Resources

Scratch Habitat Match

Curriculum Links for KS1:  Science: Living Things In Their Environment 5b. identify similarities and differences between local environments and ways in which these affect animals and plants that are found there.

I.C.T: 2a) To use text, tables, images and sound to develop their ideas

 

Curriculum Links for KS2: Living Things In Their Environment:  Adaptation

  • 5b. about the different plants and animals found in different habitats. (ICT opportunity: pupils could use multimedia sources to compare non-local habitats)
  • 5c. how animals and plants in two different habitats are suited to their environment.

I.C.T:

Curriculum Area:  Science

Age group: Key Stage One / Early Key Stage Two

Scratch habitat match is a simple game that can be used as a starter or in a plenary session. Using a variety of different backgrounds this program can be used to create discussion amongst whole classes or select groups of children on which animal belongs on a certain habitat.

Instructions

Click on the program below or open it via the following link.

Discuss the habitat with the children. Ask:

What do you think might live here?

What can you see?

Has anyone been here before?

Discuss animals on the screen:

What can you see?

Which ones do you know?

Where do you think they live?

What do they eat?

Have you seen one before?

Which one is the biggest?

Which one is the smallest?

What do they eat?

Then ask the children to discuss which animals belong in which habitat. Get a children to come up one by one and click which ones they think belong in the habitat and which don’t. There will be a ‘doy-doy-doy’ sound to indicate which animals do not belong in the habitat and a ‘hey-yeah-yeah’ sound to indicate which animals belong in that habitat.

Cross Curricular: I.C.T

Curriculum Links for Key Stage Two: I.C.T: 2. Pupils should be taught:
a. how to develop and refine ideas by bringing together, organising and reorganising text, tables, images and sound as appropriate [for example, desktop publishing, multimedia presentations]
b. how to create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them [for example, monitoring changes in temperature, detecting light levels and turning on a light]
c. to use simulations and explore models in order to answer ‘What if … ?’ questions, to investigate and evaluate the effect of changing values and to identify patterns and relationships [for example, simulation software, spreadsheet models].

4. Pupils should be taught to:
a. review what they and others have done to help them develop their ideas
b. describe and talk about the effectiveness of their work with ICT, comparing it with other methods and considering the effect it has on others [for example, the impact made by a desktop-published newsletter or poster]
c. talk about how they could improve future work.

Key area: Key Stage Two

Using the template provided can the children make it work for a different background such as the Savannah. Model to children how is done, give them time to explore it for themselves and how to move the animals.

Tasks

  • Can children create their own habitat? Children can draw one habitat and import their own.
  • Can children add any more animals to the habitat? The animal must have one animation and one sound attached to it in a script.
  • Can children make the animation better? How?

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