Evolution and Inheritance
This half term, Year 6 have enjoyed learning all about the Theory of Evolution. They’ve studied fossils and the processes necessary for them to exist, created their own fossil models, experimented with beak types and debated evolution and creationism using scientific evidence.
Evolution vs Creationism
What The Students Say
“I like the experiments in science like the one with the beaks.” 6LJ pupil
“I like how this explains everything about nature and what is around us.” 6MB pupil
“I liked the bar model because it looked very colourful and you could see what got the most and the least.” 6LJ pupil
“Science is everything. Whenever I do science, it makes me feel excited because I always learn something new.” 6LJ Pupil
What skills were developed?
Science lessons incorporate both scientific skills objectives and content knowledge objectives.
- Pupils were taught to recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.
- They also learnt that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
- Finally, the children studied how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
The children also developed their scientific enquiry skills through:
- planning an investigation to find out which beak would be the most successful
- making predictions about this and recording the data they collected.
- learning to identify scientific evidence that has been used to support or refute ideas or arguments.
What The Teacher Says
It was wonderful to see all the children so excited by science this half term. They couldn’t wait for each lesson.
I was particularly impressed by the way the class were able to work in groups to complete experiments and how they supported one another when creating their model fossils and then excavating these.
The work the pupils produced was fantastic and it’s clear to see how much progress they’ve made, both in working scientifically skills and in their content knowledge. They are all able to discuss Darwin and his discoveries and the role of fossils as evidence for the Theory of Evolution. The children were shocked to learn that there were other scientists at the same time who also made similar discoveries and theories, but now receive little of the credit.