Animals Including Humans

Science | Year 1 | Unit Overview

Introduction
In this unit about Animals Including Humans, children will learn about five of the groups that scientists use to classify animals:
mammals, fish, birds, reptiles and amphibians. They will learn to identify the group an animal belongs to by its features and will
classify animals according to their group. They will also learn about the different diets animals eat. Children will learn about the parts
of the human body and have the opportunity to explore the five senses through a simple investigation. In the final lesson, children
will use all their knowledge from this unit to classify animals according to their own criteria. Accompanying this unit is a helpful
Knowledge Organiser that collates the subject knowledge for the unit and is used throughout the unit. There are also Reasoning
Cards related to the unit provided to develop deep thinking skills in science.

Health & Safety

In lesson 1 of this unit, the children will be outside in the school grounds observing animals that live around the school. You will need
to ensure that a relevant risk assessment is undertaken for your class.
Outdoor areas provide great opportunities for play and learning, but always check for any environmental risks before taking part
in outdoor activities, and only proceed if it is safe to do so. Ensure children always wash their hands after being outside. Please
be respectful of nature and take care of animals and plants. We will not be held responsible for the health and safety of those
participating in activities, and cannot accept any liability. By organising or participating in any activity described, you acknowledge
that it is the responsibility of supervising adults to ensure the safety of children in their care.
In lesson 5, the children will be tasting, touching and smelling different objects, some of which are food. Please ensure that all
relevant allergies are known and that any food used is safe for use in your class.
We hope you find the information on our website and resource useful. The description of any food or drink preparation or consumption
activity contained within this resource is intended as a general guide only. It may not fit your specific situation. You should not rely
on the resource to be right for your situation. It is your responsibility to decide whether to carry out the activity at all and, if you do, to
ensure that the activity is safe for those participating. You are responsible for carrying out proper risk assessments on the activities
and for providing appropriate supervision. We are not responsible for the health and safety of your group or environment so, insofar
as it is possible under the law, we cannot accept liability for any loss suffered by anyone undertaking the activity or activities referred
to or described in this resource. It is also your responsibility to ensure that those participating in the activity are able to do so and
that you or the organisation you are organising it for has the relevant insurance to carry out the activity. It is also your responsibility
to note that ingredients or materials used might cause allergic reactions or health problems and to ensure that you are fully aware
of the allergies and health conditions of those taking part. If you are unsure, always speak to a suitably qualified health professional.
Sensory activities can engage children in their play and learning, but supervising adults should check for allergens and assess any
potential risks (such as the risk of choking from small objects) before the activity, and only proceed if it is safe to do so. We cannot
be held responsible for the health and safety of those participating and cannot accept any liability. By using this resource, you
acknowledge that it is the responsibility of supervising adults to ensure the safety of children in their care.
Children should be reminded about safe use of scissors.

Interests and Talents/ Home Learning

Broader Development Using Your Senses
Children may be interested in learning more about both domestic and wild animals. In this task, children go outside, in their
This might include their habitats, care and conservation. A trip to a suitable animal garden or local park, and use their
park or inviting an animal specialist into school would allow children to broaden their senses to explore what is happening
knowledge further. around them.
Animal Groups
In this task, children are given pictures
of animals and they have to identify
the name of the animal and the group
it belongs to.

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Digital Resources
The following resources are not essential to use as part of the PlanIt unit; however, they
would help children to revise and consolidate the learning in the lessons. Please be
aware that in order to access these digital resources, you will need to have an 'ultimate'
subscription.
Children will love these great interactive games and quizzes that link to this
science unit:
Animals Including Humans Multiple Fish Shadow Matching Activity
Choice Quiz
Amphibian Shadow Matching Activity
Grouping Animals Game
Reptile Shadow Matching Activity
Parts of a Robin Labelling Activity
Parts of a Shark Labelling Activity
Sense Catcher: The Five
Parts of a Frog Labelling Activity
Sentence Game
Parts of an Alligator Labelling Activity
Mammal Shadow Matching Game
Bird Shadow Matching Activity

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Assessment Statements
By the end of this unit...
Working Towards the Expected Level:
Scientific Knowledge into simple groups.
• Children can name some common animals including • With support, children make careful observations of
fish, amphibians, reptiles, birds and mammals. animals in the same group and can use simple features to
• Children can describe the observable features of animals. compare living things (animals).
• Children can begin to name a variety of common • Children, with support, can use simple secondary sources
animals that are herbivore, carnivore and omnivore. to find answers to help them sort and classify animals
• With support, children can name and locate parts of according to what they eat.
the human body. • With support, children can use their senses to carry out
• Children can, with support, name the five senses and simple practical tests, using simple equipment. After
the part of the body they are related to. making careful observations, they can be guided to draw
simple conclusions and record and communicate their
• Children can identify and name some animals. findings.
Working Scientifically • With support, children use simple sorting diagrams to
• With support, children observe and identify animals in the sort and classify objects (animals) into simple groups
world around them. With help, they sort and classify them (with ideas for these given if needed).
Working At the Expected Level:
Scientific Knowledge Working Scientifically
• Children can identify and name a variety of common • Children observe and identify animals in the world around
animals including fish, amphibians, reptiles, birds them. With a support resource, they sort and classify
and mammals. them into simple groups.
• Children can describe and compare the observable • Children make careful observations of animals in the
features of animals from a range of groups. same group and can use simple features to compare
• Children can name and identify animals that are herbivore, living things (animals).
carnivore or omnivore. • Children can use simple secondary sources to find
• Children can name and locate parts of the human body answers to help them sort and classify animals according
and begin to make suggestions about what some parts to what they eat.
of the body do. • Children can use their senses to carry out simple practical
• Children can name the five senses and the part of the tests, using simple equipment. After making careful
body they are related to. Children can explain how they observations, they can draw simple conclusions and can,
use each of their senses. with support, record and communicate their findings in a
• Children can identify a variety of common animals. range of ways.
• Children use simple sorting diagrams to sort and classify
objects (animals) into simple groups of their choice and are
beginning to explain why they have sorted them this way.
Working At Greater Depth:
Scientific Knowledge Working Scientifically
• Children can identify and name a variety of common • Children independently observe and identify animals in
animals including fish, amphibians, reptiles, birds the world around them. With minimal support, they sort
and mammals and recognise the group the animal and classify them into simple groups.
belongs to. • Based on their own ideas, children make careful
• Children can describe and compare the observable observations of animals in the same group and can use
features of animals from a range of groups and apply simple features to compare living things (animals).
this knowledge to unfamiliar animals from different • Children can independently use multiple simple secondary
groups, explaining the features they would expect sources to find answers to help them sort and classify
to see. animals according to what they eat. They begin to
• Children can name and identify animals that are notice patterns and relationships between animals with
herbivore, carnivore or omnivore and explain what similar diets.
they eat. • Children can independently use their senses to carry out
• Children can name, locate and label parts of the human simple practical tests, using simple equipment. After
body. Children can make suggestions about what the making careful observations, they can draw simple
main parts of the body do. conclusions and can confidently record and communicate
• Children can name the five senses and the part of the their findings in a range of ways.
body they are related to. Children can explain how they • Children independently use simple sorting diagrams to
use each of their senses and how they keep them safe. sort and classify objects (animals) into simple groups of
• Children can identify a wide range of common animals. their choice. They can confidently discuss why animals
have been sorted in a particular way.

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Lesson Breakdown All timings are approximate.

1. Observing Animals Resources

Lesson Pack 90
Identify and name a variety of
common animals including fish, Standard School Equipment:
amphibians, reptiles, birds • Camera (if required)
and mammals.
• Pencils
Identifying and classifying. • Clipboards
• To identify and name some
common animals.

2. Comparing Animals Resources

60
Describe and compare the structure Lesson Pack
of a variety of common animals Animals All Around eBook
(fish, amphibians, reptiles, birds and
mammals including pets). Standard School Equipment:
• Devices to read eBook
Identifying and classifying.
• Camera
• To describe and compare • Non-fiction books about
the structure of a variety of animals/animal groups.
common animals. • Whiteboards and pens

3. Animal Diets Resources

60
Identify and name a variety of Lesson Pack
common animals that are carnivores, Animals All Around eBook
herbivores and omnivores.
Standard School Equipment:
Identifying and classifying. • Other non-fiction books
• To identify, name and sort about animal diets
animals that are herbivores, (if required)
carnivores and omnivores.

4. The Human Body Resources

60
Identify, name, draw and label the Lesson Pack
basic parts of the human body. Standard School Equipment:
• To name and label the parts of • Scissors
the human body. • Glue
• Sticky notes
• A3 paper

Continued on the next page

National Curriculum Aim Child Friendly

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5. Senses Resources
90
Say which part of the body is Lesson Pack
associated with each sense.
Standard School Equipment:
To perform simple tests. • 2 teddies, blindfold, book,
• To name the five senses and to plastic building blocks,
perform simple tests to find out paper, pencils, coat or
more about them. jumper, very simple jigsaw
puzzle, maracas (or rice
in a plastic tub), drum,
triangle, tambourine, bell,
dinosaur, sandpaper, ice,
wooden block.

Resources That May Need

Purchasing :
• scented solid soap, oranges,
lemons, solid chocolate,
ready salted crisps, banana,
raspberries (or alternatives).

6. Sorting Animals Resources

Describe and compare the structure 90
Lesson Pack
of a variety of common animals
(fish, amphibians, reptiles, birds and Animals All Around eBook
mammals including pets). Standard School Equipment:
• Sorting hoops
Identifying and classifying.
• Individual whiteboards
• To sort animals according to a
criteria.

National Curriculum Aim Child Friendly

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