Year 2 - Living Things and Their Habitats

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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 Statutory Requirements from the Programme of Study 2 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.

4 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

5 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.

6 Describe how living things are classified into broad groups according to common observable characteristics and based on similarities

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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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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.

http://www.shootgardening.co.uk/plant/identify

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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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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)

1 2 3 4

5 6 7 8

9 10 11

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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

Pots for collecting invertebrates in

Paint brushes and spoons (for picking up invertebrates)

Home-made minibeast identification poster

Microscopes/hand lenses

Quadrats

String

Coloured cubes

Plants on the windowsill

Plant in a box with a hole in one end

A terrarium

Information and pictures on what animals eat

Home-made food-chain headbands + photos of plants and animals to go in them

Large floor book (can be made from A2 sheets of card/sugar paper folded and stapled).

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Video camera

Digital camera

Plant identification charts from Gatekeeper (www.gatekeeperel.co.uk)

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

http://www.gatekeeperel.co.uk/

http://www.greatplanthunt.org/teachers

http://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/

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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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Learning Expectations Possible Tasks Resources

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

and name a variety

of plants and animals

in their habitats,

including micro-

habitats.

To be able to ask

simple questions and

recognise that they

can be answered in

different ways.

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 and the different animals and plants that live there: http://www.bbc.co.uk/learningzone/clips/an-introduction-to-different-habitats/2315.html 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. Being a detective This game is designed to enable the children to first recognise that there are a range of ways we can find out things in science, and then secondly for them to choose the most appropriate method for a particular question Begin by sharing with children the ways in which we can find things out in science. You could show these on the white board alongside a symbol or picture that they would recognise as that method again in the future:

1. Survey – count the number of things 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

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

http://www.bbc.co.uk/learningzone/clips/an-introduction-to-different-habitats/2315.html

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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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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?


and name a variety


in their habitats,

including micro-

habitats.

To be able to

observe closely.

Identifying – What are different habitats like? 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). Visit each of the habitats with the children. Ask them to describe each one by using their senses. 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 like there: damp/dry, light/dark, warm/cold, etc 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

Digital camera

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might impact on the plants and animals found. NB The children will focus more on the weather changes when studying ‘Seasonal Change’.


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 Identify

and name a variety


Observation enquiry –Why would an animal live in that habitat?

Drama - The amazing shrinking child - Tell the children that they have been shrunk to an animal 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 identify ideas that relate to: air, heat, shelter, light, food and safety from predators. Ask the 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.

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.

Pots for collecting invertebrates in

Paint brushes and spoons (for picking up invertebrates)

Home-made invertebrate identification charts

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in their habitats,

including micro-

habitats.

.


that most living


to which they are

suited and describe

how different


the basic needs of

different kinds of

animals and plants,

and how they

depend on each

other.

To be able to gather

and record data to

Pattern-seeking enquiry - Which caterpillar will survive? Make up a story that some caterpillars of different colours have escaped from a scientist’s lab. There were 10 of each colour and they are now somewhere in the wildlife area. Give the children 5 minutes to find the caterpillars (different colours of wool that you would have placed in various habitats earlier on). Recording When the children have returned with their finds they can create a bar chart of the numbers of each colour worm found. The children could record why they thought they found a particular colour of worm more than others.

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.

Wool – different colours (including green and brown)

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help answer a

question.


that most living


to which they are

suited and describe

how different


the basic needs of

different kinds of

animals and plants,

and how they

depend on each

other.

To be able to record

data in a tally chart.

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 day or two before you want to do this with the children, as the children should still be able to find the same minibeasts that are in the photos that you have taken. Mark out the different habitats that you want the children to survey. Recording The children could visit the habitats and make a tally chart showing the number of animals found in each place. This information could be transferred to a bar chart.

Habitat Spiders Harvestmen

Woodlice Beetles Ants Centipedes

Worms

Leaf litter

Under stones

Rotten wood

The children will need to explain how the habitat provides for the animals that live there. They 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 ….’ Research – What lives in other habitats?

Home-made minibeast identification poster

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data in a bar chart.

There are many videos online which will enable the children to view habitats that they might not otherwise be able to visit: http://www.bbc.co.uk/learningzone/clips/a-river-habitat-and-the-living-things-it-supports/13975.html Recording The children could find out a particular habitat and explain why particular animals live there.


that most living


to which they are

suited and describe

how different


the basic needs of

different kinds of

animals and plants,

and how they

depend on each

other.


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 of the day, times of the year, weather. Recording Throughout the year, take the children outside to record the number of each of their minibeasts that they find in the different habitats. Ask them to try and explain why the numbers changes.

http://www.bbc.co.uk/learningzone/clips/a-river-habitat-and-the-living-things-it-supports/13975.html

http://www.bbc.co.uk/learningzone/clips/a-river-habitat-and-the-living-things-it-supports/13975.html

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that most living


to which they are

suited and describe

how different


the basic needs of

different kinds of

animals and plants,

and how they

depend on each

other.


and name a variety


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 live in? Children need to be encouraged to home in on a particular micro habitat. You can do this by insisting that they can only look inside a quadrat (an empty square frame), or anywhere along a 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 thinking about the animal’s behaviour and why it lives where it does. Have an area where children 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 mark the route that an invertebrate has taken using some coloured cubes. The child might then be able to recount the animal’s journey and give some ideas as to what the animal was up to.

Examples of micro habitats could include: Spider webs –

How many different spiders can be found?

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? Leaves –

Children could try to find leaves that have been eaten by invertebrates


Quadrats

String

Coloured cubes

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in their habitats,

including micro-

habitats.

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.

To be able 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 be able to

observe using a

microscope/hand

lens.

Observation enquiry – What are animals eating? Indoors – Set up a terrarium in which you can keep a small amount of invertebrates throughout a day. Carefully try to select leaves from some of the plants found near where you found them. Allow children to use microscopes and hand lenses to study the animals carefully. Their body parts might give clues as to what they eat. Secondary resources research – Provide children with photos and some simple texts on animals so that they can work out what these animals feed upon. Outdoors observations – It is rather difficult to find animals actually eating, but there might be evidence left behind.

Recording The children could draw some of their animals and the food that it eats.

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-

A terrarium


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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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. 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 use

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). Simple tests – How does a habitat provide for the needs of the plants that live there? With the children’s help, establish what needs a plant has; i.e. water, ‘air’, light and a particular temperature. Light. Throughout the year record examples of when you have seen plants do something that will improve the amount of light they are able to have: e.g. growing leaves (how big, how many?), climbing up walls or other plants, growing at times of the year when other plants are not covering them with their leaves (e.g. bluebells), and growing higher to reach the sunlight.. Secondary sources research Time-lapse photographs/videos – Use examples from the internet to show how plants move over time. http://www.bbc.co.uk/nature/collections/p0085nk0 Other videos will show what plants can do in order to reach the light. http://www.bbc.co.uk/nature/life/Plant#p00lx6cl This video looks at how the nettle catches light - http://www.bbc.co.uk/nature/collections/p00fxg0m#p007xs8x

Plants on the windowsill

Plant in a box with a hole in one end

Secondary sources on plants around the world

http://www.bbc.co.uk/nature/collections/p0085nk0

http://www.bbc.co.uk/nature/life/Plant#p00lx6cl

http://www.bbc.co.uk/nature/collections/p00fxg0m#p007xs8x

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observations to suggest answers to questions.

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


that most living


to which they are

suited and describe

how different


the basic needs of

different kinds of

animals and plants,

and how they

depend on each

other.

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.

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 habitats.

Deep thinking time – disaster day Take children outside to look again at particular habitats and micro habitats. Explain to them that you will give them a made-up piece of news and they have to think what might happen next. 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 might also be some winners; e.g. smaller plants that are able to capture more light. Inform the children about Ash dieback. 2. Someone has placed some fish in the pond. 3. A gardener has placed an invasive plant in the pond – e.g. blanket weed 4. A mite has passed a disease to all types of bees. The bees are all dying. Recording

http://www.bbc.co.uk/nature/life/Plant#p00485q5

http://www.bbc.co.uk/learningzone/clips/a-british-woodland-habitat/8966.html

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The children could draw the before and after of one or more of the news stories.

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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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identify and name different sources of food.


and name a variety of

plants and animals in

their habitats,

including micro-

habitats.

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.




data in a bar chart.

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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

Year 2 - Living Things and Their Habitats

Documents

Transcript of Year 2 - Living Things and Their Habitats