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Animals Including Humans
Science | Year 1 | Unit Overview
Introduction
In this unit children learn about human and animal bodies and consider similarities and differences between them. Children engage in a
variety of activities including drawing and labelling the body, using their senses to conduct an investigation, describing animal bodies and
sorting animals into groups.
Assessment Statements
By the end of this unit...
...all children should be able to:
Health & Safety
The Sense Detectives Lesson involves a taste test activity, be sure to
ascertain ahead of time that no children have allergies or sensitivities
to any of the foods involved.
Home Learning
Animal Body Parts Activity: Use the Animal Body Parts Word Mat to
label drawings of common animals.
Sorting Senses Activity: Cut out the sense activity pictures and stick
them under the corresponding body part.
Wider Learning
The BBC Bitesize website has a huge range of material on human
and animal bodies. Visit http://www.bbc.co.uk/education/topics/
z6882hv. Go on a Sensory Walk to explore how the senses are
used in different locations every day. In PE, consider how different
body parts enable humans and animals to move in different ways.
If possible, visit a safari park or zoo to learn more about animal
variation at first hand. Eureka! Children’s Museum in Halifax has an
excellent primary gallery dedicated to the body and the five senses.
• Name the basic parts of the body.
• Name the senses and say which body part
is associated with each sense.
• Identify and name a range of common
animals.
• Describe the structure of common animals,
including some parts of the body that are
specific to animals.
• Say something that is the same and
something that is different about two
animals.
• Understand that animals have different
diets.
• Use their senses to perform simple tests.
...most children will be able to:
• Draw and label parts of their body.
• Describe activities that use each of the five
senses.
• Sort animals into simple groups, including
groups based on animal diets.
• Describe animal bodies using relevant
vocabulary.
• Understand the difference between
carnivores, herbivores and omnivores.
• Identify and classify animals by suggesting
groups that they belong to.
• Gather and record information and use it to
answer a puzzle.
...some children will be able to:
• Label more parts of the human body.
• Sort animals into Venn Diagrams.
• Remember the five main groups of animals
and give examples for each one.
• Remember the words for carnivore,
herbivore and omnivore and give examples
for each.
• Generate their own questions to when
sorting animals into groups.
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Lesson Breakdown
1. My Body
To identify, name, draw and label the basic parts of the
human body in the context of drawing and labelling a
diagram of the body.
•I can draw my body and label my body parts.
Resources
• Small sticky notes
• A4 paper or science work
books
• Coloured pencils
• Glue
• Scissors
2. Senses
To say which part of the body is associated with each
sense in the context of drawing activities that use the
sensory organs.
•I know which parts of my body I use to see, hear,
taste, smell and feel.
3. Sense Detectives
To perform simple tests in the context of investigating
each of the five senses.
•I can use my senses to do tests.
• Various resources for the
preparation of the carousel
activity - see Adult Guidance
Sheet
To gather and record data to help in answering questions
in the context of collecting information to solve a puzzle.
•I can gather information to find the answer to a
puzzle.
4. Grouping Animals
To identify and name a variety of common animals
including, fish, amphibians, reptiles, birds and mammals in
the context of naming animals.
•I can identify common animals.
• Scissors
• Glue
Asking simple questions and recognising that they can be
answered in different ways in the context of generating
criteria for sorting animals.
•I can describe how to sort animals into groups.
5. Animal Bodies
To describe and compare the structure of a variety of
common animals (fish, amphibians, reptiles, birds and
mammals including pets in the context of describing
pictures of common animals.
•I can describe common animals. I can compare
common animals.
6. What Do I Eat?
To identify and name a variety of common animals that
are carnivores, herbivores and omnivores in the context
of recognising if animals are carnivores, herbivores or
omnivores.
•I can name some animals that are carnivores,
herbivores and omnivores.
• Mini whiteboards and pens,
class set
• Large sorting circles or hula
hoops
• Mini whiteboards and pens,
class set
To identify and classify in the context of sorting animals
into categories.
•I can sort animals into carnivores, herbivores and
omnivores.
National Curriculum Aim
Lesson Context
Child Friendly
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