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Animals, including humans Year 2Zunairah1

2PLAN Primary Science is a set of resources produced to enable teachers to have a clearer understanding of National Curriculum expectations for meeting the standard. Annotated collections of childrens work provide examples of what working at the expected standard for primary science might look like for the knowledge and conceptual understanding statements of the programmes of study (POS). It is not the intention of these resources to specifically exemplify the working scientifically statements. However, aspects of working scientifically have been shown as an integral part of the teaching and learning of the knowledge and concepts.The resources provided have been cross moderated multiple times before publishing so that they can be used with confidence by teachers and subject leaders.Each collection of work shows one example of how a pupil has met National Curriculum statements for a particular area of content but these are not intended to be the definitive way of teaching these statements.

PLAN Primary Science - Supporting Assessment

Key Learning Possible EvidenceSecureShow understanding of a concept by using scientific vocabulary correctly Overview paragraph describing curriculum

Key vocabulary list of wordsPossible ways to demonstrate key learning, particularly correct usage of vocabularyApply knowledge in familiar related contexts

Suggestions of contexts to use.Possible ways to demonstrate that a pupil has gone beyond recall of facts and can apply the key learning, for example using the vocabulary and basic principles to produce explanations, usually within Working Scientifically contexts.

Each resource contains the relevant National Curriculum statements for the unit of work and prior learning, a planning matrix, annotated work and a summary sheet. The matrix provides an interpretation of the key learning of the National Curriculum statements, and suggestions of key vocabulary. In order to be meet the expectations pupils must firstly understand the key concept and then be provided with opportunities to apply that knowledge. This is a key planning tool.

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Structure of the resources

Please note: The NC statements for each topic area for the relevant year group are stated on the slide. Only the statements in bold on that slide have been exemplified. In these cases the teachers have chosen to split the statements within the topic area to teach at different times.The prior NC statements relevant to the topic area are also stated and use to determine pupils knowledge at the start of the unit.Each slide has been annotated with coloured text. Please see key below:Red Commentary to explain how evidence meets/does not meet NC statementsBlue Commentary to highlight features of working scientificallyGreen Pupil SpeakGrey Other relevant information eg. vocabulary used4

Contents of the materials

Pupils should be taught to:

Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each senseidentify and name a variety of common animals including fish, amphibians, reptiles, birds and mammalsidentify and name a variety of common animals that are carnivores, herbivores and omnivores describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) 5Year 1 Statement Prior learning

Pupils should be taught to:

notice that animals, including humans, have offspring which grow into adults .find out and describe the basic needs of animals, including humans, for survival (water, food and air).describe the importance for humans of exercise, eating the right amounts of different types of foods and hygiene.

6Year 2 Statements

Assessment guidance Key learning EvidenceShows understanding of a concept using scientific vocabulary correctly

Animals including humans have offspring which grow into adults. In humans and some animals these offspring will be young, such as babies or kittens, that grow into adults. In other animals, such as chickens or insects, there may be eggs laid that hatch to young or other stages which then grow to adults.All animals including humans have basic needs of feeding, drinking and breathing that must be satisfied in order to survive, but to grow into healthy adults they also need the right amounts and types of food and exercise. Good hygiene is also important in preventing infections and illnesses.Key vocabulary:Offspring, Reproduction, Growth, Child, Young/Old stages (examples - chick/hen, baby/child/adult, caterpillar/butterfly), Exercise, Heartbeat, Pulse, Breathing, Hygiene, Germs, Disease, Nutrition, Food types (examples meat, fish, vegetables, bread, rice, pasta)Can observe that animals including humans have offspring which grow into adults.Can find out about and describe basic needs of animals, including humans, for survival.Can describe the importance for humans of exercise, eating the right amounts of different types of food and hygiene.Applying knowledge in familiar related contexts, including a range of enquiries Describe the life cycle of some animals, including humans, and their grow to adults.Describe basic needs of humans and other animals for survivalExplain how development and health might be affected by differing conditions and needs being met/not met.Can measure/observe how animals, including humans, grow and can name and describe distinct stages of growth.Can use diagrams to describe the life cycle of an animal. E.g. chicken/sheep/frogCan make predictions on how growth from a particular stage might progress. Can make predictions on how growth and health might be affected by conditions.

Introduction to topicDescribe the importance for humans for exercise, eating the right amounts of different foods and hygiene

Image from book. Ensure it is large enough to be readThe unit of work started with discussions of what pupils already knew about health and keeping healthy, and what they wanted to find out.

Zunairah already has some understanding of the need to take exercise, keep clean and that eating the right sorts of food is important.8

Image from book. Ensure it is large enough to be readZunairah understands that it is important to cover your nose when you sneeze otherwise it spreads germs. Zunairah was able to observe and compare the spray pattern created from different distances.

Investigating how germs spread in the form of a sneezedescribe the importance for humans of hygiene

The children used a spray can to simulate a sneeze. They explored spraying onto large pieces of paper at different distances to see the effect.Zunairah is able to relate her observations of the spray can to a sneeze.Zunairah has demonstrated an awareness that germs can be harmful and we should try not to spread them.9

The children observed a demonstration of washing hands. They then showed each other and explained verbally how to wash their hands. The children finally wrote a set of instructions.Zunairah shows a clear understanding of how hands should be washed and her comments show she understands so that this is to stop germs causing her harm.I wash my hands before I eat so I dont get germs in my mouth.

Writing a set of instructions for washing your hands (linked to English)describe the importance for humans of hygiene 10

Zunairah explored how germs spread through contact using hair gel and glitter bug gel with a UV light.Zunairah was able to observe that the glitter spread everywhere.

The germs went everywhere that we touched and we could see handprints on everything.Observing how germs spread through contactdescribe the importance for humans of hygiene Children used both hair gel and glitter bug gel to simulate germs on their hands. One child having it on their hands was able to spread the gels very quickly amongst class mates.11

The children were given pictures of food and asked to sort them in as many different ways as they could think of. They labelled the groups using post it notes. They then used a Carroll diagram to record some of their classifying. Zunairah demonstrates clearly that she can categorise food in different ways.

Sorting fooddescribe the importance to humans of eating the right amounts of different types of foodZunairah was able to sort and classify, using self selected criteria. She also labelled the Carroll diagram and correctly placed the food in the boxes.12

The children recorded the food that they chose for lunch onto the eatwell plate. They were asked to suggest improvements which could be made to their lunch.

Zunairah demonstrates clearly that she knows where to place food items on the eat well plate, and is beginning to think about whether or not a meal is balanced and how it could be improved.Analysing a school dinnerdescribe the importance for humans of eating the right amounts of different types of foodUse of key vocabulary meal and balancedWhen asked about the placing of the macaroni Zunairah commented that it was very cheesy so she put it in the dairy part of the eatwell plate although she thought it could go in the bread, rice, potato and pasta part also.13

Zunairah read and followed a recipe to make a vegetable pizza, using different types of food. As she was making her pizza she talked about where on the eatwell plate all the ingredients would belong.Zunairah is able to discuss why we may have chosen particular ingredients for a pizza and what is missing form the eatwell plate.

Making pizzadescribe the importance for humans of eating the right amounts of different types of foodI can eat lots of vegetables because theyre good for me.

The cheese is dairy.

The bottom of the pizza is made of bread.

There is no meat or fish on my pizza.14

Prior to a visit to a city farm the children matched animals to their babies. They used books to find out the name of the babies.Zunairah has demonstrated that she understands that animals have offspring which have similarities and differences to the adult and can name the offspring.

Matching animals to their offspring before observing animals at the city farmnotice that animals have offspring which grow in to adultsZunairah observed closely and made comparisons between different living things.

Pupils then visited a city farm and wrote about the animals they had observed. Through the use of a writing frame X has been supported to use some of the key vocabulary offspring, young, grows up.15

Zunairah has clearly described the basic needs of humans for survival in relation to a babys needs. She is also able to identify things that may be of benefit to a baby (a book) but are not essential.

Pupils sorted and grouped the needs of a human baby for survivalfind out about and describe the basic needs of humans for survival.The children were given cards in small groups to sort according to whether a baby would need or not need these things. After this small group discussion the children were asked to write their thoughts.This shows that Zunairah understands that babies need to breathe air and they also need water.16

The children observed classroom pets at various stages in their development, recording their observations and making predictions.

Pupils observe classroom pets as they grow notice that animals have offspring which grow in to adults

Zunairah has observed the characteristics of young gerbils and caterpillars and predicted how they might change as they grow.Zunairah observed changes over different periods of time and talked about what has happened and begins to make predictions.17

Pupils observe classroom pets as they grow (contd.)notice that animals have offspring which grow in to adultsIt is standard practice for the children to be given key vocabulary to help them with their writing. They then select the words that they are confident in using hence Zunairah uses metamorphosis and chrysalis correctly but chooses not to use transform.This is further evidence that Zunairah understands that living things need food, water and air in order to survive. This part of the writing was unprompted by the teacher or the list of vocabulary, which indicates that Zunairah is secure with this statement.Key vocabulary and key concept from previous learning is brought into the writing.The children continued their observations of the caterpillars over a period of time before they were released.Zunairah is able to make careful observations over a period of time.This piece of writing demonstrates that Zunairah can describe the stages of development of a butterfly and recognises that this is an ongoing cycle.18

Pupils listened to audio clips on a website describing some needs of different animals and recorded what they found out.

Pupils researched the needs of animals for survivalfind out about and describe the basic needs of animals for survival.

URL: http://www.bbc.co.uk/guides/zx38wmnZunairah has clearly described the basic needs of animals for survival, including water, food and air. She has done this in different contexts on separate occasions and has therefore demonstrated that she is secure.Zunairah used simple secondary resources to develop a greater understanding about how different animals get the things that they need to survive. 19

The children were asked to look at photographs of themselves when they were babies and compare them to how they are now.Zunairah is able to notice changes which have occurred since she was a baby and understands that she will continue to change as she grows in to an adult. She has now shown in a number of contexts that she is secure in this objective.Pupils observed photos of themselves as babies and compared them to current photos notice that animals, including humans, have offspring which grow into adults. Zunairah is able to give similarities and differences between now and when she was a baby.The children are given some key vocabulary but they only use the words that they feel they need and can use appropriately. Zunairah does not use feature for instance, but uses the words baby, child and grow.20

The children carried out different exercises and made a series of observations of changes to their body during different exercises.Pupils collected data about exercise describe the importance to humans of exercise

Zunairah can make comparative statements about observations she has made.At the start of the unit she already knew that exercise is important to stay healthy. This activity has broadened her understanding to the impact on her heart. This will be picked up again in year 6.Zunairah has carried out a simple test and with support was able to present the gathered data in a scatter graph.21

This was a cross-curricular PSHE lesson involving discussion around how to care for their bodies.The annotated drawing and writing show Zunairah has a good understanding of how to care for her body, including aspects of hygiene, diet and sleep. She has drawn together all her prior learning about exercising, eating well and hygiene as part of this writing. She has demonstrated that she is secure in this statement.

Pupils considered how they care for their bodiesdescribe the importance to humans of hygiene

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SecureZunairah has shown that she knows that animals including humans need food, water and air to survive. She showed this understanding in a number of different contexts what babies need, what the butterfly would need and what other animals would need. She also shows a clear understanding of how to look after her body in terms of taking exercise, eating a balanced diet and keeping herself clean. Her understanding of exercising her body has been extended to include the impact on her heart. She understands which food groups make up a balanced diet and can identify food that fits into each of these groups. She can give a range of ways to keep herself clean. She has also shown a good understanding of how humans and other animals change as they grow older.

23Overall Summary

24Slide 15 images and activity from SNAP Science, Collins.

Slide 19 URL: http://www.bbc.co.uk/guides/zx38wmn

Other materials created within school

Acknowledgements