TeachingSpace
Home » What to do

Spot the Difference

Source:

Adapted from Second Nature - Environmental Studies Pack (5-14), produced by SNH & RSPB (available from RSPB)

OBJECTIVE

Time

60  minutes or longer

You will need

Did you know?

Conserving biodiversity is not only about saving species but also about saving the genetic diversity within species. Local populations of plants and animals may be better adapted and slightly different to the average 'type' species found in Britain or Scotland.

Before the Activity

Discuss genetic variation within humans by looking at differences within the class. Put a table on the board for, for example, eye colour (blue, brown, green) and ask for a show of hands to help fill it in. Do similar tables for hair colour (fair, light brown, dark brown, red, black) or hair type (straight, wavy, curly) or freckles (no freckles, a few, lots of freckles). Explain that genetic differences can also be unseen, and become apparent in what you like doing or what you are good at. Try a table with 2 rows and 2 columns, label the rows 'like playing football'  'don't like playing football'  'like playing music', 'don't like playing music'. Some of the class will like both, some will dislike both and some will like one or the other. Ask the children who didn't like either activity what they do like doing and try another table using their suggestion as the basis. Ask why 'height' is not a useful characteristic to use with the class (they are children and not fully grown). Can they think of other characteristics that distinguish humans from other species i.e. all humans are the same but another different type of animal would be different (number of toes, lack of tail, small ears etc.)

The Activity

Recap that all humans are the same species but unless they are twins they all look different. Animals and plants are just the same, if you look closely enough. All woodlice may look superficially the same and this activity is about taking a look at the plants and animals in the school grounds to see if they are, in fact, all different. They need to observe and record very carefully.

Set up an 'Examination HQ' in the classroom or outside, so that 'finds' can be taken back for closer inspection and recording. Ask each group to find 6 or more specimens of the same animal or plant to examine. Minibeasts will need to be returned to where they were found as soon as they have been examined. It might be desirable to discourage the picking of plants - use your discretion on this.  Sketches of the plants could be made outside and just a leaf or flower brought inside. Snails, woodlice and ladybirds make good subjects and are usually fairly easily found.

Reassemble in the classroom and discuss the following:

Different species of ladybirds could be identified using the website given in downloads (below)

Suggested Follow up

Ask the class to find a definition for the word 'biodiversity'. Why does biodiversity matter? Discuss the importance of looking after the biodiversity in the world. Explain that it is not just biodiversity in far-a-way places, rain forests, coral reefs and the African plains which are endangered - we have to work hard to protect biodiversity in Scotland too. Find out why your nearest National Nature Reserve (NNR) was declared an NNR.  Which animals, plants and habitats are receiving a little bit of a helping hand on the reserve?

Downloads

Additional Information

Curriculum Links

science

Age Range

2