EVOLVE resource pack lesson plan Explorers of Information

Subject/Area of Learning:

Lesson Plan
Date:
Age and size of group:

Science/English/Computing

Observe
d?

Year 6

Related Curriculum References:

Science:
Recognise that living things produce offspring of the same kind, but normally
offspring vary and are not identical to their parents. Identify how animals and
plants are adapted to suit their environment in different ways and that adaptation
may lead to evolution. Pupils might find out about how Charles Darwin and Alfred
Wallace developed their ideas on evolution.
English:
Retrieve, record and present information from non-fiction; explain and discuss
their understanding of what they have read, including through formal
presentations and debates, maintaining a focus on the topic and using notes
where necessary.
Resources:
Flip chart paper and pens, books, iPads, globe, QR codes, Aurasma
triggers, beard and explorers hat.
Points Carried Forward:
Activities during our trip to the Museum of Natural History, Oxford, helped to
develop our knowledge of evolution.
Focused Learning Objectives:
Success Criteria:
To retrieve and present key facts from a
wide range of sources.

1. I can collect and present

information to the class.
2. I can use a variety of different
mediums to collect and present
information to the class.
3. I can work as part of a small
group constructively to produce
a confident and coherent fact
file using different sources of
information.

Stages of Teaching
Each section below to include, where appropriate
Key Vocabulary Key Questions Differentiation Extension

Timin
gs
5
mins

Introduction/Mental Oral Starter

Reflection of our trip to the Museum of Natural History, Oxford.
What did we learn?
Place the names of Darwin and Wallace on the IWB and get chn to think
about all they know about them.

EVOLVE resource pack lesson plan Explorers of Information

Think, pair, share.
Use structured questioning to elicit further information.
Assessment opportunities/strategies:
Through engagement, questioning, elicitation and discussion.

Development:

40
mins

Before embarking on their task, they will be working in 4 small mixed

ability groups so it is important to set out some ground rules first. Do this
with the class on the white board for them all to refer to. Let them come
up with points to give themselves ownership of the learning. Scaffold if
necessary. Do we all end up looking for and writing down the same facts
or do we communicate and share information freeing up time to search
for further information? One child in each group will need to collate the
key points and one will need to present.
Outline that each group will be focusing on a specific source of
information in rotation. The children will need to organise and filter the
information and decide what they feel are the key aspects. By Year 6, the
children should have carried out numerous fact finding activities so should
be used to this. They will create a fact file on their clipboards of the two
naturalists (which can also be used for lessons 2 and 3). From all the
information they have absorbed they will be asked to put together a
presentation on what they feel are the key bits of information. They will
have 10 mins for each source.
Globe QR codes - Source 1. Children need to scan the QR codes on
notable locations on the globe to release information. SEE GLOBE
RESOURCE IN EVOLVE RESOURCE PACK.
Images using Aurasma - Source 2. Children need to use the
Aurasma App to scan certain objects to release information. SEE
IMAGES IN EVOLVE RESOURCE PACK.
Internet using iPads (specific sites) - Source 3. Children need to
use specific websites to research information on the pair. SEE
WEBSITE ADDRESSES PRINT OFF AND LINKS IN RESOURCES
(ACCESS TO FACEBOOK VIA SCHOOL ACCOUNT IS NEEDED FOR
ONE).
Books (specific chapters) - Source 4. Children need to skim and
study books relating to the pair and extract the necessary
information. SEE BOOKS IN EVOLVE RESOURCE PACK.

5
mins

TA to assist with SEND

Template for fact find rather than freehand. Search for one solid
facts for each person per source. SEE SEND TEMPLATE LINK IN
RESOURCES AND PRINT.
Work around each group in turn ensuring they understand the task and
know what they need to cover.

EVOLVE resource pack lesson plan Explorers of Information

Gather everyone together for the last 10 minutes to present some of their
findings and discuss.
Add to the IWB to show what extra we have learnt today.

Assessment opportunities/strategies:
Mini plenaries, observing, structured questioning, scaffolding discussion
and presentation.
Plenary/Conclusion:
Conscience alley activity. Now that the children have built up a
background knowledge, this activity is in an effort to empathise with
those involved. How must they have felt? Darwin sitting on his idea for 15
years to scared to publish. Wallace, so excited to share his discovery, not
knowing someone else had already come up with the idea. A child dresses
as Darwin and walks the alley contemplating the moment he received the
letter from Wallace. One side of the alley is to suggest publishing and take
all the credit by pretending he never got the letter, the other side, to give
credit to Wallace for his discovery. SEE BEARD AND EXPLORERS HAT
RESOURCE IN EVOLVE RESOURCE PACK.
Assessment opportunities/strategies:
Through questioning, role play, discussion and involvement.
Evaluation of lesson

EVOLVE resource pack lesson plan Explorers of Information