Introduction
Thank you for booking a ‘Habitats and You’ Session at the Manchester Museum.
At a glance
Duration:
2 hours
Level:
Key Stage 2
N/C Links:
Scientific enquiry
Life processes and living things
Topics:
Habitats & Adaptations
Session content
The first part of the session takes place on the galleries where groups of pupils are asked to explore a
number of themes related to adaptations. The class will then move to the Discovery Centre Here pupils
will gather further ideas about adaptations, before designing their own creature
Session aims
The overall aim of the session is to provide school groups with an opportunity to develop and apply their
scientific enquiry skills and knowledge of the natural world in the unique setting of the Manchester
Museum. Through a combination of gallery tasks and object-based investigations, pupils will:
•
Explore the ways in which organisms are adapted to their habitats
•
Design a creature that is adapted to live in a particular environment
How to use this pack
This resource pack has been designed to help you to integrate your Museum session into a larger
scheme of work. To get the most from your session it is suggested that you read the pack before your
visit. The pack is arranged in 3 sections:
FYI: important information that will help you to plan your visit (see: ‘itinerary’ and ‘before you arrive’
and ‘session support’).
Prep: information and activities to prepare pupils for the visit (see: ‘object handling’ and ‘museum
FAQs’) and the session (see: ‘glossary’, ‘rainforests’ and ‘rainforest life’).
After: activities and resources to help you to build on pupils’ work back in the classroom (see:
‘deforestation’ and ‘useful websites’).
The primary learning coordinator is available to discuss any questions or concerns
that you may have regarding the session. Please feel free to get in touch: either by
email: [email protected], or on the phone 0161 306 1778. We
are also happy to meet with teachers: why not pop in for a chat and a chance to
check out the facilities (contact Hannah Chalk to arrange an appointment)?
FYI: itinerary
This session combines self-led gallery tasks with handling activities in the Museum’s Discovery Centre.
Self-led gallery time
Exploring
adaptations
On arrival, a member of museum staff will lead the class up to the Living
Worlds and Nature’s Library galleries. Working in four groups, the class will be
asked to use the displays to investigate different types of adaptations. You will
be given approximately 45 minutes to complete this self-led element of the
session, after which a member of staff will come and collect you.
Discovery centre handling
The class will relocate to the Museum’s Discovery Centre where each group
will be asked to share some of their findings. The class will then be introduced
Review of
to the ‘design a creature’ task. Each group will be allocated a particular habitat
adaptations and
introduction to task to which their creature must be adapted. Groups will be given time to read
through some background information in order to familiarise themselves with
the task.
Investigating
adaptations
Using a selection of objects from the Museum’s collection, each group will
investigate four different topics and complete four tasks in order to gain
inspiration and ideas for when they design their own creature.
Design Activity
Design time
Having completed the four tasks, the groups will identify the relevant features
of existing creatures that may be suitable for their own creature. Each group
will work together to design one creature, and will be asked to present their
work as a labelled picture. Finally, the groups will present their work to the
rest of the class.
Please note: The emphasis that is placed on each of these elements will vary according to the age group,
ability and interests of the class. However, if you arrive at the museum late, it may unfortunately be
necessary to cut certain elements out of the session.
FYI: before you arrive
The following details will help you to prepare for your museum visit.
Class sizes and numbers
We are able to accommodate a maximum of 32 pupils per session and can offer a maximum of two
sessions per day. Each session requires a minimum of 4 adult helpers* to accompany the group.
Please be advised that if a school does not bring the required number of adults with the class, we will
not be able to offer the full range of activities. If you have any questions about group numbers and
adult supervision requirements, please contact our bookings co-ordinator on 0161 275 2630.
* PLEASE NOTE: Adult helpers will work closely with their groups throughout the session. Therefore, we recommend that
you bring 4 adults in addition to the teacher (i.e. class teacher + 4 adult helpers per group) in order to allow the class
teacher to ‘float’ around the groups, take photographs and support the class as a whole.
To do before you arrive
During the session, the class will be required to work in 4 smaller groups. In order to save time on the
day, please split your class into 4 groups and allocate each group an adult helper* before you arrive.
*IMPORTANT: The session relies heavily on the involvement of the adult helpers. Adult helpers will be asked to remain with
their groups throughout the session and should be prepared to both support and actively engage with pupils.
If you are spending time exploring the museum either before or after your session, you may be asked to
avoid visiting certain galleries at certain times.** To help you explore your topic using the galleries, you
may want to make use of our on-gallery resources: www.museum.manchester.ac.uk/learning/resources/
** Please contact the bookings officer to check the availability of the galleries: 0161 275 2630.
We find that teachers benefit from visiting the museum prior to the trip. As well as familiarising
yourself with the layout of the museum, it will also give you a chance to plan your free time. The
Primary Learning Coordinator is available to support you in your planning: please contact Hannah
([email protected] / 0161 307 1778) to discuss your trip or to arrange an appointment.
Preparing the class
Although this is not compulsory, prior knowledge of some key words and concepts will provide pupils
with some useful context for the tasks that they will complete during the session.
• While the object handling rules will be explained during your session, it is useful (and will save time
on the day) if pupils are familiar with the information and guidelines on the ‘object handling’ sheet
• The ‘museum FAQs’ sheet provides you with some information about the types of objects that you
will encounter at the museum, based on the questions that we are commonly asked by school
groups.
• It is useful if pupils understand the key words and concepts that are listed on the ‘glossary’ sheet.
• To provide the class with some context for the session, it is useful if they
have a basic level of knowledge about rainforests and the creatures that
live there. The ‘rainforests‘ and ‘rainforest life’ sheets contain some
simple ideas.
FYI: session support
You may find it useful to explore some of the tasks that are available on the Museum of Mystery which
can be used on an interactive whiteboard and completed as a class.
Museum of Mystery
The Museum of Mystery is a new interactive web resource
aimed at students aged 7-16. It has been created by the
Manchester Museum and iflourish and the content
complements the Museum's ‘Living Worlds’ gallery.
The activities support many aspects of the science national
curriculum for Key Stages 2-4 and they encourage students
to broaden their awareness and interest in the natural
world.
The following two mysteries will provide useful prior knowledge for the session
Why do animals and plants need each other?
In this mystery, the following tasks are particularly relevant to the session
4. Predator or prey? Grouping the features of predators and prey
5. Features of predators and prey. Grouping predators and prey
The numbers of animals and plants are changing. Can you find out why?
In this mystery, the following tasks are particularly relevant to the session
1. What am I? Grouping organisms
2. Where do I live? Matching animals to habitats
3. Why do animals live in certain places? Matching adaptations to habitats
4. How does Nanook live in such a cold place? Arctic adaptations
5. Some like it hot! Desert adaptations
6. A diverse habitat – rainforest. Rainforest adaptations
7. A changing habitat. Changing arctic habitat
Useful websites:
The ‘Museum of Mystery’ can be accessed at the following address:
www.museumofmystery.org.uk/home
A pdf document with details about the ‘Nature’s Library’ gallery can be accessed via the ‘Learning Team
blog’ at the following address:
learningmanchester.files.wordpress.com/2013/08/natures-library.pdf
Information about the ‘Living Worlds’ gallery (including a link to the Living
Worlds App) can be found at the following address:
http://www.museum.manchester.ac.uk/yourvisit/galleries/livingworlds/
Prep: object handling
During the session, pupils will handle and investigate various museum objects. There will be an
explanation of the guidelines for handling specimens from your session leader, however, it is often
useful to have discussed this before your visit.
Object types
In the Discovery Centre, pupils will investigate three different types of object:
1. Boxed objects: Some of the objects are displayed in boxes and are
therefore not available for handling.
2. Unboxed objects that cannot be touched: Some of the unboxed
objects are too fragile or old to handle. These objects are clearly
marked with the following symbol:
3. Unboxed objects that can be touched: Other unboxed objects are
robust enough to withstand handling. These objects are clearly
marked with the following symbol:
Rules and reasons
In order to make the most of the time that we spend investigating objects, pupils should be familiar with
the following handling rules:
• Only one person should touch an object at a time.
Why? Because it is safer for the object and it is better for the person who is touching the object.
• Use only 1 finger to touch the objects: we suggest that you use the back of your finger, as this is
more sensitive.
Why? Because the objects are fragile and will break if they are pulled or grabbed.
• Stroke any furry or feathered objects as gently as you would a pet: ALWAYS go from head to tail –
in the direction of the fur / feathers.
Why? Because otherwise, the fur / feathers will fall out!
• Do not lean across a table to touch an object: just move so that you are in front of the object that
you wish to touch.
Why? Because if you lean across a table you are more likely to knock something else over, and you will
also be in somebody else’s way!
• Do not pick objects up.
Why? Because the objects are fragile and some are also heavy. If you don’t pick them up, you can’t drop
them!
• Look carefully at the objects and make the most of this fantastic opportunity!
Why? Not everybody gets to do this! This may be the closest you will ever get to some of these creatures
so take the time to study them carefully!
• ALWAYS wash your hands after handling objects
Prep: glossary
The following words will be used throughout the session, and it is therefore recommended that the class
is familiar with them.
Key words
Adaptation
An adaptation is a structural (physical) or functional (behavioural) alteration of an organism by
natural selection that helps it to survive in its environment.
Biodiversity
The variety / abundance of living things and the places they live.
Ecosystem
A group of animals and plants and the ways in which they interact with each other and their
environment.
Environment
The conditions (physical, chemical, and biological) of the region in which an organism lives.
Habitat
The local environment where a species lives, providing food, water, shelter and space.
Organism
A living thing. Common characteristics of many organisms include: movement, feeding,
respiration, growth, reproduction and sensitivity to stimuli. Organisms may vary in shape, size,
colour, mobility, habitat, food, and behaviour.
Predator
An animal that hunts another animal (the prey) for food.
Prey
An animal that is hunted by another animal (the predator) for food.
Species
A group of similar individuals capable of breeding and producing fertile offspring.
Taxidermy
The art of mounting the skins of animals so that they have lifelike appearance.
Taxonomy
The science of classifying and grouping organisms.
Prep: museum FAQs
In the Museum’s Discovery Centre, pupils will explore a variety of objects including stuffed or
taxidermied animals and birds.
Stuffed stuff
There are many creatures on display in the museum. While some of them are alive (housed in the Living
Animals area on floor 3), the vast majority of the animals and birds on display in the Museum (and those
that will be the focus of the session) are not alive.
We are often asked the following questions about the stuffed animals on display:
1. Are they real?
Yes and no! They are not alive but they once were.
2. What are they made of?
These objects are a mixture of natural and artificial materials.
• NATURAL
Fur, feathers, scales – this is called the skin
‘Hard parts’ such as teeth, horns, shells and claws
• ARTIFICIAL
‘Soft parts’ such as eyes, tongues and noses
The ‘filling’ or ‘stuffing’ and often also a frame inside creatures
3. How are they made?
Stuffed animals are made by taxidermists. The first task is to remove the skin from the dead
creature. The skin is cleaned treated with chemicals to preserve it. The treated skin is then
mounted (attached) onto a model that is the same shape and size as the creature when it was
alive. Skins may be mounted in various ways…
• on a model made of the original skeleton or a frame (made of wood, metal or wire), which
has been padded out with material such as wool.
• on a model of the creature’s body shape which has been sculpted from a special type of
foam.
• on a plaster cast of the original creature.
Once the skin has been mounted, artificial parts are added to replace soft parts that would
otherwise decay, such as the eyes and nose, for example.
4. Is everything in the museum stuffed?
No! As well as the stuffed animals, you may also come across the following…
• Shells: these are just cleaned up when they arrive in the museum.
• Insects: these are dried out in order to preserve them.
• Amphibians and fish: these are kept in jars of fluid (called
ethanol) to preserve them.
Prep: rainforests
During the session the class will be focussing on tropical rainforests, and it may therefore be useful to
introduce some of their key features prior to your visit using the ideas below:
Researching tropical rainforests
Ask pupils to carry out some basic research about tropical rainforests using either reference books or
online sources (see: ‘useful websites’ below). You may want pupils to answer the following questions:
Where are they found?
What is the climate like?
What plants and animals live there?
What threats are there?
Useful websites:
Rainforest Alliance: www.rainforest-alliance.org/kids/facts
Wild World: www.seaworld.org/wild-world/ecosystems/info-books/tropical-forests/index.htm
Learning about Rainforests: www.srl.caltech.edu/personnel/krubal/rainforest/serve_home.html
Comparing rainforests
Ask pupils to carry out research (as above) on two different types of rainforest using either reference
books or online sources (see: ‘useful websites’ below). Pupils should identify similarities and differences
which they could present using a Venn diagram. Pupils may wish to compare tropical and temperate
rainforests, or rainforests in two different locations, such as South America, Africa, Asia, Madagascar.
Useful websites (also see those listed above)
MNG Net: www.mbgnet.net/sets/rforest/index.htm
World-Builders: www.world-builders.org/lessons/less/biomes/rainforest/rainintro.html
Layers of the rainforest
Explain that it is useful to think of rainforests as forming four different habitat layers. Ask groups of
students to carry out research on each of the following layers: forest floor, understory, canopy, and
emergent layer. Pupils should try to answer the following questions using either reference books or
websites (see: ‘useful websites’ below):
How high up is the layer?
What is it like in that layer?
What plants and animals live there?
Useful websites:
Jewels of the earth: www.rainforest-alliance.org.uk/multimedia/jewels
Strata: www.thinkingfountain.org//s/strata/strata.html
Prep: rainforest life
During the session the class will design a creature with adaptations to life in the rainforest. It is
therefore useful if pupils are familiar with some of the different forms of life that are found in
rainforests. In order to help pupils to design their own creature during the session, you may wish to
introduce the class to the ways in which organisms are adapted to life in the rainforest.
Creating fact cards
Allocate each pupil one of the creatures from the list provided on ‘Table 1’ (see: ‘Rainforest creatures’
table), ensuring that you include creatures from a range of different layers. Using either reference books
or the websites listed on ‘Table 2’ (see: ‘Rainforest adaptations’ table), ask pupils to carry out research
on their creature. Pupils should try to find out the following information in order to create a fact card for
their animal:
Name (the common name of the creature)
Range (where in the world the creature lives)
Size (height / weight if available)
Rainforest habitat (the layer of the rainforest in which it lives)
Diet (what the creature eats)
Predators (what eats the creature)
Adaptations (physical features or behaviours that help the creature to survive: How does it move?
How does it feed? How does it avoid being eaten? Does it live alone or in groups? How does it
communicate?)
Image / drawing of the creature
Useful Websites
ARKive: www.arkive.org
Exploring Nature:www.exploringnature.org/db/subcat_detail_index.php?dbID=43&sortSubCat=rain_forest
National Geographic: http://animals.nationalgeographic.co.uk/animals
Rainforest Alliance: www.rainforest-alliance.org/kids/species-profiles
A to Z of animals: www.a-z-animals.com/animals/
Using fact cards
There are various ways of using the fact cards; for example, you may wish to make a display by
arranging them according to the layer of the rainforest in which they live. Alternatively, you may want to
investigate questions such as…
•
•
•
•
Why are some creatures brightly coloured?
What are the benefits of being camouflaged for predators / prey?
How are creatures adapted to moving in the rainforest? Is this the same for all layers?
How do creatures communicate with each other? Does this vary
according to each layer?
Harpy Eagle
Aye Aye
Eyelash Viper
Flying / Paradise Tree Snake
Hornbill (Rhinoceros / Great)
Orang-utan (Sumatran / Bornean)
Ruby-Throated Hummingbird
Saki (Bearded)
Howler Monkey (Mantled / Black / Red)
Enchanted
Learning
Nature
A to Z of
Animals
Toucan (Toco / Keel-Billed)
Flying Dragon
Tree frog (Red-Eyed)
Kinkajou
Praying Mantis (Orchid)
Three-Toed Sloth (Maned / Pale-Throated)
Exploring
Macaw (Scarlet)
Gibbon (White-Handed)
Blue Morpho Butterfly
Spider Monkey (Black / Black-handed)
ARKive
King Vulture
Colugo (Mayan)
Rainforest
Alliance
Note: The sources listed (right) can be accessed either directly via the links
(right) or using the address provided on the ‘Useful Websites’ page
National
Geographic
Name
BBC
Forest
Floor
Understory
Canopy
Emergent
Layer
Prep: table 1
Potto (Golden)
Ocelot
Agouti (Central American)
Army Ant
Cassowary (Southern)
Flat-Tailed Gecko
Giant Anteater
Jaguar
Poison Dart / Dyeing Poison Frog
Tapir (Baird’s / Brazilian)
Peccary (collared)
Under
story
Forest
Floor
Canopy
Emergent
Layer
Prep: table 2
Feeding
Movement
Senses
Harpy Eagle
Sloths, monkeys
Fly
Vision, hearing
Camouflage
King Vulture
Carrion: Scavenger
Fly
Vision
Camouflage
Solitary
Taste, smell
Startle,
camouflage
Social
Name
Colouration Communication
Sound
Behaviour
Solitary
Blue Morpho Butterfly
Leaves, fruit
Fly
Colugo (Mayan)
Leaves, fruit
Glide, grip, climb
Macaw (Scarlet)
Hard fruit, nuts
Fly, climb, perch
Camouflage
Sound
Social
Fruit, nuts, seeds
Run, swing, climb,
hang
Camouflage
Sound
Social
Fruit, insects
Fly
Camouflage
Sound
Social
Insects, fruit, seeds
Grip
Hearing
Scent, sound
Nocturnal, solitary
Slither, grip
Vision
Spider Monkey (Black / Black-handed)
Toucan (Toco / Keel-Billed)
Aye Aye
Flying / Paradise Tree Snake
Lizards, frogs, small
mammals
Small mammals,
frogs, birds
Gibbon (White-Handed)
Fruit, leaves, insects Swing, hang, walk
Eyelash Viper
Hornbill (Rhinoceros / Great)
Nocturnal
Camouflage
Glide, slither
Venomous
Sound, visual, tactile
Fruit
Fly, perch
Leaves, fruit
Grip, hang, walk,
climb
Fruit, leaves, seeds
Swing, walk
Ruby-Throated Hummingbird
Nectar, insects
Hover, fly
Mating
Saki (Bearded)
Seeds, spiders,
insects
Leap
Camouflage
Insects
Glide, climb
Camouflage
Howler Monkey (Mantled / Black / Red)
Orang-utan (Sumatran / Bornean)
Flying Dragon
Praying Mantis (Orchid)
Three-Toed Sloth (Maned / Pale-Throated)
Tree frog (Red-Eyed)
Kinkajou
Potto (Golden)
Jaguar
Ocelot
Agouti (Central American)
Insects, spiders:
ambush or stalk
Vision, hearing
Mimicry
Vision
Camouflage
Sound
Social
Sound
Solitary
Sound
Solitary, migration
Social
Climb, grip, jump
Startle,
camouflage
Insects, fruit
Run, grip
Camouflage
Sound
Nocturnal, Social
Scent
Nocturnal, solitary
Scent. sound
Live alone
Solitary
Insects, fruit
Grip, climb
Vision
Camouflage
Animals: ambush or
stalk
Small mammals,
birds, fish
Climb, pounce,
walk
Vision
Camouflage
Solitary
Climb, swim
Vision, hearing
Camouflage
Nocturnal, Solitary
Vision, hearing
Camouflage
Walk
Fruit, leaves, insects
Run
Flat-Tailed Gecko
Insects
Climb
Giant Anteater
Insects
Peccary (collared)
Roots, tubers, fruit
Run
Ants, termites,
beetles
Jump
Grass, leaves, fruit
Run, swim
Tapir (Baird’s / Brazilian)
Camouflage
Insects: ambush
Run
Poison Dart / Dyeing Poison Frog
Sound
Hang, grip, climb,
swim
Fruit, seeds
Cassowary (Southern)
Social
Leaves
Insects: pack /
swarm hunter
Army Ant
Venomous
Scent, sound
Chemical, tactile
Camouflage,
startle
Smell
Camouflage
Smell, hearing
Camouflage
Sound
Camouflage
Kicks, solitary,
flightless
Nocturnal, tailshedding
Solitary
Scent, sound
Warning
Hearing, smell
Social, venomous
Social
Poisonous
Sound, scent
Nocturnal, solitary
After: deforestation
Having completed the session, you may want to use the creatures that were designed in order to
explore the impacts of environmental change.
Times are changing
Arrange the class into the same groups as they worked in at the museum.
Explain that the rainforest, in which their creature lived, has been destroyed as a result of deforestation.
Explain that the rainforest has changed in the following ways:
•
most of the trees have been cut down
•
the ground is almost entirely bare
•
there is no shelter from the wind, rain or sun
•
there is nothing to hold the soil together or to stop it from washing / blowing away
•
there is no food for plant-eaters to feed on
•
there are no plant-eaters for predators to feed on
Ask pupils to discuss the following two questions:
•
What problems would any creature living in a deforested area have to overcome?
•
What would happen to your creature as a result of these changes?
Useful Websites
Mongabay deforestation images:
http://travel.mongabay.com/deforestation.html
National Geographic:
http://environment.nationalgeographic.com/environment/photos/rainforest-deforestation/
Raintree images:
www.leslietaylor.net/gallery/destruction/destruction.htm
Adapting to change
You may want to photocopy each group’s creature and distribute copies to each group member.
Ask pupils to make some changes to their creature so that it would be able to survive in a deforested
habitat.
Starting over
Ask pupils to start from scratch and to design a brand new creature that
would be able to survive in a deforested habitat.
After: useful websites
In addition to those websites listed above, the following may also be of interest:
Websites about life in the rainforest
National Geographic’s Rainforest at Night:
Virtual rainforest at night with sounds and information about wildlife
www.nationalgeographic.com/features/00/earthpulse/rainforest/index_flash-feature.html
Websites about rainforests in general
BBC Nature:
Rainforests information, videos, and sounds
www.bbc.co.uk/nature/habitats/Tropical_and_subtropical_moist_broadleaf_forests
Websites about rainforests for pupils
Rainforest Foundation:
Kids information about rainforest animals, people, threats etc.
www.rainforestfoundationuk.org/Kids
Animal Corner:
Basic rainforest information, description of different layers and information about animals
www.animalcorner.co.uk/rainforests/rainforests.html
Websites for teachers
PBS Journey into Amazonia:
Various resources about the Amazon including video clips, information, lesson plans, links and
interactive games
www.pbs.org/journeyintoamazonia/