Teaching Strategies, Tactics, and Methods

What is a Herbivore?

Herbivores only eat things that need photosynthesis to live; therefore, they do not consume any animals, fish, insects, etc.

A herbivore only eats plants such as vegetables, fruits, bulbs, grasses, roots, berries, and wood.

Some herbivores’ diets are adventurous, and they eat various types of plants, while others may seem to have quite a dull meal routine as they always have the same food on their menu. For instance, certain herbivores only eat fruit and are called frugivores (flying foxes, Jamaican fruit bats, and fish from the Characidae family). There are others, called folivores, that only eat leaves (e.g., caterpillars, koalas, and sloths), and then there are the ones that choose to eat wood solely (e.g., termites).

Herbivore characteristics

They often have broad molars that help them crush leaves and grasses.

Some herbivores have four chambers in their stomachs; they are called ruminants. Each chamber has its functionality. The first is a place for the plants to soak and soften up. Once the food is ready for the next step, the animal vomits it and chews it again before it travels down to the second chamber. In the second and third chambers, the food is digested further and ends up in the fourth chamber, which resembles the human stomach.

Have you ever noticed how cows and sheep eat all day? It is because herbivores tend to have high energy needs, resulting in them having to eat a lot.

Many herbivores are ungulates, which means they have hooves. However, it’s not always the case, as they come from various species.

They have alkaline saliva, so they don’t start digesting their food as soon as it enters their mouths. Instead, it goes through stages of preparation first. However, meat-eating carnivorous have acidic saliva, so they immediately start the digesting process. So, would it surprise you if you were told humans have alkaline saliva?

Examples of herbivores

  • sheep;
  • elephant;
  • panda;
  • goat;
  • parrotfish;
  • wildebeest;
  • cow;
  • koala;
  • horse;
  • manatee;
  • rhino;
  • deer;
  • kakapo;
  • rabbit;
  • caterpillar;
  • iguana;
  • green sea turtle.

Some dinosaurs used to be herbivores, such as the diplodocus, triceratops, moschops, and dracorex. The extinct woolly mammoth was also a herbivore.

Herbivore Adaptations

Like all animals, herbivores have adapted slowly to survive and fit into their environment better. The major herbivore adaptations can be broken down into four categories:

  • Herbivore adaptations and plant defense
  • Mechanical adaptations
  • Biochemical adaptations
  • Behavioral adaptations

Herbivore Adaptations and Plant Defence

Animals are not the only things that have evolved; plants have formed a variety of defense adaptations to protect themselves from herbivorous animals. Plant defense falls into two categories: tolerance and resistance. Tolerance is when a plant adapts to withstand damage without compromising its health. There are several ways that plants can form this tolerance. For instance, it can be achieved by redirecting herbivorous animals to other non-essential plants or compensatory growth, where plants increase their biomass in response to damage.

On the other hand, resistance is when a plant adapts to reduce the damage it receives from herbivores. It can be achieved through a variety of physical and chemical defenses. Physical defenses are barriers that plants develop to deter herbivores from eating them. Common examples of these defenses include thorns on roses and spikes on cacti. Another less visible example of physical defense is the tiny hairs called trichomes that can cover leaves or stems. Moreover, certain plants develop waxes that alter their texture and make them difficult for herbivores to eat.

Chemical defenses are when plants produce different chemical molecules to deter herbivores from eating them. One plant can have hundreds of chemical defenses to guard itself against herbivores. Chemical defenses fall into two main categories; they are either carbon-based and nitrogen-based defenses. These defenses can include producing a poison like cyanide and developing an increased gene defense expression.

In response to these plant defenses, herbivores have evolved to bypass them and continue eating the plants. The relationship between plants and herbivores is that they have co-evolved and adapted together. For example, when a herbivore eats a particular plant, it triggers that plant to develop a defensive response. In this way, the evolution of plants and herbivores is reciprocal.

Mechanical Herbivore Adaptations

Mechanical adaptations, also known as physical adaptations, are structures herbivores have developed to allow them to eat plant materials. For instance, herbivores have evolved specific teeth depending on the types of plants they consume. For example, frugivores, whose diet consists mainly of fruit, and herbivores that eat soft foliage, have low-crowned teeth. These teeth are designed for grinding foliage and seeds. On the flip side, grazing animals whose diet consists of a lot of hard, silica-rich grasses have high-crowned teeth. These teeth enable them to grind tough plant tissues and are durable so they won’t wear down as quickly as low-crowned teeth.

Over time, insect herbivores have developed various adaptations to facilitate their feeding. These adaptations are specific to each insect’s diet. For example, caterpillars that eat soft leaves have adapted to have incisors that are excellent at tearing and chewing. Contrastingly, caterpillars whose diet consists mainly of mature leaves and grasses cut through them with toothless snipping mandibles (the upper part of insects’ jaws)

Biochemical Herbivore Adaptations

Biochemical adaptations are where herbivores produce enzymes that combat and reduce the effectiveness of defensive toxic secondary metabolic products that plants have. One of the enzyme groups that herbivores make is mixed-function oxidases (MFOs). Mixed-function oxidases are designed to detoxify damaging plant compounds by catalyzing oxidative reactions.

One of the most essential enzymes that herbivorous insects produce is a protease. The protease enzyme is a unique protein that lives in the gut and helps insects digest plant tissue, their primary food source. Unfortunately, many plants defend themselves against insects by producing protease inhibitors, which inactivate the protease enzyme. When protease is inactivated, it can have a very harmful effect on insects and can lead to issues like reduced feeding, prolonged larval development time, and weight gain. However, several insects possess mechanisms that allow them to avoid the effects of protein inhibitors. These mechanisms include developing protease enzymes that aren’t affected by the plant protease inhibitors. They can also include developing the ability to break down protease inhibitors and obtaining mutations that permit the digestion of plant tissue without its destructive effects.

More essential enzymes that herbivores produce are salivary enzymes. These enzymes are designed to reduce the defense level of host plants. For example, the enzyme glucose oxidase, one of the components of saliva for the caterpillar Helicoverpa zea, combats the production of induced defenses in tobacco plants.

Behavioral Herbivore Adaptations

Behavioral herbivore adaptations are another common way for herbivores to avoid plant defenses. Behavioral adaptations often involve animals eating plants selectively in space and time. Take the winter moth as an example; it eats oak leave early in the season. It is when winter moths can get the maximum amount of protein and nutrients and the minimum amount of tannins produced by the tree (one of the oak tree’s plants’ defenses).

Furthermore, in terms of avoiding specific spaces to avoid plant fences, we can look at caterpillars as an example. Many species of caterpillars eat maple leaves by selectively feeding on some regions of the leaves and staying away from more challenging areas and those with a high lignin concentration. Likewise, the cotton leaf perforator, a moth, avoids consuming its host plants’ epidermis and pigment glands. Again, it is because those areas contain harmful defensive terpenoid aldehydes.

Beetles are another example of spatially selective animals with the plants they eat. Beetles feed on plants that produce small amounts of toxins and send them to vital areas when attacked. To counteract this, some beetles by attacking target plants in groups. Because they do it in large groups, each beetle is prevented from ingesting too much toxin.

On the other hand, some animals eat by ingesting large amounts of toxins in their food but follow this by eating clay and other minerals to neutralize the poisons.

Here are some other herbivore adaptations that have developed over time:

  • Microbial Symbionts

The purpose of microbial symbionts is to detoxify secondary plant metabolites and thus allow herbivores to eat plants that would otherwise be inedible. Certain plants are inedible for herbivores because they cannot digest complex cellulose and rely instead on mutualistic, internal symbiotic bacteria, fungi, or protozoa to break down cellulose.

Microbial symbionts also help herbivores to obtain plant materials by weakening the host plant’s defenses. For instance, several species of bark beetles introduce blue stain fungi of the genera Ceratocystis and Ophiostoma into trees before they feed. This blue stain fungus causes lesions that, in turn, reduce the trees’ defensive mechanisms and allow the bark beetles to feed.

  • Host Manipulation

Another way that herbivores combat plant defenses and get the most out of their host plants is through host manipulation. Host manipulation is when insects modify the microhabitat in which the herbivore feeds to counteract existing plant defenses and use them to their advantage. Let’s retake caterpillars for an example. Caterpillars from the Pyralidae and Ctenuchidae families roll mature shrub leaves, Psychotria horizontalis, around an expanding bud that they eat. The caterpillars can drastically reduce the amount of light reaching the bud by moving the leaves. This shading stops the leaf from becoming tough and prevents leaf tannin concentrations in the expanding bud while maintaining the amount of nutritional gain of nitrogen.

Another way that herbivores manipulate their microhabitat is by creating galls, which are plant structures made of plant tissue controlled by the herbivore. Galls have many functions. For example, galls operate as housing for the gall maker. They also act as food sources, as the inside wall of a gall is made up of edible, nutritious tissue. In addition, aphid galls, which are found in narrow-leaf cottonwood, act as what is known as ‘physiological sinks.’ These ‘physiological sinks’ concentrate the resources in the gall from the surrounding parts of the plant. Another function of galls is that they can protect the herbivore against their predators.

Moreover, there are several feeding behaviors that herbivores can use to disarm the defenses of their host plants. One of the defensive mechanisms that these feeding behaviors can disarm is the use of latex and resin canals, which contain sticky toxins and digestibility reducers. These canal systems contain fluids under pressure, and when they are ruptured by herbivores eating the plant, secondary metabolic products flow to the release point. Herbivores have adapted to avoid this defense mechanism by damaging the leaf veins. By harming the leaf veins, herbivores can minimize the outflow of latex or resin beyond the cut, thus allowing them to eat safely above the damaged section of the leaf.

What is Primary Language?

Primary language is the language that someone uses most frequently to communicate with. It is the language a person uses in most situations. For many people, their primary language is their first language, but for others, their primary language might be their second language.

Primary Language, First Language, and Second Language

Take a look at these definitions to help you understand the difference between Primary Language, First Language, and Second Language:

Primary Language – This is the language that a person uses most of the time in everyday life.

You can imagine this by thinking about what language you use in everyday life, such as when you are at school or work, when you go out, and at home.

First Language – This is the first language a person learns when they are born, it’s sometimes known as a person’s ‘mother tongue.’

You can imagine this by considering the language your parents or guardian taught you. Is this the same language you speak in everyday life? If so, your first language is also your primary language.

Second Language – This is the language a person has learned that is not the one they were taught at birth.

You can imagine this by considering if you moved to another country and learned the language spoken there. That language would be your second language. But, if you spoke this language in everyday life, this language would be your primary language.

Lots of people all over the world use their second language as their primary language.

Why is it Essential to Learn additional Languages to your Primary Language?

Learning additional languages to a primary language is essential for several reasons. First, the ability to speak more than one language makes communicating with people from different countries easier and helps increase your connection to other cultures.

Learning another language besides your primary language would be your second language. Learning another second language can improve memory, problem-solving, and critical-thinking skills. It also enhances your concentration, ability to multitask, and listening skills.

How can I Encourage Children to Learn More About Languages?

Helping children learn more about languages from a young age helps them to feel more confident in learning how to communicate effectively.

Check out these helpful tips on how to help your children engage in their ability to speak other languages:

  1. Learn the new language with them.
  2. Speak with your child in the new language
  3. Watch TV in the new language with subtitles.
  4. Find study groups to join that focus on the new language.
  5. Practice whenever you can.

What are Locomotor Skills?

Locomotor skills allow children to move through different environments, moving their bodies from one place to another. The primary locomotor skills are walking, marching, running, jumping, crawling, hopping, climbing, galloping, sliding, skipping, and leaping.

In a nutshell, locomotor skills are the ways we move! Therefore, children must get plenty of practice with their locomotion skills because they’re the building blocks of coordination. That’s why activities like playtime (indoor or outdoor) are so essential.

Locomotor skills are also the foundation for most sporting or leisure activities. Therefore, getting the hang of these skills early on is essential for being active later in life, given that our affinity for sport affects our enjoyment.

Most children master locomotor skills without instruction from adults, but it’s essential to be aware of them and includes as many of them as possible in your PE lessons.

What are locomotor skills?

Crawling

Crawling is a slow creeping mode of locomotion consisting of forward motion while the children’s weight is supported by their hands (or forearms) and knees. It’s the primary means of movement in infants and is usually the first locomotor skill children will learn.Top of Form

Walking

As we all know, walking is moving around regularly by lifting and settling feet. Both feet are never in the same position simultaneously, whether on the ground or off the ground. Look for smooth steps, with the arms gently swinging in opposition to your class or child’s feet. Many children get lots of walking practice through walking to school.

Marching

A march is when you walk at a faster pace than usual and with purpose. So, for example, when a child is marching, they will swing their arms by their sides in a controlled way, and they’ll bring their knees upwards in a more organized and uniform manner than running.

Running

Running is moving at a quick pace by lifting and settling feet. Like walking, both feet are never on the ground simultaneously. However, both are off the ground together when mid-stride. Running is a locomotor skill that is part of most sports. As well as standard athletic races, children will practice their running in netball, basketball, rounders, and cricket.

Horizontal jumping

It is when we stand with our feet shoulder-width apart, bend both legs at the knee, and leap forward.

Vertical jumping

Slightly trickier than the horizontal jump, the vertical jump involves standing with feet shoulder-width apart and using both legs to spring up into the air. But, again, children should expect to land from more or less where they’ve taken off – from two feet to two feet.

Hopping

Children must leap off the ground with their bodies in the air to hop. It can be done with one or both legs. Hops are often much smaller than jumps, and the landing should be reasonably quiet.

Galloping

Like a horse, a gallop is when we move quickly by stepping with one foot and closing the distance with the other. Both feet will be on the ground momentarily before making the step.

Skipping

To skip, children must keep their heads up and their eyes forward. They must step forward with one foot and then hop on that leg. What’s essential here is that children must propel themselves on as they jump. Once they’ve mastered this, they must repeat this movement with their other leg. Whenever one foot’s in the air, your class or child should hop forward onto their other foot. It could be said that the middle ‘step’ of the triple jump is very similar to a skip because of the speed at which the athlete is moving.

Sliding

Sliding is a sideways movement where a lead foot takes a step to the side, followed by the other foot stepping next to it closely (without crossing the lead foot). Both feet are kept low to the ground, with the lead foot always on the side of the direction of travel. Sliding is one of the most common skills in games like tennis, badminton, basketball, and football. It is when players make side-to-side moves to dodge their opponents or to change movement direction. Good dynamic balance and body control are crucial when sliding. Sliding is also used in many dances!

Leaping

The leap is a locomotor movement characterized by a take-off on one foot, a long flight phase, and a landing on the opposite foot. It is very similar to a gallop and a skip. Leaps are a modern movement in dance choreography.

Top 20 Indus Valley Facts for Kids

  1. The Indus Valley civilization was more significant than the ancient Egyptian civilization.
  2. Some of the world’s first dentists came from the Indus Valley! The oldest example of draining teeth on a patient was discovered in 2001.
  3. At its peak, 10% of the world’s total population lived in the ancient civilization of the Indus Valley. Estimates reach as high as five million people – or nearly twice the population of Wales in the present day.
  4. Toilet seats were made of brick – not very comfy!
  5. A second significant river (the Ghaddar) was also essential to the people of the Indus Valley civilization; however, this dried up in about 2000 BC. Today, this river re-emerges after the monsoon rains.
  6. The city of Mohenjo-Daro was prone to flooding. Archaeologists have discovered that this ancient city was rebuilt seven times due to flooding. Builders were kept busy in the Indus Valley!
  7. The people of the Indus Valley created beautiful works of art out of metal, such as the famous Bronze ‘Dancing Girl of Mohenjo-Daro’ statue.
  8. The Indus Valley civilization had precise measuring devices, including rulers and weight.
  9. The ruins discovered in Mohenjo-Daro are now a UNESCO World Heritage site, and you can see them today!
  10. The Indus Valley civilization could read and write and had a language of writing that we had started to de-code and translate. However, although there are 250 and 500 characters, we still cannot read many of them!
  11. In Mohenjo-Daro, the most prominent structure found was a large communal bath that is now called ‘the Excellent Bath.’ It is unique for ancient civilizations, as most had temples or monuments as their most significant buildings.
  12. It is believed that the people of the Indus Valley civilization invented buttons – they were made out of seashells!
  13. Archeologists have also discovered a six-sided object like a dice that had spots on like the ones we use today. Many archaeologists believe that the Indus Valley people invented dice and perhaps played board games too.
  14. Towns and cities were all built in a uniform, rectangular pattern. However, some historians believe they were rebuilt many times because of flooding.

What are Teaching Resources?

Why Do We Use Resources in Teaching?

Woah. The big question, right?

A teaching resource can take many forms and will mean slightly different things to every teacher, parent, and child. But the basic definition is simple:

A teaching resource is material that is designed to help facilitate learning and knowledge acquisition.

But how can we get the best out of them, and why do we use resources in teaching? Let’s explore the world of teaching resources and try and find some answers!

So What Makes a Good Teaching Resource?

We believe that to make an excellent teaching resource; we must design it with you in mind. That’s why we create more and more resources every single day, ensuring that any gaps or problems are addressed so that you can teach your lessons the way you want.

Here’s what we do to ensure our teaching resources go above and beyond:

Teacher Made & Checked

All the resources we produce are made by people who know a thing or two about teaching. This way, we can guarantee that our resources are accurate and never cut corners.

Easy Access

Any resource you come across on Twinkl has been produced so that you can download it at the touch of a button and print it just as quickly. One of the reasons we started Twinkl was to make resources readily available, removing the must-search through books and folders to try and find just one resource.

Flexibility

We understand that every teacher has their teaching style, and each child has a unique way of learning. It is why we strive to make as many resources as possible easily editable, allowing you to add your personal touch to your lessons and handouts.

Keeping Up

Teachers must stay up-to-date with all the latest teaching trends and curriculum changes; therefore, we must remain alert to any new developments. We do this by being ready to produce high-quality resources at short notice, keeping up with the latest technological advancements, and using them in the classroom.

Why Use Digital Resources in Teaching?

One of the most exciting trends in teaching is the advancement of new technologies that can be used inside and out. In an ever-changing world, these advancements provide excellent benefits that can improve our education for our students and the wider world.

What Different Types of Teaching Resources are Available?

So what do teaching resources look like? Well, that’s tricky to answer – every resource is different, and many styles and formats are available. However, we strive to make the perfect resources for every teacher and every student, no matter what topic or skill they’re learning about.

Here are some of the most popular types of resources you will find in our vast collection:

  • PowerPoints – The perfect way to teach your class as a whole, PowerPoints can be an excellent way to structure your lesson and encourage class discussions.
  • Worksheets – A more particular way of working, worksheets and handouts encourage children to practice what they’ve learned and often use different exercises to cater to various learning styles.
  • Interactive Resources & Games – Excellent for getting the whole class involved in an exciting activity while reinforcing the knowledge and skills they’ve learned. Encouraging some good-spirited competition is an excellent way to engage students and get them excited about their learning.
  • Display Materials – Everyone wants their classroom to look the best, and for a good reason. Decorating your classroom helps foster a learning culture and allows your children to show off all their hard work.
  • Tests & Assessments – A less enjoyable, but still incredibly essential, part of your teaching process. Measuring your children’s process throughout the year helps you set specific learning goals for your students and provide them with the support they need.
  • Plans & Schemes – Planning takes up a lot of time in your schedule and can often feel like it’s taking time away from supporting your children’s learning. Our lesson plans help save valuable time and keep you when organizing your future teaching schedule.
  • And Many More! – If we were to list every type of resource Twinkl offers, we’d be here for a long time. Luckily enough, you’re in the perfect place to explore all the different types of resources that teachers can use – why not have a snoop around our website and see what you can find?

How to Select the Right Teaching Resources

Selecting the right learning resource for teachers can be overwhelming, especially when you are presented with various choices.

Well, there are a few essential things to consider before you start selecting your resources. First, you may already have help in mind, but you are still unsure whether it is the perfect fit. In this case, there are a couple of questions you can ask yourself about how you might adapt the resource to make it just right:

  • Are you going to use the help as it is?
  • If you are going to adapt it, what changes are you going to make? One way you could adjust the resource is by tailoring it to the specific needs of your students. Another way is to adapt the learning resource for teachers. If the resource is used by more than one class, you will want to consider how you will adjust the resource to the specific teaching style of the other teachers using it.

Here are a few areas that you should consider when selecting the right learning resource for teachers and students:

Audience and Relevance

One of the essential areas of consideration when selecting learning resources is who the relevant audience is. Knowing your audience allows you to evaluate whether the resource will meet their needs accurately. It is why our resources are split up into KS1 and KS2 etc., to make it easier to find relevant materials.

Another thing to consider is the curriculum that you are working with. It will depend on what school and country you are teaching in. You must ensure that your resources meet the relevant curriculum standards and guidelines to give your kids the best, most effective education possible.

Here are some other quick-fire questions that you can ask yourself about the relevance and suitability of your teaching resources:

  • Is the resource culturally appropriate?
  • Is the resource laid out in a way that is easy to follow and understand?
  • Is the resource engaging for students?

Educational Focus

In addition to being suitable for the students, your learning resources must also suit your needs as a teacher. To determine a resource’s suitability, you must lay out your teaching goals for the lesson and assess whether the resource will help you achieve them.

Moreover, if several different teachers are using the resource, it is also essential to consider whether it can be adapted to suit a range of teaching styles.

Here are a couple of other questions to ask when choosing a learning resource for teachers and students:

  • Is the content of the resource differentiated?
  • Is the resource suitable for classes that include children with SEN?

Ease of Use and Preparation

If there’s one thing we know at Twinkl, teachers are busy. It is why we have dedicated ourselves to creating learning resources for teachers that will help you save precious time on planning.

There are a few things to consider when determining how much effort it will require to incorporate a resource into your lesson:

  • Does the resource require any specific adaptations to make it suitable for your lesson?
  • Is the resource free, or does it exist behind a paywall?
  • Is the resource accessible for teachers with different styles to use in their lessons?
  • Is the resource reusable?

If you are working with digital resources, you should ask yourself the following questions:

  • Does the resource require a strong internet connection?
  • Is there a help section available if you encounter any issues?
  • Does the resource load quickly?

Accuracy

Last but certainly not least is accuracy. It is good if your resource is beautifully decorated, engaging, and easy to use, but if it is not accurate, it is essentially useless. A resource’s accuracy can be determined by whether it meets your class’s specific learning needs and requirements. Moreover, checking when the resource was created is good to ensure that all information is relevant and up-to-date.

What is the Story Writing Format?

Story Writing usually follows a format that helps writers to structure their work. This format is recognizable to many stories and typically has five main components. Character, Setting, Plot, Conflict, and Theme.

Read on to find out how each feature is used in the story writing format and how best to use them in your writing.

Character

Without characters, nothing will happen in your story; how characters respond to the plot’s events drives the story forward. Characters, however, don’t have to be human or even alive. You can anthropomorphize objects to have personalities, and they can serve as excellent characters just as much as people.

One crucial thing for character creation is knowing your characters intimately. It’s not enough to have a general understanding of who they are. Instead, you should make friends with your characters and get to know them. Once you can understand them as if they were real, it will be easier to know what they would say and how they would react to the events of your story.

If your character is sensitive and shy, they might not shout their dialogue unless pushed far. So what would they say when they’re pushed? What’s the line crossed that makes them shout?

What about a character who is angry and fierce? What would make them softer and kind?

Setting

The setting is one of the most essential features of the story writing format and can change everything the other features can influence. For example, a horror story written in a graveyard is a typical setting for that genre – it will make a good story, but something that might be predictable. On the other hand, setting a horror story inside a gym or shopping center will throw off what the reader expects. From there, the characters have to act differently as they discover how to act to events that shouldn’t logically be happening in this setting.

If you want to throw a spanner in the works of your story, then consider changing the setting to somewhere the events would never occur.

Plot

The plot, or Narrative, is simply the events of the story. The plot carries your characters through the story; it’s where a writer introduces conflicts and changes in circumstances and allows the characters to develop.

The plot is like a room within which all the other features of the story writing format live. They all interact with one another within the plot, and the plot contains them all. Sometimes the plot will move quickly, and the events will happen in quick succession; sometimes, the plot moves slowly, and tension builds. It’s a writer’s job to understand how to place the plot.

Conflict

It is a part of the story-writing format that can challenge a writer. Conflict means that you introduce a problem or issue to the plot. Characters must solve this problem and restore equilibrium to the plot. These conflicts can be minor, like an argument, or very large, like saving the world. Conflict should be a challenge to what’s been established as usual in the world of your story. It should clash the ideas of two or groups of characters and force them to confront this difference. It is where knowing your feelings come into play – if you don’t know them well enough, you won’t know how they respond to conflict.

Theme

It overarches the entirety of the story you create. A theme is a message you want to embed into your story – the theme could be equality in a story where a specific group of people is under threat. The theme could be environmentalism in a story where something terrible happens to the world.

These shouldn’t be confused with the genre – Genre is a specific style of story with its features and stylistic landmarks; the themes are what an individual story is about.

What is a Fair Test?

What is a Fair Test in Science?

A fair test is a test that controls all but one variable when attempting to answer a scientific question. Only changing one variable allows the person conducting the test to know that no other variable has affected the results.

To help remember how to conduct your fair test, learn the mnemonic:

  • Cows – Change one thing (independent variable)
  • Moo – Measure something (dependent variable)
  • Softly – Keep everything else the same (controlled variable)

As students progress through their academic careers, even more importance will be placed on carrying out fair tests. Marks are set aside to provide evidence of an appropriate test in their experiments, particularly on Year 7 and Year 8 science tests. When conducting a science assessment in class, ask your students to consider the variables – what variable are they manipulating to change the result? What variables must not change for the results to be most accurate?
It can vary wildly between experiments, so it is essential that your class is comfortable with conducting their investigations and can identify variables accordingly.

Example of a Fair Test

Let’s look at an example of a simple experiment that could be conducted with a primary class.

  • Build a ramp out of four books and a plank of wood.
  • Roll a tennis ball down the ramp and measure how far it travels.
  • Next, roll a ping pong ball down the ramp and measure how far that travels.
  • Compare the results of the two tests and discuss why the differences might have occurred.

This simple test covers all of the bases for a fair examination. Our independent variable is the type of ball used. The dependent variable is how far the ball moves, and the controlled variables are the height of the ramp and the material used to make the ramp.

Why is it essential to do a fair test?

When conducting a scientific experiment, the experiment must be a fair test because if the test is not acceptable, then the results will not be accurate, which will reduce the test’s effectiveness by making the results incorrect.

When conducting experiments, scientists will always ensure that the test is fair; they do this to ensure that no other variables affect the test results, and this ensures that the test results are as accurate as possible.

When gathering the results of an experiment, the same method must be used to measure the results of each test to ensure that it is fair. Scientists will also do multiple repeats of the experiment to ensure no mistakes or unknown factors change the outcome of the investigation.

When children ask what is a fair test in science, the essential part of the answer should be that it is a test in which only one variable is changed, and the results are measured using the same method each time to ensure that the results are correct.

15 Fun ESL Games for Children to Learn in English Class

Games are one of the essential tools in an ESL teacher’s belt. Learners struggling with a complex topic? Help them through it with a game. Got some time to kill between lessons? It’s game time. Want to get those minds whirring into gear? You guessed it. Bring on the game!

Fun ESL games for children are excellent for engaging learners with the topic. Playing fun but simple games makes the lesson more exciting and make children more likely to learn. If they’re bored, their minds may wander, and they’re not going to take in any information from the lesson. So it’s essential to have some games in your pocket, ready to pull out whenever needed.

  1. All A-board

A simple game- but all the best ones are! Depending on your class size depends on how you want to split up your learners. You could split them down the middle into two teams or smaller groups if that suits your class best. Pick a topic you’ve covered with your class, like animals, food, or anything else, and put it on the board. Split the board into sections depending on how many teams there are. Then learners essentially participate in a relay race within their teams, taking turns passing on the pen and writing a word related to that topic on the board.

  1. The Association Game

It is an excellent game to help learners build their vocabulary. You can stick with one topic and use it at the end of a lesson for learners to practice what they’ve learned, or even use it at the end of the year and explore a range of vocabulary you’ve covered. To play, all of your children should stand in a circle. You pick a word, and then the person next to you has to say another word that is somehow linked. For example, if the first person said ‘strawberries,’ the next person might say ‘red,’ and then the next person might say ‘tomatoes.’ Set a time limit for how long children have to pick a word; if they can’t think of one, they’re out. It gets harder the further around the circle you go, as you can’t repeat anything that’s been said before you.

  1. What’s Wrong With Me?

A game where everyone gets sick! (Hypothetically). It is an excellent game when practicing vocabulary related to illness. Write out different diseases onto sticky notes and stick them onto learners’ backs. Learners then walk around the classroom, asking for advice for their illness from classmates. Based on this advice, learners should try to determine their conditions.

  1. Scrambled words

A fun game that tests vocabulary, grammar, and spelling. A triple threat! Write a sentence on the board with words in the wrong order and include one misspelling. Then, get your learners to work in teams to try and get the sentence back into the correct order again and to find the word that is misspelled. The team that raises their hand first correctly rearranged the sentence and found the misspelled word gets the point.

 

  1. What am I?

Split the class into teams. Get learners to take turns to come up to the front of the course, facing away from the board. Pick an item or object to put up on the board that the rest of the class can see but not the learner. Each team has to try and describe the object on the board to the learner without using the word in a set amount of time. Keep playing until at least one team member has come up to the front to try and guess the item.

  1. The Mime Game

Get a set of actions. Get a learner to come to the front of the class and act out a different activity from one of these cards, like eating or swimming. A point goes to the first person to guess the action.

  1. Hangman

The game where life is in the balance (the life of a fictional stick man, but still, essential all the same). It is a fun game that can break up the day or be used at the end of the day to kill some time (but hopefully no fictional stick men). Pick a word and draw out dashes to represent each letter. Learners then have to try and guess the letters in the word; get it right, fill in one of the spaces, get it wrong, and then start to draw the image of a hanging man. Learners must correctly guess the word before the idea of the dependent man is completed. You can always break it up when dealing with a big group and have learners playing at their tables. It gives more learners a chance to get more involved.

  1. Simon Says

A fun game where children develop their vocabulary and follow their teacher’s instructions (don’t they always?). Give instructions to your class, such as ‘hop on one leg, or ‘pat your head.’ But learners should only follow the instruction if first, you say ‘Simon says’ (who is this Simon, and why must everyone do what he says? A mystery for another time perhaps). You could even switch it up and nominate different learners to play the part of Simon.

  1. Fly me to the Moon

A test of knowledge and paper airplane strength. Then put them into teams and ask them questions- this could be about any topics you’ve covered. If a team gets a question right, they can nominate one team member to try throwing their paper airplane at a target in the classroom. If it hits it, they get the point.

  1. Interactive Games

The benefit of these games is that they’re so simple to use- pop one up on your screen in your class and get started.

  1. Sh! It’s a Secret

Give each learner a specific word. Then each learner has to prepare a short speech around the topic, hoping to hide the word they were given. They get the point if no one can guess which word they were given after their speech. On the other hand, if anyone in the class correctly thinks the word they were given to hide, they also get a point.

  1. Debate Game

So this is less of a game and more of an activity, but it can still be entertaining and gives your learners to chance to voice their opinions and develop their speaking and communication skills. Divide your class into two halves. Give each half a different side of the debate to argue for. For example, if the question is ‘do you prefer pizza or pasta?’ ask one side of the class to say for pizza and the other for pasta. You could award points for particularly persuasive arguments. Or you could get your class to vote at the end of the lesson for who they thought argued their point the best.

  1. Tell me the Truth

It is an excellent game for the start of a year or a new class to help learners get to know each other. First, have each learner write down two things about themselves that are true and one that’s a lie. Then the rest of the class asks them questions about each statement to discover the lie.

  1. The Longest List

Split your class into teams. For each round, have each team nominate one learner to participate. Put all the alphabet letters into a hat and pick one out for each round. The nominated learner then has 30 seconds to try and think of as many words starting with that letter as they can, earning a point for each. If someone on their team shouts out, they get the point deducted. See which team manages to make the most points.

  1. Team Association Game

This one is similar to the association game already mentioned, but this one is played in teams (hence the creatively named title). Put your class into groups and nominate a pair from each team for each round. From the couple, one learner stays in the classroom while the other either wait outside or puts on a pair of earphones- something to block out the noise in the school. The first learner is then given a list of words, and they have to say the first thing that comes to their mind that they associate with that word. Then the second learner comes back into the classroom/takes off their earphones, and is given the same task. But, if the second learner says the exact words as the first learner, they don’t get the point. Instead, for every unique answer they give, they get the point.

What are the 5 Animal Kingdoms?

What is the 5 Kingdom Classification System?

The five-kingdom classification system categorizes living things based on their common characteristics and how they differ.

Scientists have developed multiple ways of separating living things into groups or kingdoms, but the most common classification system is dividing living things into five kingdoms. These five kingdoms are:

  • Animals
  • Plants
  • Fungi
  • Protists
  • Monerans

The 5 Animal Kingdoms

Animals

Living creatures in the Animal Kingdom are multicellular and consume other organic matter for food. Regarding diversity, the animal kingdom is the largest of all the kingdoms, and examples of animals can be found anywhere on the planet.

Animals are usually mobile and can detect things in their environment using various senses such as sight, smell, hearing, and taste. Due to the process of evolution, animals have adapted to live in many settings and eat a wide variety of foods, leading to massive diversity within the kingdom.

Examples of animals include birds, fish, mammals, reptiles, amphibians, mollusks, insects, and many more living things. In addition, some living things can be defined as animals, even though they do not look like animals, such as coral.

Plants

Living things in the Plant Kingdom grow in the earth and absorb nutrients from the soil through roots. Plants also use their leaves to absorb energy from the Sun; this is called photosynthesis. Plants need water, carbon dioxide, and nutrients to survive, though some plants have adapted to absorb nutrients from insects, such as the Venus flytrap.

Next to animals, plants are among the most diverse of the kingdoms. Not only that, but many species of plant that still exist today are ancient, such as ferns, which are over 350 million years old and have survived when many species of animals, such as the dinosaurs, have gone extinct.

Fungi

Fungi are living creatures that are very diverse. Some resemble bacteria, while others look more like plants. What defines a fungus is its ability to absorb nutrients from its environment by secreting enzymes. Unlike plants, fungi do not photosynthesize. Examples of Fungi include mushrooms, mold, and yeast.

Fungi reproduce using spores which they disperse into the air or water. Fungi are essential to the broader animal kingdom because they are decomposers, living things that consume the remains of other living things and convert them into their base nutrients.

Protists

Protists are living things that are not animals, plants, fungi, or bacteria. A prominent example of a protist is algae. The difference between protists and monera is that the cell of a protist has a nucleus, whereas the cell of a monera does not.

Protists are among the most primitive forms of life and have existed for millions of years. Initially, the protist kingdom comprised all microscopic organisms, but scientists created a separate empire to differentiate between protists and bacteria.

Monerans

Monerans are single-celled organisms, usually referred to as bacteria. Bacteria can be found everywhere and are considered one of the simplest forms of life. Bacteria are single-celled and can feed almost anywhere, meaning they can also live anywhere.

Bacteria live on and inside many other living creatures, including Humans. For example, the human digestive system depends

Who Created the 5 Animal Kingdom Classification Systems?

Robert Whittaker first created the system of sorting living things in 1969. He built off the work of previous scientists such as Carl Linnaeus, who first suggested classifying living things into plants and animals, and Antonie van Leeuwenhoek, who first discovered microscopic organisms.

What is the Four Corners Game?

‘Four Corner’ is a children’s game played in many countries elementary school classrooms and playgrounds. It’s used as an ice-breaker, a quick movement break, a way to reinforce vocabulary and numbers, and much more. You can make it as easy or challenging as possible, making it perfect for various teaching needs.

Things You’ll Need

Setting up the four corners game is simple. To play, all you need is a few signs (homemade or printed out) and a way to stick them up on your classroom walls; this could be with pins, tape, or sticky tack.

You might also want a music player with some fun tunes to play.

You might want to laminate your posters to reuse these over and over again with different classes. But, of course, if it’s just a quick exercise, there’s no need.

Step 1. Make space for children to move around in.

Not everyone has a gym hall available, and the weather outside might be too wet or windy to take learning out. If you’re using your classroom, move the desks away from the walls so that children have room to play the game.

The four corners of your classroom should be clear of furniture so that kids can stand there.

You also want to leave as much space in the middle as possible for them to move around; this is essential for preventing any bumps and bruises from walking into a table!

Step 2. Put a sign in each corner of the classroom.

Take your signs and put them in the room’s four corners – hence the name; this could be your classroom, or it could be in the gym hall.

Sticking them on the wall allows children to see them as they run about. It also stops them from getting trampled on. In a pinch, you can put them on the floor.

If you’re making your own, you can either have children decorate them or write the numbers 1 to 4 on four sheets of paper.

A common variation is to use vocabulary words instead. These usually follow a theme like ‘fruit,’ with posters that say ‘apple,’ ‘banana,’ ‘orange,’ etc. It is why printable posters can make things more visually interesting!

Step 3. Turn the music on.

Put the music on to encourage children to dance or move around the classroom. But, they should focus on enjoying the chance to move around and shake out their arms and legs.

To use this in PE lessons or the playground, kids will have a lot more room to move around, so they might be able to jog or run safely!

If you’re using a set of themed posters, like our Halloween ones, you might want to put on some songs that match. It could be spooky music or Christmas tunes!

Step 4. Stop the music, then call out the name of one of the corners.

Children must run to a corner of their choice when the music stops.

Once most children are settled into a spot, call out the name of one of the corners. For example, if you’re using numbers, this could be ‘2’. For fruit, it might be a ‘banana.’

Whoever is standing in that corner is out. They can sit at the side of the room or in the middle. Just ensure they’re out of the way, so nobody gets stepped on.

Step 5. Repeat steps 3 and 4 until you have a winner.

Continue to stop the music, then call out the word or number on one of the posters. Eventually, the number of children in the game will dwindle to a few survivors.

The last child standing at the end of the game is the winner!

6 Reasons to Play Corners

Now that you’ve learned how to play corners, here are five reasons to use this game with your learners:

  • It encourages physical activity and movement breaks in the classroom. Sitting in one place for hours at a time isn’t healthy for the body or the mind. Depending on their learning style, some children will love the chance to get active for just a few minutes. It can positively affect their engagement with the material and help reduce distractions.
  • Making themed signs or posters in your lesson plan can help children engage with the topic they’re learning about. For example, why not make some signs for your history lessons about Greek mythology? They could feature the different gods and goddesses names, helping children remember them before a quiz the next day!
  • As we mentioned at the start, it can be a good icebreaker activity, helping children laugh and play with their peers. The game is versatile, so it can also be adapted to new rules like ‘run to your favorite’ or ‘run to your least favorite’ corner.
  • You can use it with young children to help build various skills. For example, if you’re using signs with words on them, it can reinforce the shape of words or spelling. It can also help in learning numbers.
  • One hidden benefit of this game is that children must use their listening skills. These are essential for knowing when the music has stopped and when the teacher has called out one of the corners. Also, it means it’s good practice for behaving well in class!
  • It’s fun! Children will enjoy showing their dance moves to their friends or having a quick run about before settling in for a long lesson. It makes it a brilliant activity to try out at a school disco.