Science - Block 1
From the Primary Science Scheme of Work from The Education People.
Embedded Files
Topic 1 - Living Things and Their Habitats
Topic 1 - Living Things and Their Habitats
Primary Science Teaching Trust Graphic of Enquiry Types
Working Scientifically Skills
Working Scientifically Skills
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
- asking simple questions and recognising that they can be answered in different ways,
- observing closely, using simple equipment,
- performing simple tests,
- identifying and classifying,
- using their observations and ideas to suggest answers to questions,
- gathering and recording data to help in answering questions.
Big Ideas & Core Questions
Big Ideas & Core Questions
Living things have characteristics and requirements for life, growth and health.
Living things depend on each other and on the environment.
Examples of Core Component Questions:
What examples can I find of living things, things that are no longer alive and things that have never been alive?
What microhabitats can we find in our school?
Do plants need particular habitats too?
How do different habitats provide for the basic needs of different kinds of animals and plants?
How do animals obtain food from other animals?
National Curriculum Objectives
National Curriculum Objectives
Children 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 microhabitats,
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.
Key Vocabulary
Key Vocabulary
living
move
feed
grow
senses
shelter
depend/survive
suitability
transfer
environment
reproduce
habitat
microhabitat
source
nutrients
energy
food chain
producer
prey
predator
Disciplinary:
classify
compare
equipment
group
identify
measure
observe
pattern
practical activity
question
record
relationship
sort
test
Tier 3 / Disciplinary
Overview of Intended Learning
Overview of Intended Learning
Enquiry 1: Alive or Not?
Pupils to learn how to identify whether something is living (e.g. it can move, feed, grow, reproduce and use its senses). Children to explore whether something was part of a living thing or a living thing that has died. Pupils to also understand that some things have never been alive because they have never shown the characteristics of life. Children to identify and classify living and non-living things according to whether they are alive or dead or have never been alive, using a range of resources from plants to dried leaves from trees.
Enquiry 2: Exploring Habitats and Microhabitats
Children to know that a habitat is an environment where an animal lives and contains all the things that animal needs to survive (shelter, water and food). Children to explore some minibeast habitats in the school grounds, understanding that a microhabitat is a small habitat that also contains everything certain animals need to survive. Children to understand that different microhabitats provide different conditions.
Children to use simple equipment (magnifying glasses) to observe closely the animals we find in local microhabitats. Children to observe the conditions in different microhabitats and draw conclusions about what minibeasts need to survive.
Enquiry 3: Habitats are Different!
Children to understand that, just like animals, different plans are suited to different habitats. Children to explore a range of different local habitats (e.g. ponds and wooded areas) to understand how these habitats provide plants with what they need to survive. Children to observe the light, plants and dryness of the soil in different habitats, drawing conclusions about what different plants need to survive.
Enquiry 4: Oceans to Rainforests
Pupils will know that there are a range of different habitats around the world and that different animals and plants are suited to different habitats. They will research a range of different habitats around the world, from deserts, oceans and rainforests.
Children to use books and the internet to learn about different, unfamiliar habitats around the world and the animals that live there. They will gather information from a range of sources and record the most useful and appropriate information for future reference.
Enquiry 5: Food Chains!
Children to know that living things depend on each other. They will know that a simple food chain is made up of a producer (plant), an animal who eats that plant (prey) and the predator that hunts and eats that prey. Children to know that energy is transferred between living things in a food chain. Children to sort animals and plants in to food chains.
Enquiry 6: Children to recap their learning by creating a food chain of their choice, sorting and classifying information.
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