PR-0552UK Primary Science - Book 2

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Snail trails Plants and animals ~ Activity 4 Objective • observe, identify and explore a variety of living things in local habitats and environments Working scientifically • Questioning • Observing • Predicting • Investigating and experimenting • Estimating and measuring • Recording and communicating Designing and making • Exploring Background information A snail moves along by means of a strong muscular organ or ‘foot’. This moves in a backward, wavelike movement that propels the snail forward. The snail excretes a slimy substance which assists in moving. Note: Snails that withdraw into their shells can usually be coaxed out by dipping into a lid of water or placing on a damp paper towel. Snail facts: • Snails travel in irregular paths, often moving in a circle. • Snails cannot hear. • Snails are nocturnal. • The suction created by the slime enables a snail to crawl upside-down. • Garden snails breathe with lungs. • Snails rely mainly on their sense of touch and smell to find food as their eyesight is very poor. • Garden snails mainly eat garden plants and vegetables but will also eat decaying plants and soil. Before the lesson Materials needed • A variety of snails (3–4 per group), magnifying glass or hand lens, coloured pencils or felt pens, stopwatch, glass or plastic containers, sheet of dark-coloured paper, piece of plastic (a plastic file sleeve could be used), ruler. Preparation • A collection of different types and shapes of snails (collected either by the teacher or, in an allocated time, by pupils prior to lesson). • Chart or drawing in a book of a snail, showing labelled parts. • Collection of extra books on snails, how to build a snailery or keep snails, snail life cycle for reference and research (optional). The lesson Stimulus • Discuss the ways in which animals move (hop, slide, crawl, swim, slither, fly, waddle etc.). Whiteboard or chart a list of interesting words. • Show a detailed picture of a snail and its labelled parts (feelers, eyes, mouth, shell, foot). What to do • Distribute snails to groups, along with the other materials. • Have the pupils record any differences in the snails’ shell patterns on the copymaster. • Examine one snail carefully and draw a detailed picture of it. • Pupils compare their picture to the labelled chart shown previously. Ask if they can see these parts on their snail. • Watch the snails move. Write words to describe this movement. Can they see the trail the snails leave? • Pupils carefully place a snail on their hand and watch it move. Describe what it feels like. • Draw a line on the dark paper. Place the snail at one end and time its movement. Make a mark after one minute to show how far it has travelled. Place the piece of plastic over the line on the paper and again time the snail over a minute. Mark a line to show how far it travelled. On what surface did it travel faster? Measure how far it moved. Which group’s snail travelled the longest/ shortest distance? Viewing Sample After the lesson Answers • Teacher check. Additional activities • Find and record as many places as possible where snails live. Check the next day at the same time. Record the number. Have any moved? Why do they think snails move from place to place? • Observe snails and their movements over different surfaces (e.g. carpet, grass, plastic, lino, wood, cement, sandpaper). On which surface do they move the slowest/ fastest? Do they move differently on different surfaces? Display ideas • Brainstorm words and phrases about their observations. Arrange around a collage snail drawing. 20 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Plants and animals ~ Activity 4 Draw and write about your snails. Snail trails Shell patterns … What it looks like … How it moves … What it feels like … Viewing Sample (a) My snail travelled (b) My snail travelled cm on the paper in one minute. cm on the plastic in one minute. (c) My snail moved on the paper. (d) My snail moved on the plastic. www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 21
Page 1 and 2: OUTCOME LINKED PRIMARY Book 2 Mysel
Page 3 and 4: Teacher information................
Page 5 and 6: Teacher information The pupil pages
Page 7 and 8: Differentiating activities Meeting
Page 9 and 10: Essential science resources Below i
Page 11 and 12: Assessment proforma Name Class Term
Page 13 and 14: Assessment proforma - Designing and
Page 15 and 16: About me We are all different Chang
Page 17 and 18: Myself ~ Activity 1 About me (a) Dr
Page 19 and 20: Myself ~ Activity 2 We are all diff
Page 21 and 22: Myself - Activity 3 Changes As we g
Page 23 and 24: Myself ~ Activity 4 A need or a wan
Page 25 and 26: What are insects? Parts of an insec
Page 27 and 28: Plants and animals ~ Activity 1 Wha
Page 29 and 30: Plants and animals ~ Activity 2 Par
Page 31: Plants and animals ~ Activity 3 Des
Page 35 and 36: Plants and animals ~ Activity 5 Obs
Page 37 and 38: Plants and animals ~ Activity 6 Dif
Page 39 and 40: Plants and animals ~ Activity 7 Noc
Page 41 and 42: Plants and animals ~ Activity 8 Foo
Page 43 and 44: Plants and animals ~ Activity 9 Wha
Page 45 and 46: Plants and animals - Activity 10 Li
Page 47 and 48: Plants and animals - Activity 11 Li
Page 49 and 50: Making shadows Measuring shadows Sh
Page 51 and 52: Light ~ Activity 1 Draw a picture t
Page 53 and 54: Light ~ Activity 2 Measuring shadow
Page 55 and 56: Light ~ Activity 3 Shadow clock Fol
Page 57 and 58: Light ~ Activity 4 The torch experi
Page 59 and 60: Light ~ Activity 5 Sun facts Read t
Page 61 and 62: Sound Making sounds banging blowing
Page 63 and 64: Sound ~ Activity 1 Sound Sound Circ
Page 65 and 66: Sound ~ Activity 2 Use different ma
Page 67 and 68: Heat Measuring temperature applianc
Page 69 and 70: Heat ~ Activity 1 Describe how you
Page 71 and 72: Heat ~ Activity 2 Measuring tempera
Page 73 and 74: Magnetic attraction Magnetic proble
Page 75 and 76: Magnetism and electricity ~ Activit
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Push or pull? Down the ramp! Float
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Forces ~ Activity 1 Push or pull? A
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Forces ~ Activity 2 Down the ramp!
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Forces - Activity 3 Float or sink?
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Materials in the classroom Sorting
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Properties and characteristics of m
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Changing by heating Maintaining tem
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Materials and change ~ Activity 1 C
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Materials and change ~ Activity 2 M
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Materials and change ~ Activity 3 M
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Materials and change ~ Activity 4 W
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Natural or built? Minibeast hunt Lo
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Caring for my locality ~ Activity 1
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PR-0552UK Primary Science - Book 2

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