.

• Fossils form quickly: Fossilization is a slow process that takes thousands or millions of years.

• All living things become fossils: Only organisms buried in the right conditions with minimal decomposition have a chance of becoming fossilised.

• Fossils look exactly like the original organism: Fossils can be incomplete or distorted by the fossilisation process.

Health and Safety (CWRE) Requirements:

• Plaster of Paris: Plaster can irritate the skin and eyes. Ensure proper supervision and have pupils wear gloves and safety goggles when handling plaster.

Citizen Science Links:

• The Cambrian Explosion Project (https://www.sciencedirect.com/science/article/pii/S0079610718300798): This project allows participants to classify digitised fossils from the Cambrian period. While requiring some background knowledge, it could be adapted for older Pupils as an introduction to citizen science in palaeontology.

• Zooniverse (https://www.zooniverse.org/): Explore projects related to palaeontology, such as "Fossil Finder" (https://www.zooniverse.org/projects/adrianevans/fossil-finder/about), where volunteers classify potential fossils found in geological imagery.

Local Links to North Wales:

• Research the geological history of Anglesey or your local area. Anglesey has a rich fossil record, with fossils from various periods. You can find information on local museums or geological societies that might have resources or exhibits related to fossils found in the region.

• Organise a virtual or in-person visit to a local museum with a palaeontology collection. Pupils can observe real fossils from the area and learn about the types of organisms that once lived there.

Inquiry Type: 

This lesson incorporates elements of several inquiry types:

• Classification: Pupils actively classify fossils based on observable characteristics.

• Observation: Pupils closely examine pictures, models, or even real fossils (if available) to identify key features.

• Data Analysis: Pupils analyse the classification data to understand the diversity of fossilised organisms.

• Modelling (Optional): Creating model fossils with plaster allows pupils to explore the concept of fossilisation in a hands-on way (although this model doesn't perfectly replicate the natural process).