Year 6 - Science
Evolution: presentation
Evolution and inheritance
Study Hub
Study Guides
This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
This unit explores how living things have changed over time, using fossils as evidence of past life. It covers how offspring vary from parents and how adaptation leads to evolution. Emphasis is on planning scientific enquiries, recording data, and evaluating scientific evidence.
Lesson Summary
You will learn to present information about a living thing that has evolved over time.
Key Notes
- The variety of living things is the result of evolution over time
- Evolution is 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 oral and written forms
Vocabulary To Learn
- evolution: Evolution is the process by which living things change over time.
- adaptation: An adaptation is a feature of a plant or animal that helps them to survive in their habitat.
- science communicator: A science communicator's job is to share science information with the general public.
- communicate: To communicate is to share or exchange information or ideas.
- accessible: Information that is accessible can be understood by lots of people.
Common Mistakes To Avoid
- Pupils may think that more complicated and verbose explanations are better, regardless of target audience, as this will make them seem cleverer.
3 Quick Questions (With Answers)
1. Explain the scientific idea in this lesson using two key points.
The variety of living things is the result of evolution over time. Evolution is the process by which living things can gradually change over time.
2. Define this scientific word and use it in context. 'evolution'
Evolution is the process by which living things change over time. Include the word in a full scientific explanation, not as a single label.
3. Correct this common scientific misunderstanding.
Mistake: Pupils may think that more complicated and verbose explanations are better, regardless of target audience, as this will make them seem cleverer. Correction: Explain that, when sharing information with lots of people with different levels of background knowledge, it is much better to make explanations clear and simple so it can be understood by as many people as possible.
More Lessons In This Unit
- Animal adaptations Study Guide
- Charles Darwin and finches Study Guide
- Evolution: evidence Study Guide
- Family trees (non-statutory) Study Guide
- How living things have changed over time Study Guide
- Human skulls: using evidence from the past (non-statutory) Study Guide
- Inherited characteristics Study Guide
- More about plant adaptations Study Guide
- Offspring: similar but not identical Study Guide
- Plant adaptations Study Guide
- The survival of the fittest Study Guide
- What fossils can tell us about the past Study Guide
- Where fossils are found (non-statutory) Study Guide
Browse all guides in the Year 6 Science guide library.