Kent Scheme of Work for Primary Science, 2014, Edukent
Year 2 - Living Things and Their Habitats
Statutory requirements from the Programme of Study 2014
Pupils should be taught to:
 Explore and compare the differences between things that are living, dead, and things that have never been alive

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.

Identify and name a variety of plants and animals in their habitats, including micro-habitats

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.
The learning journey: Living Things and Their Habitats
Year group
2

Statutory Requirements from the Programme of Study
Explore and compare the differences between things that are living, dead, and things that have never been alive

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.
4
5
6

Identify and name a variety of plants and animals in their habitats, including micro-habitats

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.
recognise that living things can be grouped in a variety of ways
explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment




recognise that environments can change and that this can sometimes pose dangers to living things
Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
Describe the life process of reproduction in some plants and animals.
Describe how living things are classified into broad groups according to common observable characteristics and based on similarities
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Kent Scheme of Work for Primary Science, 2014, Edukent

and differences, including micro-organisms, plants and animals
Give reasons for classifying plants and animals based on specific characteristics
How the children should learn science at Key Stage 1
The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and
humanly-constructed world around them. They should be encouraged to be curious and ask questions about what they notice.
Suggestions for Working Scientifically
Pupils might work scientifically by: sorting and classifying things according to whether they are living, dead or were never alive, and recording their findings
using charts. They should describe how they decided where to place things, exploring questions for example: ‘Is a flame alive? Is a deciduous tree dead in
winter?’ and talk about ways of answering their questions. They could construct a simple food chain that includes humans (e.g. grass, cow, human). They
could describe the conditions in different habitats and micro-habitats (under log, on stony path, under bushes) and find out how the conditions affect the
number and type(s) of plants and animals that live there.
Further guidance
These opportunities for working scientifically should be provided across Years 1 and 2 so that the expectations in the programme of study can be met by
the end of Year 2. Pupils are not expected to cover each aspect for every area of study.
Asking questions. Children should ask simple questions and recognise that they can be answered in different ways.
Scientific enquiries. They should be able to do the following types of enquiry:
Observations. They should observe closely, using simple equipment.
Simple tests
Identifying and classifying
Secondary sources. They should use simple secondary sources to find answers.
Recording. They should gather and record data to suggest answers to their questions. With help, they should record in a range of ways and begin to use
simple scientific language.
Analysing observations. They should use their observations and ideas to suggest answers to questions. They should notice patterns and relationships in
their observations. They should talk about what they have found out and how they found out.
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Kent Scheme of Work for Primary Science, 2014, Edukent
Preparation for this unit of study
Preparing the children and adults for all weathers
Often the biology units of study within primary schools are only learnt during pleasant spring or summer days. However, the new curriculum states that:
Pupils should use the local environment throughout the year to raise and answer questions that help them to identify and study plants and animals in their
habitat; and how the habitat changes throughout the year. Therefore, we need to ensure that children and adults have the correct clothing and attitude to
learn outside in all of the terms. This is essential if children are really going to understand the changes that occur over time. Thus, schools might consider
purchasing different sizes of waterproof jackets and possibly even welly boots. Children and some adults will also need to learn that as scientists the
children will need to learn in all types of weather.
Plan when in the year is best to do the different aspects of learning
Aspects of this unit of study could be covered at different times in the year. Before the year begins, the teacher must plan ahead, deciding when each of
the aspects of learning will be covered. So, for instance, if looking for minibeasts, the children are going to have the most successes if they look between
April and the end of summer. However, be aware of when things happen in your wildlife area. So, for instance, you might find frogs going back to water in
med-February, or butterflies feeding on plants in late July. Many birds are great to watch in mid-January when there are not so many leaves on the trees.
Preparing the indoors for learning
1. Display. Ensure that your display board on animals and other animals is interactive. There could be questions that the children have created, key science
words, and pieces of information.
2. A short-term terrarium. A terrarium is a container in which some types of invertebrates can be kept for a short period of time. It could be a transparent
tank covered with secured plastic sheet. Inside you will need to place damp garden soil, covered with decaying leaves. This should be kept in a cool and
dimly lit place. Animals should only be kept for a day or two. Do NOT keep worms in them, and don’t place in too many animals or there could be too many
droppings. You can feed the animals on sliced vegetables and fruit.
When - This unit is best to study in late spring or summer, when it is easier to identify and grow plants. However, take the children out throughout the
year to see how plants change.
Know the names - Do a little research and find out the names of some of the plants growing around your school. This should include any trees, wild
flowers and garden plants.
The following website is useful to help you work out which plants you have: www.shootgardening.co.uk/plant/identify
The identification charts from Gatekeeper, the identikit from the Great Plant Hunt website (free) and the identification charts from OPAL (free) are useful
for you and the children.
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Kent Scheme of Work for Primary Science, 2014, Edukent
Recording findings throughout the year - It may be worth keeping a large floor book (like a giant scrap book) in which ‘evidence’ of the plant world
developing in the school can be placed – e.g. photos of trees in different seasons, photos of dandelions over a period of time, etc. Some of this ‘evidence’
could be collected at different points throughout the year, but used in the studies during this unit of work.
Preparing the learning spaces - Make sure that you have a great range of plants growing in the school grounds. This will mean having: long grass areas,
wild flower area, garden flower area, trees, plants in and around a pond, vegetable allotment, and possibly plants in a green house. You will need to mark
where particular plants are for particular activities. This could be done by laminating letters or number with a background of a particular colour that links
to a particular activity. This will help not only for the children to focus in on the plants that are relevant to their activity, but can help the children to make
links over time.
Use information from CLEAPSS (Developing and Using Environmental Areas in School Grounds L221), as well as organisations such the Bee Conservation
Trust, the Butterfly Conservation Trust and the RSPB to ensure that plants you grow are useful for the range of animals that could live in your school
grounds.
Also, look out for any national surveys that may be taking place which are looking different plants in local environments.
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Kent Scheme of Work for Primary Science, 2014, Edukent
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5
9
2
6
10
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4
7
8
11
1. British flower and herb garden (great for bees and butterflies)
2. Raised pond
3. Sunk pond
4. Summer Meadow (cut short at the end of spring)
5. Natural hedge (created using living blackthorn)
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Kent Scheme of Work for Primary Science, 2014, Edukent
6. Composter
7. Hibernation stack
8. Log pile
10. Long grasses meadow (to be cut at the end of summer)
11. Stag beetle logs (vertically stacked)
12. Dark hide- away area (ideal for newts, slugs, snails, etc)
Resources

Posters showing the different types of scientific enquiry

Signs around wildlife area indicating things for children to study.


Signs for ‘run-around’ game: ‘living’, ‘non-living’, ‘movement’, ‘growth’, etc.
Pictures of organisms and non-living objects
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
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Pots for collecting invertebrates in
Paint brushes and spoons (for picking up invertebrates)
Home-made minibeast identification poster
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Microscopes/hand lenses

Quadrats


String
Coloured cubes
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
Plants on the windowsill
Plant in a box with a hole in one end
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A terrarium

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Information and pictures on what animals eat
Home-made food-chain headbands + photos of plants and animals to go in them
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
Large floor book (can be made from A2 sheets of card/sugar paper folded and stapled).
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Kent Scheme of Work for Primary Science, 2014, Edukent
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Video camera

Digital camera

Plant identification charts from Gatekeeper (www.gatekeeperel.co.uk)
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The Great Plant Hunt identikit – (www.greatplanthunt.org/teachers) – scroll down the menu
www.opalexplorenature.org/sites/default/files/7/file/OPAL-Tree-chart-web.pdf

http://butterfly-conservation.org/121/habitat-advice.html

http://bumblebeeconservation.org/get-involved/
Key vocabulary
Habitat, micro habitat
Pond, meadow, log pile, woodland, river, lake, beach, cliff
Organism – plant, animal
Trees - deciduous, evergreen, ash, birch, beech, rowan, common lime, oak, sweet chestnut, horse chestnut, apple, willow, sycamore, fir, pine , holly, etc
Wild flowering plants - cleavers, coltsfoot, daisy, dandelion, garlic mustard, mallow, mugwort, plantain, red clover, self heal, shepherd’s purse, sorrel,
spear thistle, white campion, white deadnettle and yarrow.
Garden plants – crocus, daffodil, bluebells, etc
Parts of plants – roots, branch, trunk, stalk, leaf, flower, petal, seeds, bulbs and twigs
Invertebrates – snail, slug, woodlouse, spider, beetle, fly, etc
Pond animals – pond skater, water slater, ramshorn snail, pond snail, leech, common frog, smooth newt, etc
Key information for teachers
Habitats
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Kent Scheme of Work for Primary Science, 2014, Edukent
Ecology is the scientific study of the environment.
Ecologists study ecosystems. These can be any size; from a tree to the whole world.
Ecology involves studying both the living things and their non-living surroundings. The non-living area is called the habitat, the place where organisms live.
All the living things there make up a community. Within this community are populations of species. The animals and plants living in this ecosystem are
mutually interdependent. They require space, shelter, food and water. They are also in competition for survival and the opportunity to reproduce. Over
many generations, through natural selection, the best competitors survive. The result is organisms that appear suited to where they live. This change
overtime is referred to as evolution.
Food-chains
Plants are the primary producers in a food-chain. Through photosynthesis they convert the energy in sunlight into chemical energy in the form of sugars. A
snail is an example of a primary consumer; some of the energy stored in the plant on which it feeds is retrieved by its grazing of this plant. A centipede is a
fierce hunter, feeding on a variety of primary consumers. It is therefore known as a secondary consumer.
Key scientists
It could be more relevant for children of this age to be shown some of the work of contemporary scientists who they are familiar with through watching
them on TV:

Kate Humble (1968 - ) – naturalist and presenter on BBC of wildlife programs

Steve Backshall (1973 - )– naturalist and presenter on BBC of wildlife programs

Chris Packham (1961 - ) - naturalist and presenter on BBC of wildlife programs
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Kent Scheme of Work for Primary Science, 2014, Edukent
Learning Expectations
Possible Tasks
To be able to explore
and compare the
differences between
things that are living,
dead, and things that
have never been
alive.
Resources
Deep thinking time – Which habitats do you know of on our amazing planet Earth?
Try to begin by establishing with children what an amazing planet it is that we live on. Make sure
you model the wonder of the natural world, try not to turn your nose up to particular animals and
plants, but instead encourage the children to be fascinated by the variety of the organisms that
surround us. Try also not to focus solely on animals and plants from other countries. We are so
lucky to live in a country full of amazing organisms. Some amazing animals and plants can be
found near to your school
The following video will allow your class to discuss the variety of habitats that exist in the world
To be able to identify and the different animals and plants that live there:
and name a variety http://www.bbc.co.uk/learningzone/clips/an-introduction-to-different-habitats/2315.html

Posters showing the
different types of scientific
enquiry

Signs around wildlife area
indicating things for children
to study.

Signs for ‘run-around’ game:
‘living’, ‘non-living’,
‘movement’, ‘growth’, etc.
of plants and animals

Pictures of organisms and
non-living objects
in their habitats,
including micro-
What do you want to know about habitats?
As a class gather children’ questions about what they want to know about plants and animals in
the local habitats. These could be recorded on the white board.
habitats.
Being a detective
This game is designed to enable the children to first recognise that there are a range of ways we
To be able to ask
can find out things in science, and then secondly for them to choose the most appropriate method
simple questions and for a particular question
Begin by sharing with children the ways in which we can find things out in science. You could show
recognise that they these on the white board alongside a symbol or picture that they would recognise as that method
can be answered in again in the future:
1. Survey – count the number of things
different ways.
2. Do a test - find out what happens to something when we change something about it
3. Classifying – put things into groups
4. Investigation over time – watch or measure something over time
5. Secondary source – use a book or internet
6. Pattern-seeking – find a relationship between things
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Kent Scheme of Work for Primary Science, 2014, Edukent
Learning Expectations
Possible Tasks
Resources
Each of these different types of enquiry could be displayed on posters at the front of the room.
Call out one of the children’s questions. With help, in a group, they can decide which type of
enquiry/enquiries would be best for finding out the answer. When asked, one member from each
group can place sticker on the poster showing the enquiry that they have chosen.
Survey – How many different living things can we find?
The processes common to all living things are: movement, respiration, sensing, nutrition,
excretion, reproduction and growth (MRS NERG).
Take the children outside. Explain to them that they have the challenge to work out the things
that living things can do that non-living things can’t do. You will probably need to begin with
talking about both plants and animals are things that children will need to look at. It might help
them if you have put some laminated symbol, lolly stick, etc next to a range of things for them to
visit in order to decide whether it is living or not.
Recording
The children could divide a page in half. Down one side they record non-living things and down
the other side living things.
In addition, they could draw a stick man. Around the stick man can be drawn thought bubbles.
Inside each bubble the children can write ‘A living thing ….’.
Game - Living things – ‘run-around’
Take the children into a large space. Ask a child to name one thing that all living things can do –
e.g. ‘move’. Divide the space into two parts; place a ‘living’ sign’ in one half and ‘non-living’ in the
other. Hold a sign up with ‘move’ written on it. Then, from a pile of upturned picture cards,
choose a card and show it to the children. Using the idea that all living things ‘move on their own’,
the children must stand in the half of the area that corresponds to the picture shown. Carry on
with this activity, each time identifying another process of living things. Children will probably
need a little help with: reproduction, respiration (i.e. converting energy from food) and excretion
(getting rid of waste products).
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Kent Scheme of Work for Primary Science, 2014, Edukent
Learning Expectations
Possible Tasks
Resources
Add a little challenge by showing images of things that occur outside but are not alive; rocks,
shells (from animals that were once alive), wood (from plants that were once alive) and maybe
even fossils.
Deep thinking time
There are a range of thinking tasks that you can give the children throughout this unit of work:
1. Alive. Once alive, never alive – Provide children with a range of objects to sort according to
these headings. Good objects could include: fossils, rocks, wood, shell and feathers
2. Odd one out – A shell, a rock and a plant
3. A hard questions - Is a flame alive?
To be able to identify Identifying – What are different habitats like?
and name a variety Mark out a range of habitats in the school ground that you would like the children to study over
the year (these can include microhabitats).
of plants and animals
Visit each of the habitats with the children. Ask them to describe each one by using their senses.
in their habitats,
Now tell them that they are going to pretend that they are special types of estate agents; ones
that sell homes to invertebrates! The children will need to visit a habitat and describe what it is
including microlike there: damp/dry, light/dark, warm/cold, etc
habitats.
To be able to
observe closely.

Digital camera
Recording
The children can draw each of the habitats and describe what it is like there. They could do this in
the form of an advert at an estate agents.
Investigation over time - Do habitats change during a year?
(This will need to be done several times throughout the year).
Recording
As a class, create a log book for your chosen habitats. At different points in the year visit the
habitats and record observations. Remember to mention the weather conditions and how these
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Kent Scheme of Work for Primary Science, 2014, Edukent
Learning Expectations
Possible Tasks
Resources
might impact on the plants and animals found.
NB The children will focus more on the weather changes when studying ‘Seasonal Change’.
To be able to identify Observation enquiry –Why would an animal live in that habitat?
that most living
Drama - The amazing shrinking child - Tell the children that they have been shrunk to an animal
things live in habitats that is the size of a pen lid. Take them outside and look for animal life under a pile of logs. Now
talk with the children about what these animals would need in order to survive. Hopefully you will
to which they are
identify ideas that relate to: air, heat, shelter, light, food and safety from predators. Ask the
suited and describe children to be much fussier now about where they would live – i.e. which of the habitats would
fulfil their requirements and which ones would not.
how different

Pots for collecting
invertebrates in

Paint brushes and spoons
(for picking up
invertebrates)

Home-made invertebrate
identification charts
habitats provide for
the basic needs of
different kinds of
animals and plants,
and how they
depend on each
other.
Recording
Allow the children a chance to draw what their animal looks like. They can then describe how it is
suited to surviving in the habitat in which they have placed it.
You can take this further by asking the child what would happen to their animal if they placed it in
a range of different habitats.
Children could take their imaginary animal to another child’s habitat and talk about how well their
animal would survive.
To be able to Identify
and name a variety
of plants and animals
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Kent Scheme of Work for Primary Science, 2014, Edukent
Learning Expectations
in their habitats,
including micro-
Possible Tasks
Resources
.
habitats.
To be able to identify Pattern-seeking enquiry - Which caterpillar will survive?
Make up a story that some caterpillars of different colours have escaped from a scientist’s lab.
that most living
There were 10 of each colour and they are now somewhere in the wildlife area. Give the children
things live in habitats
5 minutes to find the caterpillars (different colours of wool that you would have placed in various
to which they are
habitats earlier on).
suited and describe
Recording
how different
When the children have returned with their finds they can create a bar chart of the numbers of
habitats provide for each colour worm found.
The children could record why they thought they found a particular colour of worm more than
the basic needs of
others.
different kinds of
animals and plants,
and how they
depend on each
other.

Wool – different colours
(including green and brown)
Survey – Which animals are camouflaged to blend in their habitats
The children could explore all the different habitats looking for animals that live there and
deciding how well they are camouflaged.
Recording
The children could record each of the animals, where they were found, and a score as to how well
they were camouflaged.
To be able to gather
and record data to
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Kent Scheme of Work for Primary Science, 2014, Edukent
Learning Expectations
Possible Tasks
Resources
help answer a
question.
To be able to identify Survey - Where is the most popular place for animals to live?
Provide the children with a home-made minibeast identification poster. This is best done just a
that most living
day or two before you want to do this with the children, as the children should still be able to find
things live in habitats
the same minibeasts that are in the photos that you have taken.
to which they are
Mark out the different habitats that you want the children to survey.
suited and describe
Recording
how different
The children could visit the habitats and make a tally chart showing the number of animals found
habitats provide for in each place. This information could be transferred to a bar chart.
Habitat
Spiders
Harvestm Woodlice
Beetles
Ants
Centiped
Worms
the basic needs of
en
es
different kinds of
Leaf litter
animals and plants,
Under
stones
and how they
Rotten
depend on each
wood
other.

Home-made minibeast
identification poster
The children will need to explain how the habitat provides for the animals that live there. They
To be able to record could draw each of the habitats and the animals that were found in it. Some of the animals could
have a speech bubble in which the children can write “I am able to live here because I ….’
data in a tally chart.
Research – What lives in other habitats?
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Kent Scheme of Work for Primary Science, 2014, Edukent
Learning Expectations
Possible Tasks
Resources
To be able to record There are many videos online which will enable the children to view habitats that they might not
otherwise be able to visit:
data in a bar chart.
http://www.bbc.co.uk/learningzone/clips/a-river-habitat-and-the-living-things-itsupports/13975.html
Recording
The children could find out a particular habitat and explain why particular animals live there.
To be able to identify Investigation over time - Does the number of animals found in a habitat change?
Discuss with children the kind of things that might affect the number of animals in a habitat: time
that most living
of the day, times of the year, weather.
things live in habitats
Recording
to which they are
Throughout the year, take the children outside to record the number of each of their minibeasts
suited and describe that they find in the different habitats. Ask them to try and explain why the numbers changes.
how different

habitats provide for
the basic needs of
different kinds of
animals and plants,
and how they
depend on each
other.
To be able to record
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Learning Expectations
Possible Tasks
Resources
data in a tally chart.
To be able to identify Observing animal behaviour in micro habitats
Are there clues in the way that animals behave as to why they have chosen a particular habitat to
that most living
live in?
things live in habitats
Children need to be encouraged to home in on a particular micro habitat. You can do this by
to which they are
insisting that they can only look inside a quadrat (an empty square frame), or anywhere along a
suited and describe one metre piece of string. Often you will find that children make this type of activity too
competitive. They are often more focussed on how many animals they are finding rather than
how different
thinking about the animal’s behaviour and why it lives where it does. Have an area where children
habitats provide for can take their finds to in order to look more carefully at them using hand lenses and microscopes.
They could also be required to sketch what they have found. You could also ask the children to
the basic needs of
mark the route that an invertebrate has taken using some coloured cubes. The child might then be
different kinds of
able to recount the animal’s journey and give some ideas as to what the animal was up to.
animals and plants,
Examples of micro habitats could include:
and how they
Spider webs –
depend on each
 How many different spiders can be found?
other.
 Place a vibrating tuning fork on a spider’s web. The spider will think it has caught
something and might venture out onto the web.
 Are there any signs of previous meals?
To be able to identify

Microscopes/hand lenses

Quadrats

String

Coloured cubes
and name a variety
Leaves –
 Children could try to find leaves that have been eaten by invertebrates
of plants and animals
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Kent Scheme of Work for Primary Science, 2014, Edukent
Learning Expectations
in their habitats,
including micro-
Possible Tasks
Resources

Children could set up their own investigation to find out which leaves slugs, snails or
caterpillars prefer.
Worms – Children could look in short grass for worm casts which have passed through the worm.
habitats.
To be able to
Observation enquiry – What are animals eating?
Indoors – Set up a terrarium in which you can keep a small amount of invertebrates throughout a
describe how
day. Carefully try to select leaves from some of the plants found near where you found them.
animals obtain their
Allow children to use microscopes and hand lenses to study the animals carefully. Their body parts
food from plants and might give clues as to what they eat.
other animals, using
Secondary resources research – Provide children with photos and some simple texts on animals
the idea of a simple
so that they can work out what these animals feed upon.
food chain, and
Outdoors observations – It is rather difficult to find animals actually eating, but there might be
identify and name
evidence left behind.
different sources of
food.
Recording
The children could draw some of their animals and the food that it eats.
To be able to
Food-chain headbands
Make some headbands from strips of card that have been stapled together. Make a slip at the
front in which a picture of an organism can be placed. For a small group of children (around 6)
provide them each with a headband and each with an organism card (turned over so they can’t
see what animal or plant is on it). Ensure that each pile of organism pictures can exist in the same
food-chain. Each child must place their picture card in their headbands without looking at the
picture. After they have put on their headbands, they must try to organise themselves in a food-
observe using a
microscope/hand
lens.

A terrarium

Microscopes/hand lenses

Information and pictures on
what animals eat

Home-made food-chain
headbands + photos of
plants and animals to go in
them
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Kent Scheme of Work for Primary Science, 2014, Edukent
Learning Expectations
Possible Tasks
Resources
chain without telling each what they are. To extend this, children can decide what other animals
could have eaten some of the animals in their food chain.
Recording
Children could draw some of their food-chains. Each time they must ensure that the arrow shows
the direction in which the energy is being passed.
To be able to explore
and compare the
differences between
things that are living,
dead, and things that
have never been
alive.
Deep thinking time – How do we know that plants are living things?
Unless we are careful, the focus when studying habitats can be solely on animals and plants can
sometimes be forgotten. It is important to establish the idea that all living things (including plants)
need to live somewhere in which they are suited. However, to begin with, we need to establish
that plants also have the same life processes as animals. Ask children to think of many reasons
why plants are living things (MRS NERG).

Plants on the windowsill

Plant in a box with a hole in
one end

Secondary sources on plants
around the world
Simple tests – How does a habitat provide for the needs of the plants that live there?
To be able to identify With the children’s help, establish what needs a plant has; i.e. water, ‘air’, light and a particular
temperature.
that most living
things live in habitats
to which they are
Light. Throughout the year record examples of when you have seen plants do something that will
suited and describe improve the amount of light they are able to have: e.g. growing leaves (how big, how many?),
how different
climbing up walls or other plants, growing at times of the year when other plants are not covering
habitats provide for them with their leaves (e.g. bluebells), and growing higher to reach the sunlight..
the basic needs of
Secondary sources research
different kinds of
Time-lapse photographs/videos – Use examples from the internet to show how plants move over
animals and plants,
time. http://www.bbc.co.uk/nature/collections/p0085nk0
and how they
Other videos will show what plants can do in order to reach the light.
depend on each
http://www.bbc.co.uk/nature/life/Plant#p00lx6cl
other.
This video looks at how the nettle catches light To be able to use
http://www.bbc.co.uk/nature/collections/p00fxg0m#p007xs8x
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Kent Scheme of Work for Primary Science, 2014, Edukent
Learning Expectations
observations to
suggest answers to
questions.
Possible Tasks
Resources
Water. The children could use moisture meters to measure how moist the soil is within different
animals. They can then relate this information to the plants that live there.
Temperature. The children could use outdoor thermometers to find the range of temperatures
throughout a year in the various habitats.
Secondary sources. The children could find out how warm it is in different habitats around the
world and how this affects the type of plants that can live there.
http://www.bbc.co.uk/nature/life/Plant#p00485q5
To be able to identify Secondary sources research – How do plants and animals depend on each other?
The video below clearly shows the relationship between animals and plants in woodland.
that most living
things live in habitats http://www.bbc.co.uk/learningzone/clips/a-british-woodland-habitat/8966.html
The children could find out more about the relationships between plants and animals in a range of
to which they are
habitats.
suited and describe
Deep thinking time – disaster day
how different
Take children outside to look again at particular habitats and micro habitats. Explain to them that
habitats provide for
you will give them a made-up piece of news and they have to think what might happen next.
the basic needs of
1. A disease is spreading through all woodland that is killing all the trees. Remember that as well
as having a detrimental affect on some of the other organisms that depend on these trees, there
different kinds of
might also be some winners; e.g. smaller plants that are able to capture more light. Inform the
animals and plants,
children about Ash dieback.
and how they
2. Someone has placed some fish in the pond.
3. A gardener has placed an invasive plant in the pond – e.g. blanket weed
depend on each
4. A mite has passed a disease to all types of bees. The bees are all dying.
other.

Recording
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Kent Scheme of Work for Primary Science, 2014, Edukent
Learning Expectations
Possible Tasks
Resources
The children could draw the before and after of one or more of the news stories.
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Kent Scheme of Work for Primary Science, 2014, Edukent
Year 2 – All living things and their habitats
Assessing children’s knowledge and understanding of the nature, processes and methods of science
Learning expectation
Group 1
(lower
ability)
Group 2
(average
ability)
Group 3
(higher
ability)
Comments
To be able to explore
and compare the
differences between
things that are living,
dead, and things that
have never been alive.
To be able to 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.
To be able to describe
how animals obtain
their food from plants
and other animals,
using the idea of a
simple food chain, and
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Kent Scheme of Work for Primary Science, 2014, Edukent
identify and name
different sources of
food.
To be able to identify
and name a variety of
plants and animals in
their habitats,
including microhabitats.
To be able to ask
simple questions and
recognise that they can
be answered in
different ways.
To be able to observe
closely.
To be able to gather
and record data to
help answer a
question.
To be able to record
data in a tally chart.
To be able to record
data in a bar chart.
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Kent Scheme of Work for Primary Science, 2014, Edukent
To be able to use
observations to
suggest answers to
questions.
To be able to observe
using a
microscope/hand lens.
Children below the learning
expectations
Children above the learning
expectations
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