Science Coverage – Long Term Planning
Autumn
Year 1
Year 2
All Change / Abracadabra
Around the World in 80 Days
Working scientifically
Seasonal Changes (& throughout year)
Animals, Including humans
Working scientifically
Animals, Including humans
*for 2014-2015 – + electricity
Spring
These are a few of my favourite things /
Gardeners’ World
Working scientifically
Everyday Materials
Plants (& throughout year)
Summer
Extreme Environments
Working scientifically
Living Things and Their Habitats
Plants
Under The Sea / Up, Up and Away
The Land of Make Believe
Working scientifically
Animals, Including humans
Working scientifically
Uses of everyday materials
*for 2014-2015 – + forces
Holly Hill Science Curriculum Coverage
2014-2015
Foundation stage
Birth-11
months
Moves eyes, then head to follow moving objects.
Reacts with abrupt change when a face or object suddenly disappears from view
Looks around a room with interest; visually scans environment for novel, interesting objects and events.
Smiles with pleasures at recognisable playthings.
Repeats actions that have an effect, e.g. kicking or hitting a mobile or shaking a rattle
-
Closely observes what animals, people and vehicles do.
Watches toy being hidden and tries to find it.
Looks for dropped objects.
Becomes absorbed in combining objects, e.g. banging two objects or placing objects into containers.
Knows things are used in different ways e.g. a ball fro rolling or throwing, a toy car for pushing
-
Explores objects by linking together different approaches; shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking.
Remembers where objects belong.
Matches parts of objects that fit together e.g. puts lid on teapot.
-
Enjoys playing with small world models such as a farm, a garage, or a train track.
Notices detailed features of objects in their environment.
-
Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.
Can talk about some of the things they have observed such as plants, animals, natural and found objects.
Talks about why things happen and how things work.
Developing an understanding of growth, decay and changes over time.
Shows care and concern for living things and the environment.
-
Looks closely at similarities, differences, patterns and change.
40-60+
months
30-50
months
22-36
months
16-26
months
-
8-20
months
Understanding of the World: The World
Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make
observations of animals and plants and explain why some things occur, and talk about changes.
Working Scientifically (All
Year)
Year 1 Objectives
Blue text = statutory requirements Black text = Non statutory notes and guidance
To ask simple questions and
recognise that they can be
answered in different ways.
To observe closely, using simple
equipment.
Plants (Spring)
To identify and name a variety of common
wild and garden plants, including
deciduous and evergreen trees.
To identify and describe the basic
structure of a variety of common
flowering plants, including trees.
Animals including Humans (Autumn,
Summer)
To identify and name a variety of common
animals including fish, amphibians,
reptiles, birds and mammals.
To identify and name a variety of common
animals that are carnivores, herbivores
and omnivores.
To perform simple tests.
To identify and classify.
To use their observations and
ideas to suggest answers to
questions.
To gather and record data to
help in answering questions.
Pupils should explore the world
around them and raise their own
questions. They should
experience different types of
scientific enquiries, including
practical activities, and begin to
recognise ways in which they
might answer scientific
questions. They should use simple
features to compare objects,
materials and living things and,
with help, decide how to sort and
group them, observe changes
over time and with guidance, they
should begin to notice patterns
and relationships. They should
ask people questions and use
simple secondary sources to find
answers. They should use simple
measurements and equipment to
gather data, carry out simple
tests, record simple data and
talk about what they have found
out and how they found it. With
help they should record and
communicate their findings in a
range of ways and begin to use
simple scientific language.
Pupils should use the local environment
throughout the year to explore and
answer questions about plants growing in
their habitat. Where possible, they
should observe the growth of flowers and
vegetables that they have planted.
They should become familiar with common
names of flowers, examples of deciduous
and evergreen trees, and plant structures
(including leaves, flowers (blossom),
petals, fruit, roots, bulb, seed, trunk,
branches, stem).
Pupils might work scientifically by:
observing closely, perhaps using
magnifying glasses, and comparing and
contrasting familiar plants; describing
how they were able to identify and group
them, and drawing diagrams showing the
parts of different plants including trees.
Pupils might keep records of how plants
have changed over time, for example the
leaves falling off trees and buds opening;
and compare and contrast what they have
found out about different plants.
To describe and compare the structure of
a variety of common animals (fish,
amphibians, reptiles, birds and mammals,
including pets).
To identify, name, draw and label the
basic parts of the human body and say
which part of the body is associated with
each sense.
Pupils should use the local environment
throughout the year to explore and
answer questions about animals in their
habitat. They should understand how to
take care of animals taken from their
local environment and the need to return
them safely after study. Pupils should
become familiar with the common names
of some fish, amphibians, reptiles, birds
and mammals, including those that are
kept as pets.
Pupils should have plenty of opportunities
to learn the names of the main body parts
(including head, neck, arms, elbows, legs,
knees, face, ears, eyes, hair, mouth,
teeth) though games, action, songs and
rhymes.
Pupils might work scientifically by: using
their observations to compare and
contrast animals at first hand or through
videos and photographs, describing how
they identify and group them; grouping
animals according to what they eat; and
using their senses to compare different
textures, sounds and smells
Everyday Materials (Spring)
To distinguish between an object and the
material from which it is made.
To identify and name a variety of
everyday materials, including wood,
plastic, glass, metal, water and rock.
To describe the simple physical
properties of a variety of everyday
materials.
To compare and group together a variety
of everyday materials on the basis of
their simple physical properties.
Pupils should explore, name, discuss and
raise and answer questions about
everyday materials so that they become
familiar with the names of materials and
properties should as; hard/soft,
stretchy/ stiff, shiny/dull, rough/smooth,
bendy/not bendy, waterproof / not
waterproof, absorbent / not absorbent,
opaque/ transparent. Pupil should explore
and experiment with a wide variety of
materials, not only those listed in the
programme of study, but including for
example: brick, paper, fabrics, elastic,
foil.
Pupils might work scientifically by
performing simple tests to explore
questions, for example: ‘ what is the best
material for Ann umbrella?... for lining
adog basket?... for curtains? … for a
bookshelf?.... for a leotard?
Seasonal Changes (Autumn, Spring,
Summer)
To observe changes across the four
seasons.
To observe and describe weather
associated with the seasons and how day
length varies.
Pupils should observe and talk about
changes in the weather and the seasons.
NOTE: Pupils should be taught that it is
not safe to look directly at the sun, even
when wearing glasses.
Pupils might work scientifically by: making
tables and charts about the weather; and
making displays of what happens in the
world around them, including day length as
the seasons change.
Working Scientifically (All
Year)
Year 2 Objectives
Blue text = statutory requirements Black text = Non statutory notes and guidance
To ask simple questions and
recognise that they can be
answered in different ways.
To observe closely, using simple
equipment.
To perform simple tests.
To identify and classify.
To use their observations and
ideas to suggest answers to
questions.
To gather and record data to
help in answering questions.
Pupils should explore the world
around them and raise their own
questions. They should
experience different types of
scientific enquiries, including
practical activities, and begin to
recognise ways in which they
might answer scientific
questions. They should use simple
features to compare objects,
materials and living things and,
with help, decide how to sort and
group them, observe changes
over time and with guidance, they
should begin to notice patterns
and relationships. They should
ask people questions and use
simple secondary sources to find
answers. They should use simple
measurements and equipment to
gather data, carry out simple
tests, record simple data and
talk about what they have found
out and how they found it. With
help they should record and
communicate their findings in a
range of ways and begin to use
simple scientific language.
Plants (Spring)
To observe and describe how seeds and
bulbs grow into mature plants.
To find out and describe how plants need
water, light and a suitable temperature to
grow and stay healthy.
Pupils should use the local environment
throughout the year to observe how
different plants grow. Pupils should be
introduced to the requirements of plants
for germination, growth and survival, as
well as to the process of reproduction and
growth in plants.
NOTE: Seeds and bulbs need water to
grow but most do not need light; seeds
and bulbs have a food store inside them.
Pupils might work scientifically by:
observing and recording, with some
accuracy, the growth of a variety of
plants as they change over time from a
seed or bulb, or observing similar plants
at different stages of growth; setting up
a comparative test to show that pants
need light and water to stay healthy.
Living Things and Their Habitats
(Spring)
To explore and compare the differences
between things that are living, dead and
things that have never been alive.
To identify that most 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 identify and name a variety of plants
and animals in their habitats, including
microhabitats.
To 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.
Pupils should be introduced to the idea that all
living things have certain characteristics that
are essential for keeping them alive and healthy.
They should raise and answer questions that help
them become familiar with the life processes
that are common to all living things. Pupils should
be introduced to the terms ‘habitat’ ( a natural
environment or home of a variety of plants and
animals) and ‘micro-habitat’ ( a very small
habitat, for example for woodlice under stones,
logs, leaf litter). They should raise and answer
questions about the local environment that help
them identify and study a variety of plants and
animals within their habitat and observe how
living things depend on each other, for example,
plants serving as a source of food and shelter
for animals. Pupils should compare animals in
familiar habitats with animas found in less
familiar habitats, for example, on the seashore,
in woodland, in the ocean ,in the rainforest.
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 decide 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 and found out how conditions
affect the number and type of plants and animals
that live there.
Animals Including Humans (Autumn)
To notice that animals, including humans,
have offspring which grow into adults.
To find out about and describe the basic
needs of animals, including humans, for
survival *water, food and air).
To describe the importance for humans
of exercise, eating the right amounts of
different types of food, and hygiene.
Pupils should be introduced to the basic
needs of animals for survival, as well as
the importance of exercise and nutrition
for humans. They should also be
introduced to the processes of
reproduction and growth in animals. The
focus at this stage should be on questions
that help pupils to recognise growth; they
should not be expected to understand
how reproduction occurs. The following
examples might be used: egg, chick,
chicken; egg, caterpillar, pupa, butterfly;
spawn, tadpole, frog; lamb, sheep. Growing
into adults can include reference to baby,
toddler, child, teenager, adult.
Pupils might work scientifically by:
observing through video or first handhand observation and measurement, how
different animals, including humans, grow;
asking questions about what things
animals need for survival and what
humans, grow; asking questions about
what things animals needs for survival and
what humans need to stay healthy; and
suggesting ways to find answers to their
questions.
Uses of Everyday Materials (Summer)
To identify and compare the suitability of
a variety of everyday materials, including
wood, metal, plastic, glass, brick, rock,
paper and cardboard for particular uses.
To find out how the shapes of solid
objects made from some materials can be
changed by squashing, bending, twisting
and stretching.
Pupils should identify and discuss the
uses of different everyday materials so
that they become familiar with how some
materials are used for more than one
thing (metal can be used for coins, cans,
cars and table legs; wood can be used for
matches, floors and telegraph poles) or
different materials are used for the same
thing (spoons can be made from plastic,
wood, metal but not normally glass0. They
should think about the properties of
materials that make them suitable or
unsuitable for particular purposes and
they should be encouraged to think about
unusual and creative uses for everyday
materials. Pupils might find out about
people who have developed useful
materials, for example John Dunlop,
Charlie Macintosh or John McAdam.
Pupils might work scientifically by:
comparing the uses of everyday materials
in and around school with materials found
in other places (at home, the journey to
school, on visits, and in stories, rhymes
and songs); observing closely, identifying
and classifying the uses of different
materials and recording their
observations.
Year 1
Science Curriculum Coverage 2014-2015
Autumn Objectives
Spring Objectives
Summer Objectives
Working Scientifically:
To ask simple questions and recognise that they can be
answered in different ways.
Working Scientifically:
To ask simple questions and recognise that they can be
answered in different ways.
Working Scientifically:
To ask simple questions and recognise that they can be
answered in different ways.
To observe closely, using simple equipment.
To observe closely, using simple equipment.
To observe closely, using simple equipment.
To perform simple tests.
To perform simple tests.
To perform simple tests.
To identify and classify.
To identify and classify.
To identify and classify.
To use their observations and ideas to suggest answers
to questions.
To use their observations and ideas to suggest answers
to questions.
To use their observations and ideas to suggest answers
to questions.
To gather and record data to help in answering
questions
To gather and record data to help in answering
questions
To gather and record data to help in answering
questions
Plants:
To identify and name a variety of common wild and
garden plants, including deciduous and evergreen trees.
Animals Including Humans:
To identify and name a variety of common animals
including fish, amphibians, reptiles, birds and mammals.
To identify and describe the basic structure of a
variety of common flowering plants, including trees.
To identify and name a variety of common animals that
are carnivores, herbivores and omnivores.
Animals Including Humans:
To identify and name a variety of common animals
including fish, amphibians, reptiles, birds and mammals.
To identify and name a variety of common animals that
are carnivores, herbivores and omnivores.
To describe and compare the structure of a variety of
common animals (fish, amphibians, reptiles, birds and
mammals, including pets).
Everyday Materials:
To distinguish between an object and the material
from which it is made.
To identify, name, draw and label the basic parts of
the human body and say which part of the body is
associated with each sense.
To identify and name a variety of everyday materials,
including wood, plastic, glass, metal, water and rock.
Seasonal Changes:
To observe changes across the four seasons.
To observe and describe weather associated with the
seasons and how day length varies.
.
To describe the simple physical properties of a variety
of everyday materials.
To compare and group together a variety of everyday
materials on the basis of their simple physical
properties
Seasonal Changes:
To observe changes across the four seasons.
To observe and describe weather associated with the
seasons and how day length varies.
To describe and compare the structure of a variety of
common animals (fish, amphibians, reptiles, birds and
mammals, including pets).
To identify, name, draw and label the basic parts of
the human body and say which part of the body is
associated with each sense.
Seasonal Changes:
To observe changes across the four seasons.
To observe and describe weather associated with the
seasons and how day length varies.
Science Curriculum Coverage 2014-2015
Autumn Objectives
Summer Objectives
Working Scientifically:
To ask simple questions and recognise that they
can be answered in different ways.
Working Scientifically:
To ask simple questions and recognise that they
can be answered in different ways.
To observe closely, using simple equipment.
To observe closely, using simple equipment.
To observe closely, using simple equipment.
To perform simple tests.
To identify and classify.
To use their observations and ideas to suggest
answers to questions.
To gather and record data to help in answering
questions.
Animals Including Humans:
Year 2
Spring Objectives
Working Scientifically:
To ask simple questions and recognise that they can
be answered in different ways.
To notice that animals, including humans, have
offspring which grow into adults.
To find out about and describe the basic needs
of animals, including humans, for survival *water,
food and air).
To describe the importance for humans of
exercise, eating the right amounts of different
types of food, and hygiene.
*Physical Processes - Electricity
To perform simple tests.
To identify and classify.
To use their observations and ideas to suggest
answers to questions.
To gather and record data to help in answering
questions.
Plants:
To observe and describe how seeds and bulbs grow
into mature plants.
To find out and describe how plants need water,
light and a suitable temperature to grow and stay
healthy.
Living Things and their Habitat:
To explore and compare the differences between
things that are living, dead and things that have
never been alive.
To identify that most 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 identify and name a variety of plants and animals
in their habitats, including microhabitats.
To 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.
To perform simple tests.
To identify and classify.
To use their observations and ideas to suggest
answers to questions.
To gather and record data to help in answering
questions
Uses of Everyday Materials:
To identify and compare the suitability of a
variety of everyday materials, including wood,
metal, plastic, glass, brick, rock, paper and
cardboard for particular uses.
To find out how the shapes of solid objects made
from some materials can be changed by
squashing, bending, twisting and stretching.
*Physical Processes – Forces and Movement
Science Medium Term Planning
Year 1: Seasonal Change (Focus Autumn term, review spring and summer)
Learning
Objectives
Guidance and Suggested activities
Learning
Outcomes
vocabulary
To observe changes
across the four
seasons
Pupils should observe and talk about changes in the weather and the seasons.
NOTE: Pupils should be taught that it is not safe to look directly at the sun, even when wearing glasses.
Pupils might work scientifically by: making tables and charts about the weather; and making displays of what happens in the
world around them, including day length as the seasons change.
Children will be
able to name
and order the
four seasons.
Working
Scientifically:
Introduction activity: Look at pictures that represent the four seasons. Ask children what is different in the pictures e.g.
weather, plants / trees different etc. Show 4 pictures, one to represent each season. Ask for suggestions as to why you are
showing those four pictures. Move onto naming the four seasons.
Children will be
able to talk
about
similarities and
differences
between
seasons.
Seasons,
autumn, winter,
spring, summer,
change,
weather, sun,
rain, wind,
clouds, sky,
snow, hail,
storms,
To ask simple
questions
To make
observations using
simple equipment
To use observations
and ideas to answer
questions
Children use photos, real life experience, books etc. to explore the seasons and think of questions that they might want to
ask.
What season are we in now? How do we know? Order the seasons
Go on outside walk to explore current season. What helps us identify the current season? Record findings in various ways –
pictures and labels, photographs, tables and charts.
Children can
match season
facts / pictures
to the season
Invite children to bring in artefacts related to seasons.
Create a nature table of artefacts related to seasons.
Take pictures of same scene over period of time to illustrate changes in seasons.
Make comparisons between seasons – what is the same / different? Answer questions such as - How is spring different to
winter?
Match pictures / facts to headings (autumn, winter, spring, summer). Encourage talk so that children are explaining why they
have sorted the pictures under each heading.
Choose a season and do a group presentation to the class to share facts or choose favourite season and present to class why
they like that season best.
Create a group / class book about the seasons including photos, pictures, facts etc.
Order the seasons & months. Discuss the four seasons & which months are in each. Children find out what month / season
their birthday is in. Represent using art (e.g. collage tree for their season), tally, graph etc.
Think about different activities that we do in the different seasons and why some activities are more suited to some seasons
than others. Look at events that happen in the different seasons. E.g. Christmas in winter, holidays in summer.
Children can
reflect on which
season they
prefer using
facts that they
have learnt.
Useful websites,
books, resources,
references etc.
Digital cameras
Pictures and
artefacts to
represent seasons
To observe and
describe weather
associated with the
seasons and how
the day length
varies
Pupils should observe and talk about changes in the weather and the seasons.
NOTE: Pupils should be taught that it is not safe to look directly at the sun, even when wearing glasses.
Pupils might work scientifically by: making tables and charts about the weather; and making displays of what happens in the
world around them, including day length as the seasons change.
Use the book The Gift of the Sun to introduce ideas about the Sun. Look at some sunny facts & then children draw/paint the
Sun and label with simple facts. Use poetry to gather other ideas about the Sun & to describe the Sun.
Extension: To
describe the
relationship
between the length
of daytime and the
season.
See where the Sun is in the sky at different times of the day and at different times of the year. Children record their findings
by drawing or painting. Discuss how to stay safe in the Sun & children then design a sunhat for themselves or a teddy!
To ask simple
questions
To make
observations using
simple equipment
To use observations
and ideas to answer
questions
To gather and
record data to help
answer questions
Choose a sunny day to investigate how shadows change throughout the day. This should be done at different times of the
year. Children record their findings using drawings, make shadow animals & play with their own shadows.
Follow the sun around the school during the day. Use picture of the sun to stick in classroom at different times of the day to
show where the sun is shining. Use shadow stick on the playground at different times during the day, mark position with
chalk.
Day and night - Our nearest star. What do we already know about the Sun? How is it important to our lives on Earth? What
would you like to learn about the Sun? day/night. Imagine the world without the sun. What would it be like?
Discuss the variety of weather we experience & look at weather map symbols & forecasts. Make own weather maps using
symbols.
Measure and record weather over a week possibly using weather instruments children have made e.g. rain catchers, wind
socks, weather vanes.
Keep a diary of the weather.
Make tables and charts about the weather.
Study seasonal clothing matched to weather. Dress teddy suitably.
Match weather symbols / pictures to the seasons.
Observe weather in different seasons. Make graphs, tallies, charts, tables to record the weather at different times of the
year. Make comparisons e.g. which season had more sunny days?
Study hours of sunlight in different seasons. Ask children to think about whether it was light or dark when they woke up /
went to bed.
Talk about safety in different seasons – e.g. staying safe in the sun, staying safe when it is dark early etc.
Children predict weather for next day and see if they were right.
Link to art – create collages, paintings that represent different seasons / weather. Discuss use of colour, pattern, shape etc.
e.g. using blues and whites for winter.
Link to music - Create a piece of music representing seasons / weather using instruments.
Children can
name different
types of
weather.
Children can
match typical
weather to the
seasons.
Children can
talk about
changes in
weather and
sunlight in
different
seasons.
Children can
make their own
representations
of the seasons
based on the
information
they have learnt
e.g. pieces of
art, poems,
music
Seasons,
autumn, winter,
spring, summer,
change,
weather, sun,
rain, wind,
clouds, sky,
snow, hail,
storms, rain fall,
direction of
wind, NSEW,
weather
forecast,
sunlight, day,
night, light,
dark,
Book The Gift of the
Sun
Book - Rain or Shine
(Snip and Snap)
Bottles to make
rainmakers
Globe
Shadow sticks
Weather vanes
Weather forecasts
Science Medium Term Planning
Year 1: Plants (Focus:Spring term, review in summer)
Learning
Objectives
To identify and
name a variety of
common wild and
garden plants,
including deciduous
and evergreen
trees.
Extension:
Understand why
plants grow in
different areas,
plants around the
world in different
climates
Guidance and Suggested activities
Pupils should use the local environment throughout the year to explore and answer questions about plants growing in their habitat. Where
possible, they should observe the growth of flowers and vegetables that they have planted.
They should become familiar with common names of flowers, examples of deciduous and evergreen trees, and plant structures (including
leaves, flowers (blossom), petals, fruit, roots, bulb, seed, trunk, branches, stem).
Pupils might work scientifically by: observing closely, perhaps using magnifying glasses, and comparing and contrasting familiar plants;
describing how they were able to identify and group them, and drawing diagrams showing the parts of different plants including trees.
Pupils might keep records of how plants have changed over time, for example the leaves falling off trees and buds opening; and compare and
contrast what they have found out about different plants.
What type of plants/trees are there in the school/park? Where do the most plants grow in the school grounds?
Discuss and describe a particular plant in detail. Take a photograph of it. Look closely through magnifying glasses. Ask children what it will be like in a
few weeks’ time. Make a list of what they say. Return to the plant in a few weeks.
Add plants and seeds to nature table.
Sort and group seeds.
Working
Scientifically:
To observe closely,
using simple
equipment.
To use observations
and ideas to
suggest answers to
questions.
To identify and
classify.
To gather and
record data to help
answer questions.
vocabulary
Useful websites,
books, references etc.
I can ask simple
questions about
the world
around me.
I can observe
closely, using
simple
equipment.
I can perform
simple tests.
I can identify
and classify.
I can use my
observations
and ideas to
suggest answers
to questions
Root ,stem,
leaf , flower,
air , sunlight,
water ,
nutrient , soil,
pollination,
seed , growth,
deciduous,
evergreen ,
habitat, petal,
wild, fruit,
bulb, branch,
trunk ,
blossom ,
bud,
plant
and tree names
www.saps.org.uk/p
rimary
www.bbc.co.uk/sch
ools/scienceclips/ag
es/5_6/growing_pla
nts.shtml
www.opalexploren
ature.org/educatio
n-packs-treesplants
www.edinatrust.org
.uk/GardeningReso
urces.html
Cut open fruits to look at seeds, break open seeds.
Understand the terms evergreen and deciduous
To ask simple
questions.
Learning
Outcomes
Make rubbings of different leaves.
Make a map of the different trees/plants found in the school grounds
Watch time lapse video of plant growing
Measure plant growth over time, create a graph from findings
Match flower/trees names to pictures
Sequencing images of the life cycle of a plant e.g. Bean
Plants around the world – mapping exercise – link to last topic on seasonal change – different parts of the world having different climates.
X Literacy:
To create a fact file, report, information poster, write a poem about a daffodil, keep a diary.
To use reference books for identification.
X maths
To measure plants and trees, organise measurements in tables, draw a bar chart, draw Venn and Carroll diagrams to sort plants.
X ICT
To use data loggers, use the internet to help identify plants.
I can observe
patterns or
regular changes
in features of
objects, living
things and
events.
I can make
some
contribution
to planning and
evaluation and
to recording
findings.
I can name
common plants
and trees
See Be Safe!
Guidance for
suitable seeds,
bulbs and plants to
study
Planting area
Seeds
Gardening Tools
Compost
Tape measures
Bulbs
Reference Books
Clipboards
Magnifying glasses
Cress Seeds
Petri dishes
Plastic cups
Variety of plant
samples and leaves
for sorting (set up a
nature table
To identify and
describe the basic
structure of a
variety of common
flowering plants,
including trees.
Identify and name parts of a plant,
What have all flowers got in common? Compare flowers.
Label diagrams of plants and trees.
Think about what grows first the root or the stem?
Extension:
Understand the
function of different
plant parts
To ask simple
questions.
Do all plants have roots, stem/trunk, leaves and flowers.
Think about basic functions of plant parts.
Grow plants to see growth and development of parts of plant. Use test tubes, grow plants in water etc. to see root system.
Grow carrot tops, mustard and cress, pulses etc.
To observe closely,
using simple
equipment.
To use observations
and ideas to
suggest answers to
questions.
Grow beans – monitor growth using photos and measurements. Keep a bean diary.
To gather and
record data to help
answer questions.
I can identify
parts of plants
in plants that I
have grown
Root ,stem,
leaf , flower,
air , sunlight,
water ,
nutrient , soil,
pollination,
seed , growth,
deciduous,
evergreen ,
habitat, petal,
wild, fruit,
bulb, branch,
trunk ,
blossom ,
bud,
plant
and tree names
www.saps.org.uk/p
rimary
www.bbc.co.uk/sch
ools/scienceclips/ag
es/5_6/growing_pla
nts.shtml
www.opalexploren
ature.org/educatio
n-packs-treesplants
www.edinatrust.org
.uk/GardeningReso
urces.html
See Be Safe!
Guidance for
suitable seeds,
bulbs and plants to
study
Make grass heads – Art project using old tights, sand and grass seed.
Make compost
Create a vegetable patch in the school garden – pumpkins mid-April and potatoes in March.
To identify and
classify.
I can name the
key parts of a
plant and
identify them in
my own plants.
Find out why plants need insects – make a bug hotel or a ladybird house (D&T project).Preparing a meal/cake/drink from
plants.
How can we group leaves? Observe, compare and group leaves.
Which tree is the oldest? Carry out a tree survey in the local park measure circumference using string.
To investigate features of fruit and vegetables.
Use microscopes and magnifying glasses to make close up observations of plants.
Planting area
Seeds
Gardening Tools
Compost
Tape measures
Bulbs
Reference Books
Clipboards
Magnifying glasses
Cress Seeds
Petri dishes
Plastic cups
Variety of plant
samples and leaves
for sorting (set up a
nature table
Science Medium Term Planning
Year 1: Animals including Humans (Autumn, Summer)
Learning
Objectives
To identify and
name a variety of
common animals
including fish,
amphibians,
reptiles, birds and
mammals.
Extension: I can
identify and
describe the
habitats in which
different animals
live.
Guidance and Suggested activities
Pupils should use the local environment throughout the year to explore and answer questions about animals in their habitat. They should
understand how to take care of animals taken from their local environment and the need to return them safely after study. Pupils should
become familiar with the common names of some fish, amphibians, reptiles, birds and mammals, including those that are kept as pets.
Pupils should have plenty of opportunities to learn the names of the main body parts (including head, neck, arms, elbows, legs, knees, face,
ears, eyes, hair, mouth, teeth) though games, action, songs and rhymes.
Pupils might work scientifically by: using their observations to compare and contrast animals at first hand or through videos and
photographs, describing how they identify and group them; grouping animals according to what they eat; and using their senses to compare
different textures, sounds and smells
Look at pictures of animals and name them. Where do we find them?
Sort animals further into birds, fish, amphibians, reptiles, mammals and invertebrates.
Explore websites and reference books to find information
Working
Scientifically:
To ask simple
questions.
I can name and
sort different
animals.
I can say which
animal group a
certain animal
belongs to.
vocabulary
Useful websites,
books, references etc.
Bird fish
amphibian
reptile
mammal
Animal
names
http://www.animal
sworlds.com/
See Be safe!
Document for
suitable class pets
www.rspca.org.uk –
teachers resources
has a superb wealth
of activities.
Visit Warwick
museum, Hatton
Farm or Twycross
Zoo.
Create a report about their own pets/favourite animals to present to other children
Sorting pictures into groups giving reason for their classification e.g. animals that swim, fly, nocturnal.
To make
observations using
simple equipment.
Consider how to treat living things with care and sensitivity.
To identify and
classify.
Pond dipping/Mini beast Safari in local area, discuss habitats.
Caring for a class pet – stick insects, snails etc.
Make bug hotels.
To use observations
and ideas to
suggest answers to
questions.
Learning
Outcomes
Plant a butterfly garden.
Make models of different types of animals using different medium.
Care for and study animas taken from the local environment and understand the need to return them safely after study.
Draw mini beasts using view finders and magnifying glasses to really focus on detail e.g. ants body having 3 parts – head,
thorax and abdomen, hairs on mini beast legs, patterns on shells etc.
Clipboards
Magnifying glasses
Specimen jars
Animal bones
Images of animals
and their skeletons
Selection of
reference books to
identify animals
Sorting hoops
Butterfly nets
Wood for bug
hotels
To identify and
name a variety of
common animals
that are carnivores,
herbivores and
omnivores.
Extension: To begin
to understand the
idea of a food chain
Working
Scientifically:
To ask simple
questions.
To make
observations using
simple equipment.
To identify and
classify.
To use observations
and ideas to
suggest answers to
questions.
Pupils should use the local environment throughout the year to explore and answer questions about animals in their habitat.
They should understand how to take care of animals taken from their local environment and the need to return them safely
after study. Pupils should become familiar with the common names of some fish, amphibians, reptiles, birds and mammals,
including those that are kept as pets.
Pupils should have plenty of opportunities to learn the names of the main body parts (including head, neck, arms, elbows,
legs, knees, face, ears, eyes, hair, mouth, teeth) though games, action, songs and rhymes.
Pupils might work scientifically by: using their observations to compare and contrast animals at first hand or through videos
and photographs, describing how they identify and group them; grouping animals according to what they eat; and using their
senses to compare different textures, sounds and smells
Discuss what animals eat.
Match food to different animals
Introduce the meaning of carnivore, herbivore, omnivores. Sort animals into the different categories. What are humans?
Herbivores A herbivore is an animal that gets its energy from eating plants, and only plants. Omnivores can also eat parts of
plants, but generally only the fruits and vegetables produced by fruit-bearing plants. Many herbivores have special digestive
systems that let them digest all kinds of plants, including grasses.
Herbivores need a lot of energy to stay alive. Many of them, like cows and sheep, eat all day long. There should be a lot of
plants in your ecosystem to support your herbivores. If you put carnivores or some omnivores in your ecosystem, they'll eat
your herbivores, so make sure you have enough herbivores to support them.
Carnivores A carnivore is an animal that gets food from killing and eating other animals. Carnivores generally eat herbivores,
but can eat omnivores, and occasionally other carnivores. Animals that eat other animals, like carnivores and omnivores are
important to any ecosystem, because they keep other species from getting overpopulated. Since carnivores have to hunt
down and kill other animals they require a large amount of calories. This means that they have to eat many other animals
over the course of the year. The bigger the carnivore, the more it has to eat. You should make sure that you have many more
herbivores and omnivores than carnivores. You have several kinds of carnivores to choose from in this simulation, of
different sizes:
Omnivores An omnivore is a kind of animal that eats either other animals or plants. Some omnivores will hunt and eat their
food, like carnivores, eating herbivores and other omnivores. Some others are scavengers and will eat dead matter. Many
will eat eggs from other animals. Omnivores eat plants, but not all kinds of plants. Unlike herbivores, omnivores can't digest
some of the substances in grains or other plants that do not produce fruit. They can eat fruits and vegetables, though. Some
of the insect omnivores in this simulation are pollinators, which are very important to the life cycle of some kinds of plants.
I can sort
animals that are
herbivores,
omnivores and
carnivores.
carnivore
herbivore
omnivore
plants,
animals,
energy, food
Find out more
about canivores,
omnivores and
herbivores at
websites such as
http://animals.ppps
t.com/whatanimals-eat.html
To describe and
compare the
structure of a
variety of common
animals (fish,
amphibians,
reptiles, birds and
mammals, including
pets).
Pupils should use the local environment throughout the year to explore and answer questions about animals in their habitat. They should
understand how to take care of animals taken from their local environment and the need to return them safely after study. Pupils should
become familiar with the common names of some fish, amphibians, reptiles, birds and mammals, including those that are kept as pets.
Working
Scientifically:
To ask simple
questions.
Look at common features of the different groups of animals.
To make
observations using
simple equipment.
Sort animals based on their characteristics.
To identify and
classify.
To use observations
and ideas to
suggest answers to
questions.
Pupils should have plenty of opportunities to learn the names of the main body parts (including head, neck, arms, elbows, legs, knees, face,
ears, eyes, hair, mouth, teeth) though games, action, songs and rhymes.
Pupils might work scientifically by: using their observations to compare and contrast animals at first hand or through videos and
photographs, describing how they identify and group them; grouping animals according to what they eat; and using their senses to compare
different textures, sounds and smells
Discuss characteristics e.g. Why do fish have scales and fins? Why do some animals have fur? Why are some animals warm
blooded?
Match skeleton to animal.
I can describe
features of the
different groups
of animals and
say why an
animal belongs
to that group.
Bird fish
amphibian
reptile
mammal
carnivore
herbivore
omnivore
skeleton
habitat
life cycle
vertebrate
skull
bone
teeth
swim fly
feathers
scales
fur
skin diet
nocturnal
pet
To identify, name,
draw and label the
basic parts of the
human body and
say which part of
the body is
associated with
each sense.
Extension: To name
internal organs and
discuss their
function
Pupils should use the local environment throughout the year to explore and answer questions about animals in their habitat. They should
understand how to take care of animals taken from their local environment and the need to return them safely after study. Pupils should
become familiar with the common names of some fish, amphibians, reptiles, birds and mammals, including those that are kept as pets.
Pupils should have plenty of opportunities to learn the names of the main body parts (including head, neck, arms, elbows, legs, knees, face,
ears, eyes, hair, mouth, teeth) though games, action, songs and rhymes.
Pupils might work scientifically by: using their observations to compare and contrast animals at first hand or through videos and
photographs, describing how they identify and group them; grouping animals according to what they eat; and using their senses to compare
different textures, sounds and smells
Sing songs naming parts of the body, e.g. Head, shoulders, knees and toes,
Draw round a child and label body parts.
Working
Scientifically:
To ask simple
questions.
Draw portraits using viewfinders to really focus on detail of face.
To make
observations using
simple equipment.
Make simple measurements and comparisons e.g. who has the smallest feet in the class? Who is the tallest? etc.
To identify and
classify.
To use observations
and ideas to
suggest answers to
questions.
To perform simple
tests
To gather and
record data to help
answer questions
Imagine not having a certain body part and explore what it would be like e.g. try writing with other hand, try spending lesson
with one hand behind back, three legged races , wear mittens to see how hard it is doing things without full use of fingers.
Sing Senses song :Five Senses (Tune: Where is Thumbkin)
Five senses, five senses
We have them. We have them.
Seeing, hearing, touching,
Tasting and smelling.
There are five. There are five.
Explore each sense:
Sight – blindfold games e.g. guide you friend across an obstacle course, make view finders and draw what you can see, go on
a colour walk – make a rainbow stick using stick and wool to identify all the colours you have seen, look at illusions to show
how the mind can be tricked, look at braille to imagine how hard it would be for partially sighted / blind peple.
Hearing – sound walk, test volume by going into playground and seeing how far away you can hear each other, paper cup
phones, Whistle game: During circle time, teachers give one child a whistle and have them go and hide. When the child is
hidden, instruct the child to start blowing the whistle. The other children are then to follow the sound of the whistle to find
the child. The child who finds the hidden child is next to get to hide, sound matching games (see language box in SEN
cupboard)
Touch – feely bags, feel with feet by standing in tubs of jelly, marbles etc, matching feeling boards, guess the object using
touch, make a texture book, play with corn flour mess and describe textures, paint with feet and discuss feeling.
Taste – guess what you are eating, sort by sweet, sour, bitter and salty – label parts of tongue for each taste,
Smell – Smell pots, smell walk, scented play dough, make instruments and explore how different sounds are made.
I can name body
parts.
I can explore
each sense.
Body parts ,
Sense, touch,
hearing, sound,
taste, eyes,
sight, feel,
smell, nose, etc
Songs:
I’m being eaten by
a boa constrictor,
Heads, shoulders,
knees and Toes,
Nicky Nacky Noo
etc.
Science Medium Term Planning
Year 1: Everyday Materials (Spring)
Learning
Objectives
To distinguish
between an object
and the material
from which it is
made.
Extension: I can
begin to think about
why certain
materials are used
for particular jobs.
Working
Scientifically:
To ask simple
questions.
To make
observations using
simple equipment.
To identify and
classify.
To use observations
and ideas to
suggest answers to
questions.
Guidance and Suggested activities
Pupils should explore, name, discuss and raise and answer questions about everyday materials so that they become familiar with the names of materials and
properties should as; hard/soft, stretchy/ stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof / not waterproof, absorbent / not absorbent, opaque/
transparent. Pupil should explore and experiment with a wide variety of materials, not only those listed in the programme of study, but including for example:
brick, paper, fabrics, elastic, foil.
Pupils might work scientifically by performing simple tests to explore questions, for example: ‘ what is the best material for Ann umbrella?... for lining a dog
basket?... for curtains? … for a bookshelf?.... for a leotard?
Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock.
Distinguish between an object and the material from which it is made
Sort objects made from different material.
Learning
Outcomes
vocabulary
Useful websites,
books, references etc.
I can say what
material an
object is made
from
Material names
– wood, metal,
paper, rock,
brick, fabric,
glass etc.
BBC Bitesize
To identify and
name a variety of
everyday materials,
including wood,
plastic, glass, metal,
water and rock.
Working
Scientifically:
To ask simple
questions.
To make
observations using
simple equipment.
To identify and
classify.
To use observations
and ideas to
suggest answers to
questions.
To gather and
record data to help
answer questions
Pupils should explore, name, discuss and raise and answer questions about everyday materials so that they become familiar with the names of materials and
properties should as; hard/soft, stretchy/ stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof / not waterproof, absorbent / not absorbent, opaque/
transparent. Pupil should explore and experiment with a wide variety of materials, not only those listed in the programme of study, but including for example:
brick, paper, fabrics, elastic, foil.
Pupils might work scientifically by performing simple tests to explore questions, for example: ‘ what is the best material for Ann umbrella?... for lining a dog
basket?... for curtains? … for a bookshelf?.... for a leotard?
Name materials and sort into groups.
Take photos of materials around the school and think about what they were used for.
Use clipboards and simple charts to make records of materials and where they are found.
Make a class book at materials – e.g. features of wood, what is made from wood etc.
Match labels to given materials.
I can name
materials that
are found
around me.
Material names
– wood, metal,
paper, rock,
brick, fabric,
glass etc.
To describe the
simple physical
properties of a
variety of everyday
materials.
Working
Scientifically:
To ask simple
questions.
To make
observations using
simple equipment.
To identify and
classify.
To use observations
and ideas to
suggest answers to
questions.
Pupils should explore, name, discuss and raise and answer questions about everyday materials so that they become familiar with the names of materials and
properties should as; hard/soft, stretchy/ stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof / not waterproof, absorbent / not absorbent, opaque/
transparent. Pupil should explore and experiment with a wide variety of materials, not only those listed in the programme of study, but including for example:
brick, paper, fabrics, elastic, foil.
Pupils might work scientifically by performing simple tests to explore questions, for example: ‘ what is the best material for Ann umbrella?... for lining a dog
basket?... for curtains? … for a bookshelf?.... for a leotard?
Introduce and explore new vocabulary related to properties of materials e.g. opaque/ transparent.
Describe the simple physical properties of a variety of everyday materials.
Use senses to explore materials.
Feely Bags
Make rubbings of surfaces to explore textures.
Sort and group materials into groups like rough/smooth or colours or transparent, opaque, shiny, magnetic/non-magnetic.
I can describe
properties of a
material
Hard/soft,
stretchy/stiff,
rough/smooth,
shiny/dull,
bendy/not
bendy,
waterproof/not
waterproof,
absorbent/not
absorbent,
opaque
www.crickweb.
co.uk/ks1scienc
e.html
BBC bitesize
To compare and
group together a
variety of everyday
materials on the
basis of their simple
physical properties.
Extension:
Begin to devise
simple tests to test
properties of
materials.
To consider uses of
materials based on
their properties.
Working
Scientifically:
To ask simple
questions.
To make
observations using
simple equipment.
To identify and
classify.
To perform simple
tests
To use observations
and ideas to
suggest answers to
questions.
To gather and
record data to help
answer questions
Pupils should explore, name, discuss and raise and answer questions about everyday materials so that they become familiar with the names of materials and
properties should as; hard/soft, stretchy/ stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof / not waterproof, absorbent / not absorbent, opaque/
transparent. Pupil should explore and experiment with a wide variety of materials, not only those listed in the programme of study, but including for example:
brick, paper, fabrics, elastic, foil.
Pupils might work scientifically by performing simple tests to explore questions, for example: ‘ what is the best material for Ann umbrella?... for lining a dog
basket?... for curtains? … for a bookshelf?.... for a leotard?
Compare and group together a variety of everyday materials on the basis of their simple physical properties.
Label and sort materials used in sports equipment and suggesting why they are used.
Use Venn and Carroll diagrams to sort materials based on properties.
Grade a range of materials from shiniest to dullest or lightest to heaviest etc.
Three of a kind. One person picks three things that have the same property, e.g. they are all rough. The rest of the
group/class have to figure out what the property is.
Odd one out. As 'Three of a kind' but one thing has a different property e.g. two transparent and one opaque.
Read the story of the Three Little Pigs. Discuss use of materials. Design Challenge – children design their own house of the
future and label the materials they use.
Devise simple investigations to compare materials. Record findings in simple charts and graphs e.g.
What material is the most hard/soft; stretchy/stiff; shiny/dull; rough/smooth or bendy? Use senses to describe objects as
shiny or dull, light or heavy, soft or hard, bendy or staff etc. Think of simple tests to test ideas. E.g. making bridges to test
strength of materials
Which materials are opaque and transparent? Challenge – How many layers of a material do you need to make it opaque?
Investigating structures and strength with newspaper tubes, art straws, spaghetti and marshmallow structures etc.
Which materials are waterproof? How can we test it? E.g. which bag is most waterproof, teddy in cup, which material keeps
him most dry?
Explore and investigate stretchy toys.
Explore ways in which we could send an Easter egg through the post safely?
I can describe
properties of a
material and
sort materials
based on their
properties.
I can devise
simple
experiments to
test properties
of materials.
I can use my
observations
and recordings
to make
comparisons
between
materials.
Hard/soft,
stretchy/stiff,
rough/smooth,
shiny/dull,
bendy/not
bendy,
waterproof/not
waterproof,
absorbent/not
absorbent,
opaque/transpa
rent etc.
Investigate,
test, record,
Science Medium Term Planning
Year 2: Plants (Spring)
Learning
Objectives
To observe and
describe how
seeds and bulbs
grow into mature
plants.
Extension: To
understand the
functions of
parts of a plant
including simple
introduction to
photosynthesis.
Working
Scientifically:
To ask simple
questions.
To make
observations using
simple equipment.
To identify and
classify.
Guidance and Suggested activities
Pupils should use the local environment throughout the year to observe how different plants grow. Pupils should be introduced to the
requirements of plants for germination, growth and survival, as well as to the process of reproduction and growth in plants.
NOTE: Seeds and bulbs need water to grow but most do not need light; seeds and bulbs have a food store inside them.
Pupils might work scientifically by: observing and recording, with some accuracy, the growth of a variety of plants as they change over time
from a seed or bulb, or observing similar plants at different stages of growth; setting up a comparative test to show that pants need light
and water to stay healthy.
Look closely at a selection of seeds and bulbs. What are they? What will happen to them? Sort seeds by characteristics. Does
anyone recognise any of the seeds / bulbs? What do they turn into?
Revisit tree and plant identification from Year 1 – local walk to identify trees and plants. Collect specimens to identify back in
the classroom. Look at seeds from trees and plants.
Look at a selection of plants. Recap work from year 1 – names, parts etc.
Look at functions of the parts of a plant e.g. roots, stem/trunk, leaves and flowers.
Grow plants in water / test tubes so that you can see the roots system
Look at lifecycle of a plant and discuss the processes that the plant goes through.
Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed
dispersal.
Introduce key vocabulary including germination, pollination, growth, reproduction, seed dispersal etc.
Look at different ways that seeds are dispersed.
To use observations
and ideas to
suggest answers to
questions.
To gather and
record data to help
answer questions
Look at how different plants grow e.g. look at different fruit and vegetable plants to show the different ways that they grow.
Learning
Outcomes
vocabulary
Useful websites,
books, references etc.
Children can
describe how
plants change
from seed to
plant with
reference to key
features of a
plant.
Plant names,
stem, petals,
flowers, leaves,
trunk, roots,
seed, bulb,
germination,
pollination,
growth,
reproduction,
seed dispersal.
See Be Safe
Document for safe
seeds and bulbs to
use
Children can
describe some
of the processes
that are
involved when a
plant grows.
To find out and
describe how plants
need water, light
and a suitable
temperature to
grow and stay
healthy.
Pupils should use the local environment throughout the year to observe how different plants grow. Pupils should be introduced to the
requirements of plants for germination, growth and survival, as well as to the process of reproduction and growth in plants.
Extension: look at
plants in different
climates.
Grow plants in coloured water to show how they drink water – flowers will change colour.
Working
Scientifically:
To ask simple
questions.
Devise tests to investigate growth e.g.
Do shoots always grow up and roots always grow down?
Do plants need light in order to grow? E.g. make plant mazes
Will seeds grow in anything other than soil?
Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they
vary from plant to plant
Discuss predictions, fair testing, etc.
To make
observations using
simple equipment.
NOTE: Seeds and bulbs need water to grow but most do not need light; seeds and bulbs have a food store inside them.
Pupils might work scientifically by: observing and recording, with some accuracy, the growth of a variety of plants as they change over time
from a seed or bulb, or observing similar plants at different stages of growth; setting up a comparative test to show that pants need light
and water to stay healthy.
Recap meaning of key vocabulary related to plant growth e.g. germination.
Look at MRSGREN as features of living plants. Discuss each process in more detail.
To identify and
classify.
To perform simple
tests
To use observations
and ideas to
suggest answers to
questions.
To gather and
record data to help
answer questions
Plot plant growth on graphs e.g. height, number of leaves, flowers etc. plot growth against hours of light
Write reports describing each of the fair tests carried out – include prediction, method, diagram, results and conclusion.
Keep a growing diary of plant growth e.g. beans, sunflower, summer bedding plants.
Make careful observations of plants growing and record through drawings at different stages (use viewfinders and
magnifying glasses to focus on detail), measurements , tables etc.
Create a ‘How to Guide’ to tell people how to look after a plant.
Write a guide for the school garden
Write explanations for the functions of plant parts
Why are plants often grown in green houses? Make class green house.
Make own compost to provide a nutritious area for plants to grow.
Grow plants that can then be eaten e.g. herbs, cress, tomatoes. Hold a workshop to invite parents in to share food.
Look at different plants that grow throughout the year. Consider reasons why?
Look at plants growing in different climates / different layers of rainforest. Why?
Children can say
what a plant
needs to grow.
Children can
devise a simple
experiment to
see what a plant
needs to grow /
how plants
grow best.
Children can
discuss the
requirements
for a plant to
survive.
stem, petals,
flowers, leaves,
trunk, roots,
seed, bulb,
germination,
pollination,
growth,
reproduction,
seed dispersal,
light, dark,
nutrients,
minerals,
warmth, soil,
compost, etc
Key Info:
Living things need light, air
and water to stay alive. Living
things grow and change as
they get older.
Plants in the scientific sense,
include trees, bushes and
grasses. Fruit, vegetables and
leaves come from plants.
Seeds need water and light to
grow well.
Most seeds will germinate
without light.
Seeds will not germinate
without water.
The shoot needs light to turn
green and grow into a healthy
plant.
Plants grown without light are
often tall, thin and pale.
They are not strong plants.
Without water, plants droop
or wilt. If they are not
watered they will die.
On the windowsill plants'
leaves turn towards the light.
All flowering plants have
roots, stems, leaves and
flowers.
Roots, stems, leaves and
flowers are similar on plants
that are alike e.g. all
dandelions. There are
differences between roots,
stems, leaves and flowers on
different kinds of plants e.g.
buttercup and dandelion.
Seeds develop when petals
fall.
Seeds can grow to form new
plants.
The flower grows first as a
bud and then opens up into a
flower.
When the petals fall the seed
pod is left. The pod will
continue to grow and the
seeds will ripen.
Some plants grow flowers to
attract insects.
Insects when taking nectar
from the flower brush against
the stamen and pollen sticks
to them.
The insects take the pollen to
another flower of the same
type so the plant can make
seeds.
Seeds can be different shapes
and sizes.
New plants grow from seeds.
The plants produce flowers.
Parts of the flower become a
fruit.
The fruits contain the seeds.
Science Medium Term Planning
Year 2: Living Things and Their Habitats (Spring)
Learning
Objectives
To explore and
compare the
differences between
things that are
living, dead and
things that have
never been alive.
Working
Scientifically:
To ask simple
questions.
To make
observations using
simple equipment.
To identify and
classify.
To perform simple
tests
To use observations
and ideas to
suggest answers to
questions.
To gather and
record data to help
answer questions
Guidance and Suggested activities
Pupils should be introduced to the idea that all living things have certain characteristics that are essential for keeping them alive and healthy. They should raise
and answer questions that help them become familiar with the life processes that are common to all living things. Pupils should be introduced to the terms ‘habitat’
( a natural environment or home of a variety of plants and animals) and ‘micro-habitat’ ( a very small habitat, for example for woodlice under stones, logs, leaf
litter). They should raise and answer questions about the local environment that help them identify and study a variety of plants and animals within their habitat
and observe how living things depend on each other, for example, plants serving as a source of food and shelter for animals. Pupils should compare animals in
familiar habitats with animas found in less familiar habitats, for example, on the seashore, in woodland, in the ocean ,in the rainforest.
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 decide 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 and found out how conditions affect the number and type of plants and animals that live there.
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Grouping living, non-living and dead things.
Identification and classification of a variety of animals.
Identification and classification of a variety of plants.
Creating Food Chains (Webs)
Trip to Campion for pond dipping – identifying and recording observations.
Additional trip to Campion/local walk for tree identification.
Taking care of a class pet – stick insect/goldfish etc.
Zoo trip – identifying species and finding different examples.
Creating a suitable habitat for an animal – design and make a bug hotel.
Animal Top Trump Cards
RSPCA Visit
What does a plant need to stay healthy and grow? (Dark, Light, Water, Dry)
How can we group animals by their features? (Birds, Reptiles, Mammals, Fish and Amphbians)
Which conditions do different minibeasts prefer? (Woodlice Investigation – make a choice chamber)
Comparing Habitats (Rainforest/local woodland/Pond/Desert/
Arctic/Rock pools)
How are different animals/plants suited to their habitats? Labelling features and explaining.
Do a greater variety of minibeasts live on the ground or in the trees?
Do wood lice prefer the light or the dark, dry or damp conditions?
Which tree has most birds on it?
Which type of bird visits our playgrond most?
Discuss what is living, what is dead and what never lived at all.
Discuss animal and plant differences re: protection e.g. colour, poisons, pattern, spikes
etc.
Draw the food chain grass, cows, humans
One child describes a plant/bird/minibeast and others have to guess it
Odd one out. A child chooses 3 pictures of a minibeast/bird/plant. Others say which is
odd one out and why
Learning
Outcomes
vocabulary
Useful websites,
books, references etc.
Living things
plants
animals
habitats
conditions
living
dead
alive
dark
light
water
damp
dry
micro-habitats
food
food
chain
sources
food
webs
producer
prey
predator
environment
local
protected
endangered
species
birds
reptiles
mammals
amphibians
fish
Set of KS1 lesson
plans for habitats
http://www.rspca.o
rg.uk/education/te
achers/lessonplans/
ks1
Enviro Spotter
game
http://www.bbc.co.
uk/bitesize/ks1/scie
nce/plants_and_ani
mals/play/
Where do I live?
http://www.bbc.co.
uk/schools/dynamo
/lab/wheredo/inde
x.shtml
Growing Plants?
http://www.bbc.co.
uk/schools/sciencec
lips/ages/5_6/growi
ng_plants.shtml
Plants and Animals
in our local
environment
http://www.bbc.co.
uk/schools/sciencec
lips/ages/6_7/plant
s_animals_env.sht
ml
To identify that
most 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.
Pupils should be introduced to the idea that all living things have certain characteristics that are essential for keeping them alive and healthy. They should raise
and answer questions that help them become familiar with the life processes that are common to all living things. Pupils should be introduced to the terms ‘habitat’
( a natural environment or home of a variety of plants and animals) and ‘micro-habitat’ ( a very small habitat, for example for woodlice under stones, logs, leaf
litter). They should raise and answer questions about the local environment that help them identify and study a variety of plants and animals within their habitat
and observe how living things depend on each other, for example, plants serving as a source of food and shelter for animals. Pupils should compare animals in
familiar habitats with animas found in less familiar habitats, for example, on the seashore, in woodland, in the ocean ,in the rainforest.
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 decide 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 and found out how conditions affect the number and type of plants and animals that live there.
Extension
Working
Scientifically:
To ask simple
questions.
To make
observations using
simple equipment.
To identify and
classify.
To perform simple
tests
To use observations
and ideas to
suggest answers to
questions.
To gather and
record data to help
answer questions
To identify and
name a variety of
plants and animals
in their habitats,
including
microhabitats.
Pupils should be introduced to the idea that all living things have certain characteristics that are essential for keeping them alive and healthy. They should raise
and answer questions that help them become familiar with the life processes that are common to all living things. Pupils should be introduced to the terms ‘habitat’
( a natural environment or home of a variety of plants and animals) and ‘micro-habitat’ ( a very small habitat, for example for woodlice under stones, logs, leaf
litter). They should raise and answer questions about the local environment that help them identify and study a variety of plants and animals within their habitat
and observe how living things depend on each other, for example, plants serving as a source of food and shelter for animals. Pupils should compare animals in
familiar habitats with animas found in less familiar habitats, for example, on the seashore, in woodland, in the ocean ,in the rainforest.
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 decide 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
Extension
To identify how
animals and plants
are suited to and
adapt to their
environment in
different ways.
conditions in different habitats and micro habitats and found out how conditions affect the number and type of plants and animals that live there.
Design own creatures for a habitat
Working
Scientifically:
To ask simple
questions.
To make
observations using
simple equipment.
To identify and
classify.
To perform simple
tests
To use observations
and ideas to
suggest answers to
questions.
To gather and
record data to help
answer questions
To 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.
Extension:
Working
Scientifically:
Pupils should be introduced to the idea that all living things have certain characteristics that are essential for keeping them alive and healthy. They should raise
and answer questions that help them become familiar with the life processes that are common to all living things. Pupils should be introduced to the terms ‘habitat’
( a natural environment or home of a variety of plants and animals) and ‘micro-habitat’ ( a very small habitat, for example for woodlice under stones, logs, leaf
litter). They should raise and answer questions about the local environment that help them identify and study a variety of plants and animals within their habitat
and observe how living things depend on each other, for example, plants serving as a source of food and shelter for animals. Pupils should compare animals in
familiar habitats with animas found in less familiar habitats, for example, on the seashore, in woodland, in the ocean ,in the rainforest.
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 decide 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 and found out how conditions affect the number and type of plants and animals that live there.
To ask simple
questions.
To make
observations using
simple equipment.
To identify and
classify.
To perform simple
tests
To use observations
and ideas to
suggest answers to
questions.
To gather and
record data to help
answer questions
Science Medium Term Planning
Year 2: Animals Including Humans (Autumn)
Learning
Objectives
To notice that
animals, including
humans, have
offspring which
grow into adults.
Extension To
identify how plants
and animals,
including
humans, resemble
their parents in
many features.
To recognise that
living things have
changed over
time and that fossils
provide information
about living
things that
inhabited the Earth
millions of years
ago.
Working
Scientifically:
To ask simple
questions.
To make
observations using
simple equipment.
Guidance and Suggested activities
Pupils should be introduced to the basic needs of animals for survival, as well as the importance of exercise and nutrition for humans. They
should also be introduced to the processes of reproduction and growth in animals. The focus at this stage should be on questions that help
pupils to recognise growth; they should not be expected to understand how reproduction occurs. The following examples might be used:
egg, chick, chicken; egg, caterpillar, pupa, butterfly; spawn, tadpole, frog; lamb, sheep. Growing into adults can include reference to baby,
toddler, child, teenager, adult.
Pupils might work scientifically by: observing through video or first hand-hand observation and measurement, how different animals,
including humans, grow; asking questions about what things animals need for survival and what humans, grow; asking questions about what
things animals needs for survival and what humans need to stay healthy; and suggesting ways to find answers to their questions.
Look at photographs of children when they were younger - make a display.
How are we alike/different to our parents?
Compare children and adults – humans and a variety of other animals.
Match offspring with adult animals
Do people grow at the same rate?
How does height change with age? Children collect data from every class and then compare.
Research life span of different animals and create a class pictogram and individual bar charts.
Life cycles of animals e.g. butterfly, frog, chicken, humans
Study fossils to show how we can study change over time
Learning
Outcomes
vocabulary
Useful websites,
books, references etc.
Animal
human
adult
parent
young
offspring
water
food
air
exercise
hygiene
environment
fossil
skeleton
body
organs
healthy
diet
height
growth
weight
http://kids.national
geographic.co.uk/ki
ds/animals/
http://www.kidsbio
logy.com/animalsfor-children.php
http://www.bbc.co.
uk/newsround/ani
mals/
http://www.bbc.co.
uk/nature/wildlife
To identify and
classify.
To perform simple
tests
To use observations
and ideas to
suggest answers to
questions.
To gather and
record data to help
answer questions
To find out about
and describe the
basic needs of
animals, including
humans, for survival
*water, food and
air).
Pupils should be introduced to the basic needs of animals for survival, as well as the importance of exercise and nutrition for humans. They
should also be introduced to the processes of reproduction and growth in animals. The focus at this stage should be on questions that help
pupils to recognise growth; they should not be expected to understand how reproduction occurs. The following examples might be used:
egg, chick, chicken; egg, caterpillar, pupa, butterfly; spawn, tadpole, frog; lamb, sheep. Growing into adults can include reference to baby,
toddler, child, teenager, adult.
Pupils might work scientifically by: observing through video or first hand-hand observation and measurement, how different animals,
including humans, grow; asking questions about what things animals need for survival and what humans, grow; asking questions about what
things animals needs for survival and what humans need to stay healthy; and suggesting ways to find answers to their questions.
Extension:
Working
Scientifically:
To ask simple
questions.
Label diagrams of the human body.
MRS GREN
Internal and external body parts
To make
observations using
simple equipment.
What are our bodies made up of? Investigating the skeleton and organs in the body.
Making observations of microbes through a microscope.
To identify and
classify.
To perform simple
tests
To use observations
and ideas to
suggest answers to
questions.
To gather and
record data to help
answer questions
To describe the
importance for
humans of exercise,
eating the right
amounts of
different types of
food, and hygiene.
Pupils should be introduced to the basic needs of animals for survival, as well as the importance of exercise and nutrition for humans. They
should also be introduced to the processes of reproduction and growth in animals. The focus at this stage should be on questions that help
pupils to recognise growth; they should not be expected to understand how reproduction occurs. The following examples might be used:
egg, chick, chicken; egg, caterpillar, pupa, butterfly; spawn, tadpole, frog; lamb, sheep. Growing into adults can include reference to baby,
toddler, child, teenager, adult.
Pupils might work scientifically by: observing through video or first hand-hand observation and measurement, how different animals,
including humans, grow; asking questions about what things animals need for survival and what humans, grow; asking questions about what
things animals needs for survival and what humans need to stay healthy; and suggesting ways to find answers to their questions.
Extension:
Put food into main groups i.e. Meat, fruit and veg., cereal or dairy products.
Working
Scientifically:
To ask simple
questions.
Collage of healthy/non healthy food etc. using pictures from magazines.
How are babies looked after? What do they need?
To make
observations using
simple equipment.
Keeping a food diary.
To identify and
classify.
Create a healthy meal plate – Art project.
Planning a healthy menu and cooking.
How does exercise affect you heart rate? Data logger investigation.
To perform simple
tests
To use observations
and ideas to
suggest answers to
questions.
How clean are your hands?
Discuss children's illness and how we get better.
What is the best way to wash your hands? Children investigate different techniques to wash paint off their hands.
How does exercise affect how many breaths you make every minute?
To gather and
record data to help
answer questions
Make a hand washing poster.
Which breakfast cereal is most healthy? Comparing nutritional information from labels.
Making antibacterial hand soap. Accurate measuring and mixing of chemicals.
Find out about the diets of different animals and compare with humans.
How many times can you jump up and down in a fixed time?
Science Medium Term Planning
Year 2: Uses of Everyday Materials (Summer)
Learning
Objectives
Guidance and Suggested activities
To identify and
compare the
suitability of a variety
of everyday materials,
including wood, metal,
plastic, glass, brick,
rock, paper and
cardboard for
particular uses.
Pupils should identify and discuss the uses of different everyday materials so that they become familiar with how some materials are used
for more than one thing (metal can be used for coins, cans, cars and table legs; wood can be used for matches, floors and telegraph poles)
or different materials are used for the same thing (spoons can be made from plastic, wood, metal but not normally glass0. They should
think about the properties of materials that make them suitable or unsuitable for particular purposes and they should be encouraged to
think about unusual and creative uses for everyday materials. Pupils might find out about people who have developed useful materials, for
example John Dunlop, Charlie Macintosh or John McAdam.
To find out how the
shapes of solid
objects made from
some materials can be
changed by squashing,
bending, twisting and
stretching.
Pupils should identify and discuss the uses of different everyday materials so that they become familiar with how some materials are used
for more than one thing (metal can be used for coins, cans, cars and table legs; wood can be used for matches, floors and telegraph poles)
or different materials are used for the same thing (spoons can be made from plastic, wood, metal but not normally glass0. They should
think about the properties of materials that make them suitable or unsuitable for particular purposes and they should be encouraged to
think about unusual and creative uses for everyday materials. Pupils might find out about people who have developed useful materials, for
example John Dunlop, Charlie Macintosh or John McAdam.
Pupils might work scientifically by: comparing the uses of everyday materials in and around school with materials found in other places (at
home, the journey to school, on visits, and in stories, rhymes and songs); observing closely, identifying and classifying the uses of different
materials and recording their observations.
Pupils might work scientifically by: comparing the uses of everyday materials in and around school with materials found in other places (at
home, the journey to school, on visits, and in stories, rhymes and songs); observing closely, identifying and classifying the uses of different
materials and recording their observations.
Learning
Outcomes
vocabulary
Useful websites,
books, references etc.