1. Peppered Moth Lesson 1 – Lower Key Stage 2

2. Starter Activity Here are three definitions of what camouflage is – in pairs discuss which one you think is correct? 1To make smaller or less or to cause to appear so. 2The natural colouring or form of an animal which helps it to blend in with its surroundings. 3To stop being visible, to vanish

3. Starter activity 1To make smaller or less or to cause to appear so. (diminish) 2The natural colouring or form of an animal which helps it to blend in with its surroundings. 3To stop being visible, to vanish (disappear)

4. The Peppered Moth Today, we are going to find out about a very special animal, that used camouflage to help it survive where there were changes in the quality of local air But first, let’s see if you can spot the camouflaged animals

5. Camouflaged animals Here are some examples of animals that use camouflage to not be seen clearly Can you see them on the following pages?

6. Cheetah (look closely to find the spots)

7. Camouflaged Lizard

8. Flat fish

9. Deer (Kudu)

10. Chameleon

11. ZEBRAS

12. OCTOPUS

13. RATTLESNAKE

14. Camouflaged animals In pairs think about “Why might these animals need camouflage?”

15. Peppered Moth story Read the Peppered Moth story Fill in the blanks When everyone has finished – Read out the sentences – Why do you think camouflage is so important to the Peppered Moth?

16. Peppered Moth results Hopefully you will have seen the following:

17. Simulation questions What did the simulations show you? If you were a light-coloured Peppered moth which forest or places would be better for you to live in? If you were a dark-coloured Peppered moth which forest or places would be better for you to live in?

18. Peppered Moth classroom experiment (non-ICT) We are going to carry out an experiment to show you why the Peppered Moth changed colour What we need: – Black, Grey and White sugar paper (A2) – Lots of hole punched circles in black, grey and white – Volunteers (all of you)!

19. What do we need to do? Lay the three A2 sheets on tables next to each other with cups next to them Put an equal mix of the punched out discs on the sheets Line up in a row Each child goes to each sheet and picks up a disc and places in the cup next to it Go to the back of the row

20. Results In your tables count how many discs of each colour were found in your cups How many are there? In pairs, discuss why you got the results you did?

21. Peppered Moth experiment results Are the results what you expected? Why are the results different for each background?

22. Why is the Peppered Moth important? The Peppered Moth is called an indicator species, because it indicates if somewhere is polluted We can all help to keep the air clean In pairs, discuss with your partner what you think you can do to reduce pollution in the air

23. Films about dirty air Walking, cycling or scooting are good for the air as they do not create dirty air, which is also called air pollution, whereas cars do make air pollution! Here are a couple of short films which talk about dirty air – also known as air pollution http://www.bbc.co.uk/learningzone/clips/air- pollution-in-london/6010.htmlhttp://www.bbc.co.uk/learningzone/clips/air- pollution-in-london/6010.html (vehicles and air pollution) - 01:12 http://www.bbc.co.uk/learningzone/clips/air- pollution-in-london/6049.htmlhttp://www.bbc.co.uk/learningzone/clips/air- pollution-in-london/6049.html (air pollution in London) - 01:51

24. Peppered Moth activity We’re going to measure how we travel to school using the Peppered Moth

25. Peppered Moth outline We will be using different coloured stickers for different ways of getting to school You’ll stick your sticker to the moth each day to show how you travelled to school

26. Transport sticker codes

27. Discussion Questions Ask the children in pairs or in tables to discuss some or all of the following questions: – How do you think animals like zebras or tigers became camouflaged in their environment? – If you had a Peppered Moth from before the factories were built and one from now, which one would be lighter, and which one darker in colour? Why?

28. Plenary BIG QUESTION – What is the link between animals camouflaging themselves and air pollution? – What information do you need to recall and explain to answer this question?