LKS2 Topic: Mountains, Rivers and Coasts Block F: Coasts Where the Land Meets the Sea

LKS2 Topic: Mountains, Rivers and Coasts Block F: Coasts – Where the land meets the sea Investigate coastlines and the animals and plants that live there. Carry out research in the classroom and, if you are lucky, on a field trip to the beach; use your research to deepen your knowledge of coastal food chains and webs. Use IT to create your own nature movie!

Block F: Coasts – Main outcome(s): Science and Geography Where the land Other outcomes: Computing and English meets the sea [7 sessions]

By the end of this  To construct and interpret a variety of food chains, including producers, predators, and block you will have prey. achieved the  To begin to identify how animals and plants are adapted to suit their environment in following outcomes: different ways and that adaptation may lead to evolution.  To describe and understand key aspects of physical geography, including coasts, cliffs and beaches.  To understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.  To use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps.  To select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.  Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.  To write for a range of real purposes and audiences as part of their work across the curriculum. Session 1 Children will Geography  Know what the coast is and begin to use some geographical language to describe some What is a coast? key features of a coastline. Investigate the  Work in groups to discuss what they already know and what they want to know about coasts. fascinating world of  Begin to understand why coastlines are so varied and why they are always changing. coastlines and discover what a coast actually is! Session 2 Children will Geography and  Use fieldwork to observe, measure and record some of the features of the coastline. Science  Begin to consider how and why the coastline might have changed over time. Beach field trip  Identify what difficulties coastal plants and animals may need to overcome and to begin (optional) to identify how they have adapted to their environment.  Begin to identify the impact of humans on the coastal landscape. Visit the beach and take part in a fieldwork exercise measuring and recording plants, animals and other features.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links. LKS2 Topic: Mountains, Rivers and Coasts Block F: Coasts – Where the land meets the sea

Session 3 Science Children will and Computing  Consider how to effectively and efficiently use an internet search engine to find out Coastal animals information. Research coastal  Identify how and why animals and plants have adapted to their coastal environment. animals and plants  Begin to understand that animal and plant adaptations have evolved over time. and their adaptations to their environment. Session 4 Science Children will Coastal food chains  Use scientific language to describe a coastal food chain. Discover the  Begin to consider the impact on the food web if a food source is no longer available. complex world of coastal food chains and food webs. Session 5 Science Children will and English  Use scientific language to narrate a coastal wildlife scene. Narrating a wildlife  Consider the audience when writing a narration by trying to add personification to their documentary writing. Create an engaging  Begin to consider the impact of well made, and well researched documentaries on and informative peoples understanding of issues in nature. wildlife documentary about a coastal scene. Session 6 Science Children will and Computing  Work together to create animals, plants and a background to form a coastal food chain. Animated food  Explore Scratch and create a simple animation by entering instructions for a character into chain- Stop Motion Scratch animation. Use the IT  Spend time filming a stop-motion animation about their food chain for an audience. programme Scratch  Experiment using an animation software program to play their mini movie, including adding to create a simple a title and credits. stop-motion  Add their own audio narration to the animation. animation about a coastal food chain; add titles, credits and an audio narration to create a mini movie.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links. LKS2 Topic: Mountains, Rivers and Coasts Block F: Coasts – Where the land meets the sea Session 7 Science Children will and Computing  Work together to create animals, plants and a background to form a coastal food chain. Animated food  Explore Scratch and create a simple animation by entering instructions for a character into chain- Scratch Scratch animation. Animation  Spend time filming a stop-motion animation about their food chain for an audience. Use the IT  Experiment using an animation software program to play their mini movie, including adding programme Scratch a title and credits. to create a simple  Add their own audio narration to the animation. stop-motion animation about a coastal food chain; add titles, credits and an audio narration to create a mini movie.

Resources

Session 1 Provided: Coast vocab list; A3 paper (1 per group); Mind-map; Coast sentences. You will need: Session 2 Provided: Worksheets for recording. You will need: Clipboards and pencils (1 each); Magnifying glass (1 per group); Bucket & net (1 per group); Camera and/or flipcam; Plain paper for sketching; Extra adult support; Risk assessment. Session 3 Provided: Coastal animals and plants adaptations sheet. You will need: Internet access (1 between 2); A4 paper for poster. Session 4 Provided: Coastal wildlife names (preferably laminated); Food web worksheet; Food chain vocab; Wildlife name notes for teacher. You will need: Session 5 Provided: Food chain diagram; Extra links to video clips of coastal wildlife. You will need: Stop watch. Session 6 & 7 Provided: Coastal food chain animation planning sheet. You will need: A small cardboard box painted 1 colour on the inside and with one side removed; Digital camera; Tripod; Chicken Run or similar DVD.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.