Suitable for Key Stage 1 and Key Stage 2

The children will explore the different habitats where invertebrates might live and will catch one in a bug pot to get a closer look.  They will learn how to identify an invertebrate, to consider which environments are best suited and will develop an understanding of the importance of camouflage.

Which season is best for this activity?

This activity is best done during the spring or summer terms, when there is a more plentiful supply of invertebrates for the children to find. The session is held outdoors; suitable clothing is required if rain is forecast. We only work indoors if the weather is exceptionally bad.

Learning objectives and links to the National Curriculum of Study.

The session links directly to the National Curriculum Science Programmes of Study (animals, including humans and living things and their habitats) for Key Stage 1 and 2. (https://bit.ly/3GlgU58) . All our sessions are underpinned by detailed lesson plans.  These plans are adjusted to take account of the variations in abilty and skill level across the Key Stages.

Pupils should be taught to work scientifically by:

  • Asking questions and using  their observations and ideas to suggest answers to questions.
  • Identifying and classifying
  • Gathering and recording data
  • Observing  closely using simple equipment

Outline of the Activity

1. We begin with an introductory discussion and game to illustrate what an invertebrate is, and what it isn’t.
2. We then have sessions out in the park and on our own nature trail, to explore habitats and the importance of camouflage.
3. The children then catch an invertebrate in a bug pot. A tally sheet allows the children to keep a record of the invertebrates they find and where they find them. This task includes pond habitats and a game to experience the importance of camouflage.

Ideas for pre-visit learning

Before bringing a group to do this activity, here are some ideas to help to introduce the subject:

  • Talk about the tiny insects that children know about.
  • Can they name some?
  • Where do children find these insects?
  • Why are they so important? Basic introduction to the food chain.

Ideas for follow-up work back at school

  • Produce a final copy of the tally sheet completed during the session
  • Analyse the data to show: which invertebrates were most commonly found on the day and which habitats seemed most popular.   

Feedback:

"All the activities were highly engaging.  The staff were calming and considerate which helped the children get the most out of their trip."