Year 2
Curriculum Map
- Lesson 1 - Week 1
- Lesson 2 - Week 1
- Lesson 3 - Week 1
- Lesson 4 - Week 1
- Lesson 1 - Week 2
- Lesson 2 - Week 2
- Lesson 3 - Week 2
- Lesson 4 - Week 2
Outcome
- Prior learning Check/ Identify Gaps
- To identify /group the materials various objects are made from.
Outcome
- To investigate and compare the properties of different materials.
Outcome
- Discuss the properties of metal objects and usefulness of magnets.
- Consider questions such as: does everything made of metal stick to a magnet?
Outcome
- To investigate the absorbency of fabrics.
- To investigate which materials, make the best boat by choosing a method and working in a group.
Outcome
- To predict which material will be most successful to recreate the alternative story of the Three Little Pigs and why.
Outcome
- To understand how inventors have made new materials.
- Children learn about one/ three inventors of new materials – John Dunlop, John McAdam, and Charles Macintosh.
Outcome
- Describe the famous invention of your chosen inventor.
- To write a short report using the scientific vocabulary.
Outcome
- To explore the textures and properties of different materials by printing with a selection of items.
- Make a large collective piece of art showing the variety of materials used by the class.
Outcome
- To explore how the shapes of objects made from some materials can be changed.
Outcome
- To investigate how I can change the shape of different objects.
- Test whether they can alter the shape of a material by bending, stretching and twisting it and record their results.
- Children carry out an investigation into how they can change the shape of up to 8 classroom objects.
- They predict before they test and then discuss their findings.
Outcome
- To investigate how you can change the shape of ………by ……….
- Melting Ice
- Melting Chocolate
Outcome
- Introduce the Quest question: How can we make art by changing the shape of materials?
- Plan your art work Elastic bands; paper; pipe cleaners; modelling clay; plastic bags; plastic cubes; metal forks; bath sponges; string; tinfoil.
- Allow children time to explore the different materials and think about how to change the shape of each one.
Outcome
- To create a piece of artwork that applies the skills and knowledge they have developed during this science week.
- Lesson 1 - Week 1
- Lesson 2 - Week 1
- Lesson 3 - Week 1
- Lesson 4 - Week 1
- Lesson 1 - Week 2
- Lesson 2 - Week 2
- Lesson 3 - Week 2
- Lesson 4 - Week 2
Outcome
- To explore through observation, the differences between things that are living, dead, and have never been alive.
- Spend some time outside looking carefully at living and dead things (and things that have never been alive).
- Ask the children if it is always easy to tell which category things fit into.
- Ask: How can we work out what’s alive and not alive? Is it sometimes difficult to tell?
- Remind the children that living things need air; they feed, they grow, they reproduce and they get rid of waste.
Outcome
- To identify that most living things live in habitats to which they are suited
- Observe microhabitats and their inhabitants and understand why they live there.
- Understand that different habitats provide for the basic needs of different kinds of living things.
- Think back to the habitats you observed today. Think about what you found there.
- Can you work out why those creatures like living there? They have chosen those habitats because they suit them the best. Do you know why?
- Give the children time to talk in their groups or working partners and then discuss the answers as a class.
- Print out the photographs taken when outside.
Outcome
- To understand that habitats can be small and local but also very extensive.
- Show the children the images of large habitats and small inhabitants and explain that habitats are not just very small and in the school grounds, but can also be massive and are all over the world (images of desert and polar habitats).
Outcome
- To describe how different habitats, provide for the basic needs of different kinds of animals and plants.
- Consider what makes each creature perfectly adapted to their habitat and imagine what would happen if living things wandered into other habitats (lion in the ocean, for example)
- Create shoebox dioramas for plastic animal toys or laminated images of living things
- Annotate the dioramas with researched information.
Outcome
- To identify and name a variety of animals in their habitats
- Find some pictures of animals and some pictures of Habitats.
- Match each animal to its habitat.
- Think of one or two things that the habitat provides for the animal, such as water, food, shelter, warmth, or protection.
- Which animals were the easiest to match to their habitats? Why?
- Which animals might belong to different habitats?
- Which animals might you find in the wild in this country?
Outcome
- To identify and name a variety of plants in their habitats, including microhabitats.
- Find some pictures of plants and minibeasts and some pictures of their habitats.
- Match each plant and minibeasts to its habitat.
- Think of one or two things that the habitat provides for the plant such as water, food.
- Think of one or two things that the habitat provides for the minibeast such as water, food, shelter, warmth, or protection.
- Which plants and minibeasts were the easiest to match to their habitats? Why?
Outcome
- Drawing on your knowledge of habitats, design a bug hotel!
- Incorporate many different microhabitats to encourage a variety of guests.
- http://www.wildaboutgardens.org.uk/thingstodo/inaweekend/bug-mansion.aspx – how to build a bug hotel
- http://www.inspirationgreen.com/insect-habitats.html – Excellent and detailed information showing the variety of bug hotels that can be created
Outcome
- To understand what is meant by a food chain.
- Take the chn in the hall. Explain that they are going to play a game that links different creatures together by what eats what.
- Give each child an animal from the ‘Food chain Game’.
- Play the food chain game.
- At the end, ask the chn to stand in their food chains, arms linked.
- Ask: What do you notice about the order of the animals? (Often the bigger animals are at one end, little creatures or plants at the other).
- Tell them that the largest animals at the end of the food chain are called ‘predators’ and that often food chains start with little plants that get their energy from the sun.
- Ask: Why do you think we call them ‘food chains’? BBC Bitesize ‘What is a Food Chain?’ clip.
Outcome
- To identify and classify consumer, producer, predator and prey.
- Remind children of previous learning about herbivores, carnivores and omnivores.
- As a class, children think of examples of each and possible sources of their food.
Outcome
- To understand that living things need other living things to survive.
- Explore the playground, looking for examples of food chains (living things eating leaves, for example).
- Find examples of small insects (mini-beasts) feeding on plants or other insects.
Outcome
- To create and describe a food chain.
- Children to discuss in groups different types of food chain and create their food chain.
- Challenge them to think about what if something happened and all these creatures died?
- Or the plants at the end of this food chain were all destroyed?
- What would happen to all the creatures in the chain?
- Discuss the importance of looking after every single link in a food chain and that all creatures depend on each other to live.
- Lesson 1 - Week 1
- Lesson 2 - Week 1
- Lesson 3 - Week 1
- Lesson 4 - Week 1
- Lesson 1 - Week 2
- Lesson 2 - Week 2
- Lesson 3 - Week 2
- Lesson 4 - Week 2
Outcome
- To sequence and describe the life cycle of different animals.
Outcome
- To sequence the different stages in a human life.
- To learn about growing and changing from young to old and how our bodies change as we grow up. (RSHE)
Outcome
- To explore that what animals, need for survival might be similar or different to humans, depending on the animal.
Outcome
- To understand that babies can be similar or different to the adults and that humans are animals that produce offspring
Outcome
- To investigate how exercise makes the heart work harder and understand is an essential part of a healthy lifestyle
Outcome
- To explore different lunch box foods to understand what is meant by a balanced lunch.
- What a healthy diet can include – eat well guide. (RSHE)
Outcome
- To understand that washing your hands before eating is part of a healthy, hygienic lifestyle
End of topic Assessment
Outcome
- I can sequence the different stages in a plant’s life.
- Children learn about the life cycle of a simple flowering plant – germination, growth, flowering and seed production.
- They complete and label a diagram of a plant’s life cycle and explain the four stages.
Outcome
- To investigate what seeds, need to germinate.
- Children learn about germination.
- They carry out an investigation into what seeds need to germinate.
- They set up 6 pots, 5 of which have one ingredient missing.
- They make predictions, and after 1 week, sketch and describe what has happened.
Outcome
- To investigate what bulbs, need to start growing again.
- Children learn about the function of bulbs.
- They carry out an investigation into what bulbs need to start growing again.
Outcome
- To investigate and understand the differences between the bean grown in the classroom and the one grown in the cupboard.
- KQ: Can we work out why some have done better than others? What about the temperature in the room? Are some near the window? Has their growth been different to the growth of beans placed elsewhere? Can we explain why?
Knowledge Organisers
