Year 5 Living things and their habitats

Knowledge and Understanding

Statutory Requirements

5a1: describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

5a2: describe the life process of reproduction in some plants and animals.

Knowledge and Understanding

Notes and Guidance

Pupils should study and raise questions about their local environment throughout the year. They should observe life-cycle changes in a variety of living things, for example, plants in the vegetable garden or flower border, and animals in the local environment. They should find out about the work of naturalists and animal behaviourists, for example, David Attenborough and Jane Goodall.

Pupils might work scientifically by: observing and comparing the life cycles of plants and animals in their local environment with other plants and animals around the world (in the rainforest, in the oceans, in desert areas and in prehistoric times), asking pertinent questions and suggesting reasons for similarities and differences. They might try to grow new plants from different parts of the parent plant, for example, seeds, stem and root cuttings, tubers, bulbs. They might observe changes in an animal over a period of time (for example, by hatching and rearing chicks), comparing how different animals reproduce and grow.

Upper KS2 - Working Scientifically

Statutory Requirements

uks2w1: planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

uks2w2: taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

uks2w3: recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

uks2w4: using test results to make predictions to set up further comparative and fair tests

uks2w5: reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

uks2w6: identifying scientific evidence that has been used to support or refute ideas or arguments.

Upper KS2 - Working Scientifically

Notes and Guidance

Pupils in years 5 and 6 should use their science experiences to: explore ideas and raise different kinds of questions; select and plan the most appropriate type of scientific enquiry to use to answer scientific questions; recognise when and how to set up comparative and fair tests and explain which variables need to be controlled and why. They should use and develop keys and other information records to identify, classify and describe living things and materials, and identify patterns that might be found in the natural environment. They should make their own decisions about what observations to make, what measurements to use and how long to make them for, and whether to repeat them; choose the most appropriate equipment to make measurements and explain how to use it accurately. They should decide how to record data from a choice of familiar approaches; look for different causal relationships in their data and identify evidence that refutes or supports their ideas. They should use their results to identify when further tests and observations might be needed; recognise which secondary sources will be most useful to research their ideas and begin to separate opinion from fact. They should use relevant scientific language and illustrations to discuss, communicate and justify their scientific ideas and should talk about how scientific ideas have developed over time.

These opportunities for working scientifically should be provided across years 5 and 6 so that the expectations in the programme of study can be met by the end of year 6. Pupils are not expected to cover each aspect for every area of study.

Amphibian life cycles Worksheet Free!

Outstanding Science Year 5 | Living things and their habitats | OS5A002

Learning objective

I can compare the life cycles of different amphibians.

Children learn about the life cycles of 3 different amphibians - frogs, salamanders and axolotls. They create 3 life cycle diagrams, adding their own explanations and diagrams or cutting and pasting those provided. They compare the life cycles of these amphibians.

5a1: describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

Some amphibians undergo metamorphosis during their life cycle, but some, such as the axolotl, do not.

Amphibians must lay their eggs in water.

Year 5 Living things and their habitats | Outstanding Science

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Mammal life cycles Worksheet

Outstanding Science Year 5 | Living things and their habitats | OS5A001

Learning objective

I can compare the life cycles of different mammals.

Children learn about the life cycles of 3 different mammals - the human, the kangaroo, and the platypus. They create a life cycle diagram for each mammal, writing their own descriptions and either cutting and pasting pictures or drawing their own. They discuss similarities and differences between the life cycles of these mammals.

5a1: describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

Placental mammals, including humans, are nourished in the womb by a placenta.

Kangaroos do not have a placenta but nourish their young in a pouch.

The platypus is an unusual mammal because it lays eggs and has no nipples.

4 pages

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Insect life cycles Worksheet

Outstanding Science Year 5 | Living things and their habitats | OS5A003

Learning objective

I can compare the life cycles of different insects.

Children learn about the lifecycle of the butterfly and two different species of bee - the honey bee and the mason bee. They create 3 life cycle diagrams, one for each insect, and compare them.

5a1: describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

In colonies of eusocial insects such as honey bees, not all individuals are capable of reproducing.

Most insects lay eggs and undergo metamorphosis during their life cycle.

4 pages

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Bird life cycles Worksheet

Outstanding Science Year 5 | Living things and their habitats | OS5A004

Learning objective

I can compare the life cycles of different birds.

Children learn about the life cycles of the chicken and the common cuckoo. They create two life cycle diagrams, describing each stage in their own words, and compare them.

5a1: describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

Birds lay eggs.

Eggs do not start to develop until the parent incubates them.

3 pages

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Comparing animal life cycles Worksheet

Outstanding Science Year 5 | Living things and their habitats | OS5A005

Learning objective

I can compare the life cycles of mammals, amphibians, insects and birds.

Through a 2-player game, children explore different ways of sorting animals according to their life cycles. Using 9 challenge cards containing descriptions such as 'undergo metamorphosis' and 'are eusocial', children sort 10 different animals. They discuss which grouping was most difficult and attempt to create their own challenge cards.

5a1: describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

Animals can be grouped according to whether they lay eggs, undergo metamorphosis, and how they reproduce.

2 pages

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Flowering plant reproduction Worksheet

Outstanding Science Year 5 | Living things and their habitats | OS5A006

Learning objective

I can describe how flowering plants reproduce.

Children label a diagram of a flower and carpel and complete an explanation text showing how flowering plants reproduce.

5a2: describe the life process of reproduction in some plants and animals.

The flower is the reproductive part of a flowering plant.

The main parts of a flower include the petal, anther, sepal, carpel, stigma, style, ovary, pollen grain, pollen tube and ovule.

2 pages

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Investigating vegetative reproduction Investigation

Outstanding Science Year 5 | Living things and their habitats | OS5A007

Learning objective

I can investigate whether a new plant will grow from cuttings.

By cutting up a plant such as a potato or tomato plant, children investigate which parts will grow into a new individual.

5a2: describe the life process of reproduction in some plants and animals.

A piece broken off from a plant can grow into another individual. This is a form of asexual reproduction.

Cuttings removed from a plant develop into genetically identical individuals (clones).

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Animal reproduction Worksheet

Outstanding Science Year 5 | Living things and their habitats | OS5A008

Learning objective

I can explain how animals reproduce sexually.

Children explain the process of animal reproduction, including the stages of sperm and egg production, mating, fertilisation, and the growth of a zygote into an embryo.