![]() They should not damage or kill anything living. Explain that it would not be right to display real animals and plants. Tell your pupils that they will be developing a display to show non-living and living things around them. The pupils worked in groups and had lively discussions about many of the exhibits. Ms Ukwu completed the lesson by asking the pupils to look at all the non-living things and divide them into those that were once living and those that were never alive. (She had in mind the organising diagram from Resource 2 but chose not to confuse her pupils by telling too much too soon.) Ms Ukwu ensured that like was sorted with like. ![]() The cards were brought to the front and sorted, displayed and discussed. Next, each pupil was given a small self-standing card and asked to draw any plant or animal on one side and write its name on the back. Ms Ukwu deliberately checked that things like bone, wood, cardboard and paper were on the side nearer to the living tables. She talked about what they brought back and helped them to group similar things together on the non-living table. Ms Ukwu gave the class five minutes to go outside and find different examples of non-living things. If your pupils can start to classify (sort) these items into groups, they will be behaving as scientists. Case Study 1 shows how one teacher did this with her class and Activity 1 shows how to make a display in your own classroom. Resource 2: The current agreed classification of living things shows how biologists organise living things into kingdoms and some of their subdivisions.Ī good way to start helping pupils organise their ideas about living things is to begin with items in your own environment – objects that pupils are familiar with and can easily investigate. There is an agreed organising system that scientists have developed over years. As a teacher, you need to help your pupils to build up a useful big picture of living things and how they are related. You might like to create your own family tree to share with your pupils, or that of a famous person. Resource 1: An African family tree shows a typical family tree. We can represent this in a diagram called a family tree, where you place people where they belong in the big picture. Think about how we organise our ideas of a family. We build up our own big picture (organising system) in our heads. When we find out something new, we fit it in amongst all the things we already know.
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