Finborough School Learning Programme
Year Group: Prep 2
Week Commencing
Subject: Science
07/09
Autumn Term 2015
14/09
21/09
Learning (Objective)
I can recognise that animals, including
humans, have offspring which grow into
adults.
I can recognise that animals, including
humans, have offspring which grow into
adults.
I can find out about and describe the basic
needs of animals, including humans, for
survival (water, food and air).
Success
Criteria
Can match and name the offspring and the
appropriate adults.
Can identify and classify a group of animals.
Explaining my choices.
Can gather and record data to help in
answering questions.
Can match offspring and the appropriate
adult.
Can observe patterns or regular changes in
features of living things.
Can make some contribution to planning
and evaluation and to recording my
findings.
Can identify the subtle differences between
the offspring and the adults.
Understand that all living organisms are made
up of one or more cells.
Explain that living organisms have certain
characteristics that are essential for keeping
them alive and healthy.
Core
Support
Challenge
Homework (s)
Create a fact file on your favourite animal.
Finborough School Learning Programme
Year Group: Prep 2
Week Commencing
Subject: Science
Autumn Term 2015
28/09
05/10
12/10
Learning (Objective)
I can describe the importance for humans of
exercise, eating the right amounts of
different types of food, and hygiene.
I can describe the importance for humans of
exercise, eating the right amounts of
different types of food, and hygiene.
I can describe how animals obtain their food
from plants and other animals, using the
idea of a simple food chain, and identify and
name different sources of food.
Success
Criteria
Can gather, record, classify and present
data in a variety of ways to help in
answering questions.
To use Venn and Carroll diagrams to group
and compare foods when investigating
healthy diets.
I can identify differences, similarities or
changes related to simple scientific ideas
and processes.
Explain that food chains always begin with a
plant.
Can record findings using simple scientific
language, drawings, labelled diagrams, bar
charts and tables. Can list the basic needs
of humans.
I can identify and classify.
Create a simple food chain to share with the
class.
Can use results to draw simple conclusions
and suggest improvements, new questions
and predictions for setting up further tests.
To use data loggers to monitor heart rate.
Define some of the vocabulary associated
with food chains, e.g. producer, consumer,
prey, predator, herbivore, carnivore and
omnivore.
Explain that food chains always begin with a
plant.
Can report on findings from enquiries,
including oral and written explanations,
displays or presentations of results and
conclusions.
Keep a food diary for one week.
Design a placemat depicting healthy eating
choices.
Core
Support
Challenge
Homework (s)
Finborough School Learning Programme
Year Group: Prep 2
Week Commencing
Subject: Science
02/11
Learning (Objective)
I can explore and compare the differences
between things that are living, dead, and
things that have never been alive.
Success
Criteria
Grouping living, non-living and dead things.
09/11
I can explore and compare the differences
between things that are living, dead, and
things that have never been alive.
Know and can use the terms producer,
prey and predator
16/11
I can identify that most living things live in
habitats to which they are suited and
describe how different habitats provide for
the basic needs of different kinds of animals
and plants, and how they depend on each
other.
Different plants grow in different habitats.
Core
Support
Can name a variety of living things.
Can name a variety of dead things.
Grouping living, non-living and dead things.
Explain reasons for each grouping.
Challenge
Homework (s)
Autumn Term 2015
Create an ideal habitat for an animal of your
choice.
Can observe patterns or regular changes in
features of objects, living things and events.
Know some of the things that plants and
animals need to stay alive.
Can identify the life processes for all living
things
Can create food webs for a particular
habitat.
Understand that animals and plants survive
best in habitats that provide their basic
needs.
Finborough School Learning Programme
Year Group: Prep 2
Week Commencing
Subject: Science
23/11
Autumn Term 2015
30/11
07/12
Learning (Objective)
I can identify that most living things live in
habitats to which they are suited and
describe how different habitats provide for
the basic needs of different kinds of animals
and plants, and how they depend on each
other.
I can identify and name a variety of plants
and animals in their habitats, including
micro-habitats.
I can identify and name a variety of plants
and animals in their habitats, including
micro-habitats.
Success
Criteria
To use Carroll diagrams to compare
habitats.
Compare Habitats (Rainforest/local
woodland/Pond/Desert/
Arctic/Rock pools)
Identification and classification of a variety
of plants.
Know how environments/habitats need to
be protected – looking after our local
habitat.
Can describe some key features of different
habitats.
Can describe, name and classify a variety
of plants and animals
Can classify animals into herbivores,
carnivores and Omnivores.
Can make some contribution to planning
and evaluation and to recording findings.
Can compare and contrast habitats.
I can compare and contrast micro- habitats.
Create a suitable habitat for an animal –
design and make a bug hotel.
Make a mini garden or design a garden
picture using seeds.
Visit a garden centre store, find a plant that
you have never heard of, or seen before
and find out where it is from, and what it
needs in order to grow.
Core
Support
Challenge
Homework (s)