Hello everyone.

My name is Ms. Panchal and I'm really excited to do this science lesson with you.

So we are going to be naming fish and amphibians, and maybe you can name some of these animals already to me.

I hope you've got your thinking hats on because we've got lots of learning to do today, so let's get started.

So the outcome for our lesson today is, I can name and group common animals that are fish and amphibians.

We've got lots of wonderful learning in our lesson today, so let's get on.

So we're going to learn about some key words in our lesson and it's important we practise saying them.

So I'm going to say the word, and I want you to say it back to me.

My turn.

Animal.

Your turn.

Fantastic.

My turn.

Fish.

Your turn.

Super.

My turn.

Gills.

Your turn.

Wow.

My turn.

Scales.

Your turn.

Amazing.

My turn.

Amphibian.

Your turn.

Wow.

I'm so impressed with your practise of these key words.

Now some of you may already know what these words mean and can give me some examples, but if you're not sure, then please don't worry, because we're going to go through lots of examples in today's lesson.

So, we are first going to learn all about fish.

So some animals live on land and some animals live in water.

So we've got a picture of a zebra, a blue tit, and a goldfish.

And some animals that live in water are from a group called fish.

And maybe you have a pet fish at home or maybe you've seen a fish in an aquarium before.

So we can see a picture here of lots of beautiful coloured fish in a coral reef.

I think they look so wonderful.

What do you think? Most fish are excellent swimmers because they live in water and some fish can swim very fast.

Bluefin tuna live in the Atlantic ocean and can swim at speeds of over 40 miles an hour.

That's really fast.

On the road when your adults are driving, we normally drive at 30 miles an hour, so this bluefin tuna can swim even faster than that, wow.

Some fish are small and some are big.

So can you show me small fish with your hands? Can you show me small fish and then big fish as well? Can you do that for me? I've got small fish and big fish.

Well done, everyone.

The biggest fish is called a whale shark and it is the same length as a bus! Hands up who's been on a bus before.

I have, and a whale shark is around the same length.

So a whale shark is a very, very large fish.

Some fish live in the sea and others live in lakes or rivers.

Salmon are born in rivers and then swim out into the sea.

And this is an example picture here of a salmon jumping into a river.

Living things need air to stay alive, so fish breathe in a different way to humans.

Do you know how? Have a think with your talk partner.

How do fish breathe? And it's a little bit different to the way that we breathe.

Have a think with your partner.

Wow, I'm so impressed with your discussion with your partner.

Well done.

So, fish have gills which help them to breathe.

A fish's gills are inside its body, behind small openings on the side of its head.

So let's have a look at some examples.

So we can see here the eagle ray gills, cory fish gills, and shark gills.

So we've got different types of fish here and we can see they've got gills there to help them breathe.

So let's have a check of our learning.

The children are looking at fish in an aquarium.

Have you been to an aquarium before? I definitely have and I've loved seeing all the beautiful colourful fish, and they're talking about how they breathe underwater.

Aisha says fish cannot breathe underwater.

Alex says, fish have gills that help them to breathe underwater.

And Lucas says, fish hold their breath when they are underwater.

Who do you agree with? Pause the video here and have a talk in small groups.

Who do you think is correct? Amazing work, everyone.

Well done.

So we know here that Alex is correct.

So we've just learned that fish have gills and these gills help them to breathe underwater, so they breathe very differently to how humans breathe.

Most fish have scales on their bodies.

Can you describe these scales to a partner? So we've got arowana fish scales, orange fish scales, and silver fish scales.

Can you talk to your partner about these different scales? Are they similar or are they different? Have a think with your talk partner.

Excellent, so we can see here that all of these are examples of scale, but they're different shapes, they're different colours and we can look and see that they're actually different textures.

That means they feel different.

Well done, everyone.

So let's do this question together now.

It says which statement is true? A, most fish have fur on their bodies.

B, most fish have scales on their bodies.

Or C, most fish have feathers on their bodies.

Which one do you think is correct? I think you definitely know the answer to this.

What do you think? A, B or C? Well done, everyone.

The answer is B.

Fantastic job, everyone.

I'm so impressed with all the learning you have done in today's lesson so far.

So let's do another question.

Izzy and Andeep are reading a book about animals that live in the sea.

Izzy says, some animals that live in the sea are not fish.

Whales and dolphins are mammals and do not have gills.

They need to come to the surface to breathe air.

And Andeep says all animals that live in the sea are fish.

Who do you agree with? Do we agree with Izzy or do we agree with Andeep? Have a think with your talk partner.

Super work, everyone.

Well done.

Izzy is actually correct.

Now let's look at another question together.

Laura and Jacob are on a school trip to the local wildlife park.

They are looking at the snakes.

I know that snakes have scales, so they must be fish.

And Jacob says, I don't think that snakes are fish because they don't have gills to help them breathe underwater.

Who do you agree with? Have a think.

Amazing work, everyone.

Jacob is correct.

So, I don't think that snakes are fish because they don't have gills to help them breathe underwater.

Well done, everyone.

So we're going to move on to the first task and this is really exciting.

What I would like you to do is create your own fish.

And remember, most fish have scales on their bodies and have gills to breathe in the water.

So, what I would like you to do, is you can use paint, you can use tissue paper or anything else you can find at home or in the classroom, and I want you to create your own fish and you can make it as colourful as you want.

So, pause the video and have a go at creating your fish.

I'm so excited to see all the different colourful fish that you create.

Off you go.

Wow, everyone.

I'm so impressed with all of the fish that you have created.

Let's look at the examples on this board here.

Maybe your fish were similar or maybe your fish were a little bit different.

Well done, everyone.

I hope you had lots of fun creating your fish.

Now we are going to move on to the next part of our lesson.

So we've learned all about fish and we're now going to learn about amphibians.

So a fish could not survive on land, but some animals are able to live both on land and in water.

These animals are in a group called amphibians.

Can you say that to me? My turn? Amphibians.

Your turn.

Wow.

Fantastic practise of saying the words, everyone.

So different amphibians include a frog in water, a newt on land and a salamander on land.

So amphibians can spend and live both on land but actually in water as well.

Have you ever seen any amphibians in a park or a garden? So maybe if you have a pond, maybe you have a frog living in your pond.

Have you seen any amphibians before? So let's do a quick check of our learning.

The children have been learning about amphibians and notice a frog in the school pond.

Sam says, amphibians only live in water.

Jun says, amphibians can live in water or on land.

And Sofia says, amphibians only live on land.

Who do you agree with? Have a think with your talk partner.

Amazing work, everybody.

Well done.

Jun is correct, because we have learned that amphibians can live in water or on land.

Amazing work, everybody.

Well done.

So amphibians can have smooth or rough skin.

Even though they can live in water, they do not have scales.

Which of these statements is true? So let's read through the statements and think about which one is true.

Is it A, amphibians have scales.

B, amphibians have feathers.

Or C, amphibians do not have feathers or scales.

Which one do you think is true about amphibians? Have a little think.

Well done.

The answer is C.

So amphibians do not have feathers or scales.

Super work, everyone.

Well done.

So amphibians are cold-blooded animals, which means their body temperature is the same temperature as the environment around them.

If amphibians get too cold, they warm up in the sun's heat or on a rock that has been warmed by the sun.

So we've got two examples there, of a frog warming up in the sunshine and a newt warming up on a rock.

Some amphibians hibernate in the winter when it is cold.

So we've got a picture here of a hibernating frog in a hole.

Does anyone know what hibernating means? Fantastic, that means that they are hiding or sleeping for a very, very long time in part of the year.

Can you think of any other animals that hibernate over the winter? Can you think of any? So we definitely know that hedgehogs are an example of animals that hibernate over winter, and maybe you thought of some other examples too.

Well done, everyone.

So we're going to move on to the next task now and you may want to ask your teacher to print this slide out so you can tick the true or false.

So we're going to think about whether each sentence is true or false.

So let's read through the sentences together.

Amphibians can live on land or in water.

Amphibians only live on land.

Amphibians can have rough or smooth skin.

Amphibians have scales.

Amphibians are warm-blooded.

Amphibians are cold-blooded.

Amphibians have feathers.

So, what I suggest you do is get into a little group and I want you to talk in your group about which of these statements is true and which is false.

Have a go and we'll go through the answers really soon.

Off you go.

Fantastic work, everyone.

Well done.

That task was a little tricky but well done for giving it a good go.

So amphibians can live on land or in water is true.

Amphibians only live on land.

We know that that's false.

Amphibians can have rough or smooth skin.

We know that's true.

Amphibians have scales.

We know that that's false.

Amphibians are warm-blooded.

We also know that's false.

And amphibians are cold-blooded.

We know that that's true.

And amphibians have feathers and we know that that's false.

Well done, everyone, for having a go at this task.

Some of those sentences were quite tricky, but you all gave it a fantastic go.

Well done.

So, we're going to move on to the last part of today's lesson and we're going to be naming and sorting fish and amphibians.

So different fish have different names.

Does anyone know the names of these different fish? Excellent, so fish one is a blacktip reef shark.

Fish two is a goldfish and some of you maybe have a goldfish as a pet.

Fish three we saw earlier in the lesson and that's a salmon.

Fish four is cod and fish five is clownfish.

Now this clownfish may look quite familiar to you and you'll maybe wonder why.

There's a very famous film, that I really love, where there is a clownfish as the main character.

Does anyone know what film it is? Well done.

It's "Finding Nemo." So Sam and Jacob are naming these animals.

We've got animal one and animal two.

Sam says, I think different fish have different names.

This is a goldfish and a whale shark, but Jacob says, I think they are both just called fish.

Who do you think is correct? Is it Sam or is it Jacob? What do you think? Well done.

The answer is, Sam is correct.

So yes, fish have different names and we know that animal one here is a goldfish, and animal two is a whale shark.

Well done, everyone.

Different amphibians have different names.

So do you know the names of these amphibians? Have a go.

So we've got frog tadpoles, toad, and axolotl.

Well done, everyone, for having a go.

So, my next question to you is, what is the name of this amphibian? We've got A, a newt.

B, a frog or C, an axolotl.

Which amphibian do you think it is? Have a go.

Well done.

It's an axolotl.

So we can sort animals into groups using classification skills.

We can sort animals into groups of fish and amphibians.

And maybe you've done some sorting in some of your other science lessons or actually, some of the other subjects you've been doing.

So in this diagram here, we've got fish and we've got amphibians.

And in the fish group, we've got clownfish and shark.

And in the amphibians, we've got salamander and frog.

So Sofia has sorted these animals into fish and amphibians, but can you spot any mistakes? So in the fish circle, she's got a goldfish, toad and stingray.

And in the amphibian, she's got a newt, salamander and tuna.

Can you spot her mistake? Have a talk with your talk partner.

Excellent, we can see here that the toad and the tuna are actually in the wrong group.

Fantastic work, everyone.

Well done.

So, we're going to move on to the next task now.

And I would like you to choose an animal card and describe the animal on it to your partner.

Can they correctly name which animal you are describing and which animal group it belongs to? So this is a bit of a Guess Who game.

So I want you to label you and your partner A and B.

So partner A, I want you to choose one of these animals and I want you to describe the animal and partner B has to guess what it is.

Once you've had a go, switch over to different animals.

Off you go.

Have fun.

Well done, everyone.

So let's go through some example explanations or descriptions.

Maybe you described the animal in the same way or a little bit different to Laura and Jacob here.

So Laura says, my animal lives in water and has orange and white stripes.

It has gills to help it to breathe and a tail to help it to swim.

And Jacob here has guessed, I think that you are describing a clownfish.

It lives in water and is a fish.

So did you choose to describe clownfish? Was your description the same as Laura? How did you get on? Maybe you can compare your description with your partner.

Well done, everyone, for having a go and working really hard to describe the different animals.

I'm so impressed.

Super job, everyone.

So, we've come to the end of the lesson now, so we're going to do a summary of our learning.

So fish are animals that live in water, have gills to help them breathe, often have scales on their bodies.

And amphibians are animals that can live either in water or on land or do not have scales.

Different fish and amphibians have different names and can be sorted into fish and amphibians.

So I want everyone to give yourselves a pat on the back, because you have done such amazing work today.

We have covered lots of different things.

We've learned all about different fish, we've learned about different amphibians, and we've looked at naming and sorting different fish and amphibians.

So you've worked incredibly hard today and I'm so impressed with all of your work.

Now, have a great rest of the day and I'm sure I will see you very soon in the next science lesson.

Bye bye.