Hi everyone, my name is Mrs Mehrin and I'm so excited to be learning all about evolution with you.

Welcome to today's lesson from the unit, Evolution and Inheritance.

Your learning outcome today is I can present information about a living thing that has evolved over time.

Now, I know that learning can sometimes be a little bit challenging, but that's okay because it just means that we are going to work really hard together and we are going to learn lots of fabulous new things.

Let's begin.

So here are your keywords for today.

I am going to be referring to these keywords and I'm going to be referring to the definitions throughout today's lesson.

Now if you find it helpful, you can pause the video and jot these down.

However, you don't have to do that.

So if you would like to have them written down, you can pause the video now and do that.

Fabulous, well done.

So, our lesson today is split into two parts.

Let's begin with the first part, science communication.

So there's a huge variety of living things on Earth.

And scientists have identified millions of species of plants, animals, and micro-organisms, each with their own unique combination of physical characteristics.

Now, how did there come to be such a diverse range of living things? I'll give you five seconds to think about an answer to this question.

Off you go.

Fabulous, well done.

So the variety of living things that we have is a result of something called evolution.

And evolution is the process by which living things can gradually change over many generations over time.

And this isn't just a short process, this isn't just over a few years or even a few decades.

Now, over many generations over time doesn't mean a decade, it doesn't mean 10 years, not even 100 years, it could be thousands of years that it takes for the process of evolution to gradually change something.

Now we can use our understanding of evolution to explain how similar species have evolved differently in different habitats.

So we've got a wolf and a fox and they are a similar species.

Now let's do a quick check in of your learning.

Why is there such a large variety of living things? Is it because, A, all living things have different parents, so they inherit different characteristics? B, plants and animals choose to evolve and change in unique ways so they can stand out? Or C, evolution over time has led to different species developing from earlier ones? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

The answer is C.

Evolution over time has led to different species developing from earlier ones, which results in us having such a large variety of living things.

Now, some of the plants or animals will have variations that make them more likely to survive than others in their species.

So what that means is, for example, on the crowded rainforest floor there is very little sunlight because the trees are blocking it.

Now a plant that has larger leaves is going to be more likely to survive and reproduce than one with smaller leaves and that's because it can absorb more sunlight to help it grow.

So if you think about the rainforest floor, if there's very little sunlight, the plant's going to have to have really big leaves so it can try and capture as much of the little sunshine as it can.

Now, over many generations most or all of this species of plant will have the larger leaves and smaller leaves will become less common.

So, when an animal or plant species develop features that make it significantly different to the original species, we say that it's evolved into a new species.

So let's do a quick check in of your learning.

It says, which of these statements about evolution are correct? Is it A, evolution happens gradually over many generations.

B, evolution only happens in plants, not animals.

C, evolution can occur in all living things.

Or D, evolution can happen rapidly over a single generation of a species.

So think really carefully about this one.

Which of these statements about evolution are correct? So, I'll give you five seconds to think about your answer.

If you need to pause the video and you need to re-read the statements, that's absolutely fine, you can unpause the video once you've got your answer.

Okay, off you go.

Fabulous, well done, the answers are A and C.

Now science communicators are people whose job is to communicate, to tell people, science information with the general public.

Now, this person says, I communicate my work by writing about science for magazines and I also explain science to other people at meetings and events.

And we have another science communicator here who says, I create nature documentaries to share information about the natural world.

Now science communicators present information in a range of ways for different audiences.

So this is Jun and Jun says, I think science communicators must use lots of big words and complicated language because they are so clever.

Now, do you agree? What do you think? Do you think Jun is correct? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

So, it's important for science communicators to make their information accessible so that as many people as possible can understand it.

And they also try to make their information interesting to engage as many people as possible in science learning.

Now, Jun said that they must use lots of really difficult language, however, if they did, not everybody would be able to access it, not many people would be able to understand it.

So, they will use language so that other people can understand it and as many people as possible can understand it as well.

So here we have a group of adults and we have a group of children, and science communicators will communicate with both of these groups.

True or false? Scientists like to keep the findings from their inquiries to themselves.

Is that true or false? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

The answer is false.

Now let's see if you can justify your answer.

Is it A, scientists like to show off about their findings so people will respect them? Or B, scientists think it's important to communicate their findings so others can learn more? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done, the answer is B.

Now, Aisha has been finding out about how different species of penguins have evolved to become adapted to different habitats and we've got the emperor penguins and the Humboldt penguins.

And she wants to communicate her findings with others.

Aisha says, how should I present my information? Sam says, I think you should make it sound really complicated so everyone knows how smart you are.

And Jacob says, I think you should use scientific vocabulary like evolution and adaptation.

What do you think? Who do you agree with? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

Now, Sam says that she should use really complicated language so everyone knows how smart she is, however, that means that not many people are going to be able to understand what Aisha is actually talking about.

So that's not going to help her to communicate her information to others.

Now Jacob says that he thinks she should use scientific vocabulary like evolution and adaptation.

And that would be correct because, even though you are communicating your findings, you still have to use the correct scientific vocabulary and Aisha can always explain what those words mean if anybody's struggling with them.

Now, the science communicator says you will have to make sure your information is accessible, so it will need to be clear and easy to understand, including any important scientific vocabulary.

And the second science communicator says, your information will need to be presented in an interesting way so people will want to read it.

So let's do a quick check in of your learning so far.

And it says, information shared by science communicators should be, A, complicated, B, interesting, C, accessible, D, boring, or E, difficult to understand.

I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

The answers are B and C, well done.

Now, your first task says, create a list of success criteria for Aisha to help her present her information about penguin evolution with others.

So, I'd like you to pause the video here and have a go at doing this activity.

Off you go.

Fab, well done.

So here is a success criteria that Laura has come up with and how does yours compare with Laura's one? So she's put to use scientific vocabulary, explain things clearly, include interesting facts, and include pictures as well as words to make it more interesting.

So now we are on to the second part of our learning today which is presenting information about evolution.

So Aisha has started drafting her presentation and here is her first paragraph.

She has put, extensive evidence from the natural world demonstrates irrefutably that evolution occurs ubiquitously.

For example, the flightless avian species known as penguins diversified their adaptations when inhabiting different environments.

What feedback would you give Aisha if you were to have read that first paragraph or Aisha was to have communicated that first paragraph to you? I'll give you five seconds to think about your answer.

Off you go.

Fab, well done.

So, the science communicator says, you've used some technical vocabulary like evolution and adaptation, which is good, but your explanation is complicated.

It uses long sentences and a lot of long words, and many people might find it difficult to understand.

So Aisha says, thanks, I will try to keep things clear and simple.

So let's do a quick check in of your learning.

Science communicators should try to make their information accessible because, A, they are not clever enough to use big words, B, they want as many people as possible to understand their information, and C, they do not have much time to draught lots of writing.

I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

The answer is B.

So Aisha says, I have improved the start of my presentation by making the language more accessible, and this is how she's changed it.

So now she's saying, evolution is the process that results in living things changing over time.

Scientists have lots of evidence to support the theory of evolution.

This includes observations of plants and animals that are alive today and fossils.

For example, different species of penguins have evolved to survive in different habitats.

Now, presentations from science communicators can come in different formats, including, documentaries, short video clips, podcasts, posters, infographics, leaflets.

Now, what format do you prefer to use to learn more about living things? I'll give you five seconds to think about your answer.

Fabulous, well done.

So I really enjoy documentaries, I listen to podcasts, and I quite like a nice leaflet as well.

Now, true or false? Presentations that communicate science information should always be in written format.

Is that true or false? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, the answer is false.

Now is that because, A, they should always be in verbal form, such as videos or radio shows, or B, they can be presented in lots of different formats, so either written or verbal.

I'll give you five seconds to think about your answer.

Fab, well done, the answer is B.

Now here is task B, it says, present and communicate information about how different species of penguin have evolved to have different adaptations depending on their habitats.

You can use Aisha's research or some of your own.

Your presentation could be in a written form, such as a magazine article or poster, or it could be verbal, such as a video clip or podcast.

So, I'm going to give you some time now, so I'd like you to pause the video here and have a go at doing this activity.

Off you go.

Fabulous, well done.

So Aisha says, here is my research, so we've got the emperor penguin.

Their habitat is Antarctica, in freezing temperatures, it lays eggs and raises young on floating platforms of ice.

The diet is mainly Antarctic silverfish, also other fish, krill, and squid, which they dive deep into the ocean for to catch in their beaks.

Now here are some of the adaptations that she's put in.

So they've got a layer of fat under the skin for insulation, two layers of scale-like feathers to reduce heat loss by trapping body heat close to the skin, special circulation in feet to prevent them freezing, strong claws for gripping ice, relatively small wings and beak to reduce heat loss, and they can dive deeper than any other Antarctic birds and are able to hold their breath for up to 22 minutes.

What an interesting fact that is.

Now Humboldt penguins, their habitats are rocky shores near cliffs, off the coasts of Chile and Peru.

They live in warmer temperatures than emperor penguins, so around five to 30 degrees, which is similar to England.

Their diet is mainly fish such as anchovies, pilchards, and herring gathered on short, shallow dives into the ocean.

Now some of their adaptations, so they have patches of bare, pink skin around their beaks and this helps them to cool down in warmer temperatures.

They have a layer of fat under the skin which helps them to stay warm in cold water, and they have torpedo-shaped bodies for fast swimming.

Now the similarities between emperor and Humboldt penguins, they have similar shaped bodies, but they're different sizes, they have webbed feet for swimming, they're unable to fly, they have spines on their tongue to prevent fish falling out of the beaks, and they have black feathers on their backs and white feathers on their chests for camouflage.

Now, here it says, present and communicate information about how different species of penguin have evolved to have different adaptations depending on their habitats.

So Aisha says, I made a booklet full of facts and pictures about evolution and penguin adaptations.

Lucas says, I recorded a podcast explaining all about evolution and how it had led to penguins evolving differently in different habitats.

And Sofia says, how did you choose to communicate your information? So, did you choose to do it similar to Lucas or Aisha, or did you choose something different to do yours on? Now here we have the summary of our learning today.

So the variety of living things is the result of evolution, the process by which living things can gradually change over time.

Science communicators share scientific information with the public in an interesting and accessible way.

Information from research can be presented in different ways, including verbal and written forms. You have worked so hard today and you've presented your information in such beautiful ways, I'm so proud of you, well done.