Teacher's Resource Pack - Sydney Aquarium
Teacher's Resource Pack - Sydney Aquarium
Teacher's Resource Pack - Sydney Aquarium
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Teacher’s<br />
EARLY<br />
STAGE 1<br />
& STAGE 1<br />
(Kinder - Year 2)<br />
<strong>Resource</strong> <strong>Pack</strong><br />
Book your<br />
excursion today!<br />
Call<br />
(02) 8251 7801
Welcome to SEA LIFE<br />
<strong>Sydney</strong> <strong>Aquarium</strong>’s teaching resource<br />
This teaching resource has been developed with practising teachers to provide a complete set of tools for a<br />
series of informative and stimulating lessons. This toolkit aims to use the exciting variety of animals that live in<br />
seas, oceans and rivers to inspire your students and help them understand a wide range of Early Stage 1 and<br />
Stage 1 curriculum topics. Accompanied by a trip to a SEA LIFE <strong>Sydney</strong> <strong>Aquarium</strong>, where students can see,<br />
touch and experience true Wow moments, these resources will help you to create amazing, inquiry based<br />
learning opportunities for your class.<br />
The toolkit focuses on the K-6 science and technology curriculum as well as the K-6 HSIE<br />
curriculum topics. These are:<br />
Science and Technology<br />
● Built environments<br />
● Living things<br />
● Knowledge and understanding<br />
● Skills<br />
HSIE<br />
● Environment<br />
Conservation and education always has been, and always will be, at the heart of SEA LIFE <strong>Sydney</strong> <strong>Aquarium</strong>’s work. This resource<br />
highlights the importance of marine welfare, drawing out conservation messages in all the relevant topic areas. A trip to SEA LIFE <strong>Sydney</strong><br />
<strong>Aquarium</strong> will help to provide a greater understanding of the conservation issues we face, what SEA LIFE <strong>Sydney</strong> <strong>Aquarium</strong> is doing about<br />
them, and how every one of us can help.<br />
This resource also supports intergrated learning using the sea’s creatures as a focus for activities that support K-6 Creative Arts<br />
(Visual Art and Drama), English, Maths and ICT. It also aligns with the new Australian Curriculum’s learning objectives in the area of<br />
Science.<br />
Each topic is supported by the following elements:<br />
Teacher notes<br />
Student worksheets<br />
Powerpoint slides<br />
The notes in this booklet lay out the<br />
background information, learning objectives<br />
and cross curricular links for each topic.<br />
They also contain intergrated lessons<br />
which can be carried out pre, during or<br />
post a visit to SEA LIFE <strong>Sydney</strong> <strong>Aquarium</strong>.<br />
Each section also features exciting Wow<br />
facts to inspire students and teachers alike!<br />
The Student Worksheets contain all of the<br />
resources which your students need for<br />
each topic’s activities. These are designed<br />
for each child to have their own set of<br />
worksheets.<br />
The PowerPoint slides, which are able to<br />
be used on an Interactive Whiteboard,<br />
contain engaging information and striking<br />
pictures to help your students develop<br />
their understanding in each area.<br />
1
Movement & Senses<br />
These resources look closely at two of the core life processes; movement and senses. The<br />
incredible range of species at SEA LIFE <strong>Sydney</strong> <strong>Aquarium</strong> will help your students see that animals<br />
can move in many different ways. You can take it further in the classroom with role-plays and<br />
discussion about the way each animal’s body affects the way it moves. Students will also look at<br />
the role of the senses and the sensory organs.<br />
<strong>Resource</strong>s provided<br />
Student Worksheet 1<br />
Movement PowerPoint slides<br />
Pre & Post Lessons<br />
Lesson 1:<br />
Introduction: How do you move?<br />
Introduce core life processes using the slides.<br />
Ask students to think about the different way<br />
they can move and make a list of as many<br />
different ways that they can think of (for<br />
example, running, jumping or crawling).<br />
Ask students to demonstrate some of these<br />
types of movement.<br />
<strong>Resource</strong>s:<br />
Slides 1-3<br />
Learning Task:<br />
Make out the movement<br />
Explain that different animals which live<br />
under the sea can move in lots of different<br />
ways.<br />
Students should look at the pictures and<br />
descriptions on Student Worksheet 1 and<br />
work out which description applies to each<br />
animal.<br />
Students can cut out the description and<br />
stick it in the box next to the relevant animal.<br />
<strong>Resource</strong>s:<br />
Student Worksheet 1<br />
Slides 4-5<br />
Closing Task:<br />
Acting like an animal<br />
Show the class the animals on slides 6-10.<br />
Ask students to suggest how that animal<br />
moves. As a class act out that movement.<br />
<strong>Resource</strong>s:<br />
Slides 6-10<br />
Lesson 2:<br />
Learning Task: Animal Art<br />
Ask students to draw a picture of a sea<br />
animal and then using play dough or clay; ask<br />
them to make a 3D version of their sea<br />
animal.<br />
Ask students, ‘What words would you use to<br />
describe how your animal moves?’<br />
<strong>Resource</strong>s:<br />
Play dough/clay, paper and pencils/markers<br />
Lesson 3: Excursion to<br />
SEA LIFE <strong>Sydney</strong> <strong>Aquarium</strong><br />
During your visit<br />
Ask students to look for three creatures<br />
which move in very different ways. Ask them<br />
to also see how each of the three animals<br />
chosen breathes and sees.<br />
Lesson 4:<br />
Introduction: Senses Quiz<br />
Introduce students to the different senses<br />
using the slides.<br />
Use the PowerPoint slides to run the Senses<br />
Quiz.<br />
Students should look at the sense organs<br />
shown on the slides and decide which of the<br />
three animals listed it belongs to. Click on<br />
the name of the animals to find out if they<br />
are right. If the class is wrong, then ask them<br />
to try again.<br />
Once you have worked out which animal the<br />
sensory organ belongs to, ask them to name<br />
which sense it is associated with.<br />
<strong>Resource</strong>s:<br />
Slides 11-34<br />
Learning Task:<br />
Invent a Sense<br />
Ask students to think of a brand new sense<br />
which could help them in their day to day<br />
life.<br />
Ask them to write a short paragraph<br />
explaining the sense and how they use it – or<br />
ask them to draw a picture of themselves<br />
using that sense.<br />
<strong>Resource</strong>s:<br />
None required<br />
Lesson 5:<br />
Learning Task: Senseless<br />
Collect a number of items with strange<br />
textures.<br />
Place each of the items in a separate box<br />
with a hole in the lid.<br />
Learning objectives<br />
● Know that all animals move and<br />
have senses.<br />
● Understand that different animals<br />
move in different ways.<br />
● Know that other animals’ senses<br />
can be different to a human’s.<br />
Syllabus areas<br />
● Science and Technology<br />
● Drama<br />
● Visual Art<br />
● English<br />
Wow facts!<br />
● Seahorses can move each of<br />
their eyes independently – so<br />
they can look forwards and<br />
backwards at the same time!<br />
● Sea jellies do not have brains<br />
● Dugongs can hold their breath<br />
for up to 8 minutes!<br />
● Rays breathe through special<br />
holes behind their eyes.<br />
● A tuna never stops swimming<br />
during its lifetime. Every year it<br />
swims as far as to the moon and<br />
back!<br />
● By using their lateral line, fish can<br />
find other fish through sensing<br />
tiny vibrations.<br />
Blindfold students and ask them to take it in<br />
turns putting their hands in the box. Once<br />
they have felt the object inside tell them to<br />
write down what they think it is.<br />
Once students have tried all the boxes, ask<br />
for their answers.<br />
Explain that living underwater can mean that<br />
some animals cannot use some senses (deep<br />
sea fish cannot see due to a lack of light for<br />
example).<br />
Explain that some animals make up for this<br />
by developing other strong senses.<br />
<strong>Resource</strong>s:<br />
Boxes with a hole cut in the top of each one<br />
Objects with strange textures<br />
Blindfolds<br />
2
Reproduction<br />
These resources start by introducing your students to the basic life cycle of all living<br />
things. They will consider the changes that take place during an animal’s life cycle, and<br />
recognise the big differences between some species and their young. Finally, students will<br />
be introduced to the different ways animals reproduce. The incredible range of species at<br />
SEA LIFE <strong>Sydney</strong> <strong>Aquarium</strong> provides a great context to compare different animals and<br />
their young, helping your students to understand the idea of a life cycle.<br />
Learning objectives<br />
● Know that all animals have a life<br />
cycle, which involves growing from<br />
a baby to an adult.<br />
● Know that there are lots of<br />
different ways in which animals<br />
reproduce.<br />
<strong>Resource</strong>s provided<br />
Student Worksheets 2-3<br />
Reproduction PowerPoint slides<br />
Pre & Post Lessons<br />
Lesson 1: The life cycle<br />
Using student worksheet 2, students are<br />
to place the different stages of a<br />
penguin’s life cycle in the correct order.<br />
They should read the statement and<br />
decide which statement corresponds to<br />
each animal. They can cut out each<br />
description and stick it next to the<br />
correct animal.<br />
Display the answers on slide 6.<br />
<strong>Resource</strong>s:<br />
Slides 1-6<br />
Student Worksheet 2<br />
Lesson 2: Life cycle collage<br />
Ask students to cut out pictures of<br />
humans and other animals at different<br />
stages in their life cycles.<br />
These can be turned into a collage to<br />
show how animals change as they<br />
progress through life.<br />
<strong>Resource</strong>s:<br />
Magazines and the internet<br />
Scissors<br />
Glue<br />
Lesson 3: Excursion to<br />
SEA LIFE <strong>Sydney</strong> <strong>Aquarium</strong><br />
During your visit<br />
Students could try to spot a baby animal,<br />
and note how it is different to the adults<br />
of that species.<br />
Ask students if they can spot any signs of<br />
new life such as eggs or pregnant<br />
animals. They could draw a picture of<br />
any they see.<br />
Will your students dare to hold a crab<br />
or touch a sea star? They will get the<br />
chance when they visit SEA LIFE <strong>Sydney</strong><br />
<strong>Aquarium</strong>’s fantastic interactive rockpool.<br />
Lesson 4: True or false quiz<br />
Use the slides 7-9 to explain to students<br />
that different animals reproduce in<br />
different ways.<br />
Now use the questions on slides 10-18<br />
to conduct a true or false quiz. There are<br />
some challenging questions and students<br />
may be surprised by some of the<br />
answers which can be discussed as a<br />
class!<br />
<strong>Resource</strong>s:<br />
Slides 7-18<br />
Lesson 5: Animal snap<br />
Put students in pairs.<br />
Cut out the two sets of cards on<br />
Student Worksheet 3. One contains<br />
pictures of underwater animals; one<br />
contains pictures of their babies.<br />
Give one set to each of the pair.<br />
One student should lay down a card<br />
showing an animal.<br />
The other should then try to lay down<br />
the card with an image of a baby or<br />
adult which matches the animal.<br />
<strong>Resource</strong>s:<br />
Student Worksheet 3 printed onto card<br />
Syllabus areas<br />
● Science and Technology<br />
● Visual Art<br />
● English<br />
Wow facts!<br />
● Male seahorses give birth to their<br />
young! The female lays her eggs<br />
in his pouch and they stay there<br />
until they hatch.<br />
● It’s not genetics that determines<br />
whether a hatching turtle is male<br />
or female - it’s the nest<br />
temperature.<br />
● A newborn Blue Whale calf will<br />
weigh about 2,700kg – that’s<br />
more than a car!<br />
● The clownfish can change from<br />
female to male, once the male in<br />
its colony dies.<br />
● The Emperor Penguin can make<br />
six journeys of 100 miles to<br />
collect food while their partner<br />
looks after its egg.<br />
● The Ocean Sunfish can produce<br />
up to 300 million eggs at any one<br />
time.<br />
3
Living Creatures<br />
Understanding the different life processes and being able to work out whether an object<br />
is living or not is vital to life science. These resources will help your students to grasp<br />
the meaning of the life processes. They are also encouraged to look more closely at<br />
nutrition, seeing how each animal is suited to catching the food it eats. A visit to SEA<br />
LIFE <strong>Sydney</strong> can be a great introduction to the topic, or give your students a chance to<br />
reinforce their learning in this topic.<br />
<strong>Resource</strong>s provided<br />
Lesson 4: What’s for dinner?<br />
Learning objectives<br />
● Know what the key life<br />
processes are.<br />
● Know that a living thing must<br />
demonstrate all of the life<br />
processes.<br />
● Know how to tell the difference<br />
between animals and plants.<br />
Student Worksheets 4-5<br />
Living Creatures PowerPoint slides<br />
Pre & Post Lessons<br />
Lesson 1: Living creatures<br />
Use the slides 1-7 to introduce students<br />
to the fact that all humans and animals<br />
grow, feed, reproduce, eat and use their<br />
senses.<br />
Students to look at Student Worksheet<br />
4, which contains these life processes as<br />
key words and mixed up descriptions.<br />
Students should match the key words to<br />
the descriptions.<br />
Use Slide 8 to reveal the answers.<br />
<strong>Resource</strong>s:<br />
Slides 1-8<br />
Student Worksheet 4<br />
Lesson 2: Am I living<br />
Students to complete the table on<br />
Student Worksheet 5 for each of the<br />
living and non-living objects listed.<br />
They should work out if the object is<br />
living or not by putting a tick or a cross<br />
against some of the different life<br />
processes i.e. grow, feed, reproduce,<br />
sense and move.<br />
Students may need help deciding on the<br />
answer for some objects.<br />
<strong>Resource</strong>s:<br />
StudentWorksheet 5<br />
Lesson 3: Excursion to<br />
SEA LIFE <strong>Sydney</strong> <strong>Aquarium</strong><br />
During your visit<br />
Students could list the living and<br />
non-living things in the rock pool during<br />
their visit.<br />
Students could find out what the<br />
different creatures in the touch pool eat.<br />
Using the slides, explain that all animals<br />
eat different foods and that often their<br />
bodies are specially adapted to help<br />
them catch their food.<br />
Conduct the quiz on slides 10-29 as a<br />
class.<br />
Display the picture and description of<br />
the animal and ask students to choose<br />
which of the animals shown below it<br />
eats.<br />
Click on the answer to find out whether<br />
it is correct.<br />
If PowerPoint facilities are not available<br />
you could print out copies of the slides<br />
before the lesson.<br />
<strong>Resource</strong>s:<br />
Slides 9-29<br />
Lesson 1: Living collage<br />
Students can make a collage to celebrate<br />
all of the different types of living things<br />
that exist in the world’s oceans.<br />
They should make sure to include plants,<br />
mammals and reptiles as well as fish.<br />
<strong>Resource</strong>s:<br />
Sources for downloading images<br />
Syllabus areas<br />
● Science and Technology<br />
● Visual Art<br />
● English<br />
Wow facts!<br />
● Sharks have been around longer<br />
than dinosaurs, over 350 million<br />
years!<br />
● Turtles are ancient reptiles -<br />
they’ve been around for 200<br />
million years and can live to be<br />
100 years old!<br />
● If a sea star loses an arm, it just<br />
grows another one!<br />
● Catfish are covered in taste buds,<br />
which helps them to find food in<br />
muddy water.<br />
4
C lassification & Variation<br />
These resources introduce your students to the idea of classifying animals. They show<br />
that common features between animals can often mean that they are part of the same<br />
family. Your students will be encouraged to look closely at animals in order to recognise<br />
small details about their appearance; a key skill for young scientists to master. Coupled<br />
with a visit to SEA LIFE <strong>Sydney</strong> <strong>Aquarium</strong>, this resource will help your students to<br />
understand the distinction between the different animal families.<br />
<strong>Resource</strong>s provided<br />
Student Worksheets 6-8<br />
Classifying animals PowerPoint slides<br />
Pre & Post Lessons<br />
Lesson 1: Grouping animals<br />
Use the slides 1-13 to explain that<br />
animals can be categorised into groups.<br />
Cut out the cards on Student Worksheet<br />
6 and give a set to each student.<br />
Explain that animals can be broadly<br />
grouped together based on their<br />
characteristics, and that often those<br />
animals which look similar come from<br />
the same family.<br />
Ask students to look at the pictures on<br />
the cards and try to separate the animals<br />
into groups.<br />
Alternatively, ask students to start<br />
looking closely at animals’ features by<br />
asking them to find all the species which<br />
share a certain characteristic (such as<br />
fins or grey skin).<br />
The animals are shown grouped by class<br />
on slides 9-13.<br />
<strong>Resource</strong>s:<br />
Slides 1-13<br />
Student Worksheet 6<br />
Lesson 2: The Fish Class<br />
Explain that within each animal group,<br />
there is a huge variety of species that<br />
have very different features.<br />
Use Student Worksheet 7 to get<br />
students looking at different species of<br />
fish. They could highlight the similarities<br />
and differences between the species.<br />
<strong>Resource</strong>s:<br />
Student Worksheet 7<br />
Lesson 3: Excursion to<br />
SEA LIFE <strong>Sydney</strong> <strong>Aquarium</strong><br />
During your visit<br />
Students could look for one/two species<br />
from each class (fish, reptile, mammal and<br />
bird) and draw pictures of these animals.<br />
Ask them to try and find any differences<br />
between the species.<br />
Ask students to make a note of one fish,<br />
one reptile, one bird, one mammal and<br />
one crustacean during their visit.<br />
Lesson 4: Which class<br />
Ask students to look at the pictures of<br />
the animals on Student Worksheet 8.<br />
They should then read the descriptions<br />
of five different types of animals and<br />
decide which class each animal comes<br />
from.<br />
They should cut out each description<br />
and stick it in the box next to the<br />
relevant animal.<br />
You can display slides 4-8 again; these<br />
contain more information about each<br />
group.<br />
<strong>Resource</strong>s:<br />
Student Worksheet 8<br />
Slides 4-8<br />
Lesson 5: Celebrity Animal Head<br />
Choose three students to come up the<br />
front and sit on chairs that are in front of<br />
the whiteboard/blackboard.<br />
Above each students head, write a<br />
different animal that they are going to<br />
try and guess, by asking yes or no<br />
questions. Or ask other students to<br />
come and write up an animal that has<br />
been discussed during this unit of work.<br />
The goal is to guess the celebrity animal<br />
name first by asking questions like; ‘Do I<br />
have fins?’ or ‘Do I have wings?’<br />
Swap over students so all can have a go.<br />
Learning objectives<br />
● To recognise similarities and<br />
differences between animals.<br />
● To group living things according to<br />
noticeable similarities and<br />
differences.<br />
● To spot similarities and differences<br />
between different environments<br />
and ways in which these affect the<br />
animals and plants found there.<br />
Syllabus areas<br />
● Science and Technology<br />
● Visual Art<br />
● English<br />
Wow facts!<br />
● Unlike other bird species,<br />
penguins have solid bones and<br />
can’t fly.<br />
● An octopus has blue blood, three<br />
hearts and can alter the<br />
complexion of its skin in the<br />
blink of an eye!<br />
● Fish are the most diverse class of<br />
vertebrates – there are more<br />
than 31,500 species of them!<br />
● The crocodile family is believed<br />
to be over 200 million years old.<br />
● Six species of fish account for<br />
more than half of the 70 billion<br />
fish caught for food around the<br />
world every year.<br />
5
Caring For Animals<br />
And Their Environments<br />
These resources will help your students to understand that all animals have a specific<br />
environment that they prefer. They will learn how humans can change these natural habitats<br />
and the importance of helping to protect them. The lessons also highlight, the plight of coral<br />
reefs. A visit to SEA LIFE <strong>Sydney</strong> <strong>Aquarium</strong> will help your class to understand what<br />
conservation issues we face, what SEA LIFE <strong>Sydney</strong> <strong>Aquarium</strong> is doing to help and how every<br />
one of us can make a difference.<br />
Learning objectives<br />
● To understand what a habitat is.<br />
● To understand the importance of<br />
habitats to the animals which live<br />
there.<br />
● To know that humans have a role to<br />
play in protecting these habitats.<br />
Syllabus areas<br />
<strong>Resource</strong>s provided<br />
Student Worksheets 9-10<br />
Protecting habitats PowerPoint slides<br />
Pre & Post Lessons<br />
Lesson 1: Where do I live?<br />
Use slides 1-7 to introduce students to the<br />
concept of habitats.<br />
Students look at the pictures of the<br />
environments on Student Worksheet 9<br />
and identify which of the animals lives<br />
in each habitat.<br />
They should draw a line to connect the<br />
animal to its habitat.<br />
<strong>Resource</strong>s:<br />
Slides 1-7<br />
Student Worksheet 9<br />
Lesson 1: Wordsearch<br />
Students should read the story about the<br />
destruction of a coral reef environment on<br />
Student Worksheet 10.<br />
They can then complete the wordsearch<br />
on Student Worksheet 10, finding words<br />
associated with the damage being done<br />
to the reef.<br />
<strong>Resource</strong>s:<br />
Student Worksheet 10<br />
Lesson 3: Excursion to<br />
SEA LIFE <strong>Sydney</strong> <strong>Aquarium</strong><br />
During your visit<br />
Students could write notes on two of the<br />
different environments they see. They could<br />
make a note of the different types of cover<br />
which can be found, and the animals which<br />
live there. Students could also draw this<br />
information as well.<br />
Students could make a note of one of the<br />
conservation tips that they see during their<br />
visit.<br />
Students could ask questions to the SEA<br />
LIFE <strong>Sydney</strong> <strong>Aquarium</strong> staff at the<br />
interactive rockpool to find out how they<br />
can look after animals that live in rock pools.<br />
Lesson 4:<br />
Download the PDF story of Dhyum the<br />
Dugong by Mariana Fuentes, from the SEA<br />
LIFE <strong>Sydney</strong> <strong>Aquarium</strong> Schools page.<br />
Read through the story with your class<br />
either via an Interactive Whiteboard, IPAD<br />
or simply by printing off and making into a<br />
book.<br />
Afterwards, give students a piece of A3<br />
paper and ask them to draw and write a<br />
simple sentence about how they can help<br />
protect our sea animal’s habitats. Turn these<br />
pages into a class big book for all students<br />
to read through in your own reading corner.<br />
You may also like to visit the SEA LIFE<br />
Conservation Fund website as a class, to<br />
find out all the fabulous things we can do to<br />
help protect our sea creatures.<br />
Lesson 5: Happy ending<br />
With students, read the story about the<br />
coral reef once more.<br />
Then ask student to now write a happy<br />
ending for the story.<br />
<strong>Resource</strong>s:<br />
Student Worksheet 10<br />
● Science and Technology<br />
● Visual Art<br />
● English<br />
Wow facts!<br />
● The biggest threat to seahorses is<br />
their use in Chinese medicine. Over<br />
20 million die every year.<br />
● 100 million sharks are killed by<br />
people every year!<br />
● The biggest threat to sea turtles is<br />
plastic bags in the ocean! The<br />
turtles mistake them for sea jellies<br />
and eat them.<br />
● The Giant Pacific Octopus species<br />
is protected due to their declining<br />
numbers.<br />
● 60% of the known species of fish<br />
live in coral reefs which are one of<br />
the most threatened ecosystems<br />
on Earth!<br />
● 75% of the Earth’s surface is<br />
covered by water, which means fish<br />
have plenty of choice about where<br />
to live!<br />
*SEA LIFE <strong>Sydney</strong> <strong>Aquarium</strong><br />
acknowledges the sharing of the<br />
story ‘Dhyum the Dugong’ by<br />
Mariana Fuentes and thanks her<br />
kindly for allowing it be used for<br />
educational purposes.<br />
6
Movement & Senses<br />
Worksheet 1- Make Out the Movement<br />
Wow Fact<br />
Did you know<br />
octopus swim using<br />
jet propulsion?<br />
Sea creatures move in all kinds of amazing ways – swimming, walking, crawling or even<br />
seeming to stay still! But can you figure out which animal does what? Check out the pictures<br />
of the animals below. Decide which description explains the way each animal moves. Once<br />
you have found the right description, cut it out and stick it next to the picture of the animal.<br />
Octopus<br />
Barnacle<br />
Dugong<br />
Hermit C rab<br />
Sea Star<br />
This animal has 8 legs. It moves by<br />
crawling around on its legs or by sucking<br />
in water and blowing it out again.<br />
This animal swims by moving its big<br />
tail up and down in the water.<br />
This little one moves very slowly! It<br />
attaches itself to a rock and tries to<br />
live a quiet life under its shell.<br />
This animal creeps along the ground<br />
or the side of rocks using lots of tiny<br />
suckers on the underside of its five legs.<br />
This animal has eight legs<br />
and two claws. It scuttles sideways<br />
along the sea floor.<br />
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Reproduction<br />
Worksheet 2: The Life Cycle<br />
Wow Fact<br />
Male seahorses<br />
give birth to<br />
their young!<br />
Every living thing has a life cycle. And at different stages in the life cycle,<br />
the same creature can look quite different!<br />
Can you work out the order of a penguin’s life cycle? Cut out the descriptions below and stick it<br />
in the boxes above in the right order.<br />
The chick is a fully<br />
grown penguin. It can<br />
catch all of its own food.<br />
The adult penguin lays<br />
an egg and looks after<br />
it until it hatches.<br />
The egg hatches.<br />
The penguin chick<br />
has fluffy feathers<br />
and is looked after<br />
by its parents.<br />
The chick grows bigger.<br />
Its feathers become<br />
thick and oily.<br />
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Reproduction<br />
Worksheet 3: Animal Snap<br />
Dugong<br />
Penguin<br />
Turtle<br />
C rab<br />
Clownfish<br />
Shark<br />
Platypus<br />
Sea Star<br />
Octopus<br />
Crocodile<br />
Clownfish Fry<br />
Crocodile Hatchling<br />
Penguin Chick<br />
Dugong Calf<br />
Turtle Hatchling<br />
Baby Crab<br />
Puggle<br />
Baby Sea Star<br />
Baby Shark<br />
Baby Octopus<br />
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Living Creatures<br />
Worksheet 4: Living Things<br />
Wow Fact<br />
Turtles can live to<br />
be 100 years old!<br />
All living creatures grow, feed, move, use their senses and reproduce. Can you<br />
understand which is which? Draw a line to match the keywords below and the<br />
sentences which describe them.<br />
Reproduce Sense Feed Grow Move<br />
Eating Food<br />
Producing<br />
Babies<br />
Getting<br />
bigger<br />
Moving<br />
parts of the<br />
body<br />
Reacting to<br />
the things<br />
around you<br />
Colour me in<br />
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Living Creatures<br />
Worksheet 5: Am I Living?<br />
Wow Fact<br />
Sharks have been around<br />
longer than dinosaurs -<br />
over 350 million years!<br />
Can you figure out which are the living things and which are not? All living creatures<br />
move, feed, grow, sense and reproduce. For each object listed in the table, put a<br />
tick or a cross in each box to show whether it can (√) or cannot (X) do that action.<br />
Put a tick in the final column if you think it is living.<br />
Move Reproduce Feed Grow Sense Living?<br />
Speedboat<br />
Bee<br />
Cat<br />
Desk<br />
Human<br />
Sea Jelly<br />
Chocolate<br />
Shark<br />
Fire<br />
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C lassification & Variation<br />
Worksheet 6: Grouping Animals<br />
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C lassification & Variation<br />
Worksheet 7: The Fish Class<br />
Wow Fact<br />
There are more than<br />
31,500 species of fish<br />
Animals can be grouped into different classes, like the fish or mammal family. In<br />
each class there is a huge variety of animals that come in all shapes and sizes!<br />
Look at the pictures of four different fish below.<br />
Circle all the things that are the same on the fish.<br />
Underneath each image, describe the things which makes each fish different.<br />
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C lassification & Variation<br />
Worksheet 8: Which C lass?<br />
Wow Fact<br />
Did you know that<br />
whales are mammals<br />
not fish?<br />
Using these descriptions, let’s see if you can figure out which class these animals<br />
belong to. Cut out the description and stick it next to the creature it belongs to.<br />
Birds<br />
Reptiles<br />
Fish<br />
Mammals<br />
Crustaceans<br />
We have feathers,<br />
wings and a beak.<br />
We have tough scaly<br />
skin.<br />
We have scaly skin<br />
and fins instead<br />
of legs.<br />
We have hair and<br />
have limbs<br />
(arms/legs).<br />
We have hard shells<br />
and claws to help us<br />
catch our prey.<br />
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Caring For Animals<br />
And Their Environments<br />
Worksheet 9: Where Do I Live?<br />
Conservation<br />
Fact<br />
Plastic bags are the biggest<br />
threat to sea turtles - they<br />
mistake them for sea jellies<br />
and eat them!<br />
All creatures adapt to where they live and sea animals are no different!<br />
Draw a line to connect each animal to the place it lives.<br />
Frog<br />
C rab<br />
Freshwater<br />
Fish<br />
Clownfish<br />
Shark<br />
Open Ocean<br />
Coral reef<br />
Freshwater<br />
River<br />
Rockpool<br />
Pond<br />
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Caring For Animals<br />
And Their Environments<br />
Conservation<br />
Fact<br />
60% of all fish live in coral<br />
reefs which is one reason<br />
why it is so important to<br />
protect them.<br />
Worksheet 10: Wordsearch<br />
Read the story below about Bob’s habitat. Find all of the words which talk<br />
about destroying the coral reef in the word search below.<br />
Bob was a clownfish. He lived in the sea near Australia with his mum, dad and his brother. They lived in a coral<br />
reef, a place where lots and lots of other animals lived. There were turtles and sea snakes, crabs and sea stars –<br />
there were even sharks!<br />
Bob was very happy living on the reef, but things had started to change and this was making life more difficult.<br />
Human divers who had come to look at the reef were walking on it and causing damage. Lots of human rubbish<br />
was also floating onto the reef and ruining their homes.<br />
And that wasn’t all! Pollution from the human’s factories near the reef was beginning to make the water warmer<br />
and dirtier. This meant that the reef was beginning to die. Soon the fish would have nowhere to live!<br />
r u b b i s h i f<br />
h i e o g e a a g<br />
d i r t y y c n g<br />
p o l l u t i o n<br />
s e a m o g s e i<br />
t s r r a s e p k<br />
h a i m o a o e l<br />
w e a p n d i r a<br />
s d h u m a n s w<br />
Words<br />
Factories<br />
Walking<br />
Damaging<br />
Warm<br />
Dirty<br />
Humans<br />
Pollution<br />
Rubbish<br />
Happy ending<br />
You can make a difference when it comes to coral reefs. And that means you can help clownfish<br />
like Bob and his neighbours: the turtles, snakes, crabs, sea stars and sharks. Let’s all do our bit.<br />
• Think about what humans could do to make sure that Bob’s home is protected.<br />
• Write a happy ending to Bob’s story.<br />
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