Session Objectives Children will understand that some species are more active during the night. They

will begin to name, describe and identify some nocturnal species and suggest ways in which they have adapted to being active during the night.

Session Ideas • Discuss species which are diurnal (active during the day) and those which are

nocturnal. Discuss how they may differ in terms of their senses and food chains. • Explain that during the summer, daylight hours are longer and so it may be possible

to spot some nocturnal species during dusk as they emerge to hunt. • Many species could be spotted in their back gardens and school grounds, or night-

vision sensor cameras could be set up to try capture evidence. • Torches may be used, but these could potentially scare away some wildlife. Try to

let your eyes adjust to the dark and use the moonlight as a torch where you can. • Research beforehand where potential species may live and hunt, and remember not

to go alone. • Happy hunting!

Curriculum Links

EYFS PSED: Show sensitivity to others’ needs and feelings; Choose resources they need for chosen activities. C&L: Gives attention to what others say and respond appropriately; Answer how or why questions about their experiences. PD: Moves confidently in a range of ways negotiating space; Talks about how to keep safe. M: Uses everyday language to talk about size, position, time and distance. UW: Talks about features of their own environment; Makes observations of animals.

National Curriculum Geography: (KS1) Use simple fieldwork and observational skills to study the geography of their school and local environment, its grounds and the key human and physical features of its surrounding environment; Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes. (KS2) Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies; They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness; Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time; collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes. Science: (Y1) Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals; Identify and name a variety of common animals that are carnivores, herbivores and omnivores; Find out about and describe the basic needs of animals, including humans, for survival; Describe and compare the structure of a variety of common animals; (Y2) Find out about and describe the basic needs of animals, including humans, for survival; Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other; (Y3) Recognise that they need light in order to see things and that dark is the absence of light; (Y4) Construct and interpret a variety of food chains, identifying producers, predators and prey; (Y5) Use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky; (Y6) Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. (SE KS1) Using their observations and ideas to suggest answers to questions (SE LKS2) Asking relevant questions and using different types of scientific enquiries to answer them. (SE UKS2) Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.

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Nocturnal Species

EXTENDED LEARNINGACTIVITIES

SPECIES

IDENTIFICATION

Owl

BatBadger

Hedgehog

Fox

Moth

Mouse

Vole

Mole

Rabbit

Toad

Otter

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EXTENDED LEARNINGACTIVITIES

SPECIES

IDENTIFICATION

Nocturnal Species

ID sheet