Y2 Plants observe and describe how seeds and bulbs grow into mature plants find out and describe how plants need water, light and a suitable temperature to grow and stay healthy Assessment guidance Key learning Possible Evidence SECURE Shows understanding of a concept using scientific vocabulary correctly Plants may grow from either seeds or bulbs. These then germinate and grow into seedlings which then continue to grow into mature plants. These mature plants may have flowers which then develop into seeds, berries, fruits etc. Seeds and bulbs need to be planted outside at particular times of the year and they will germinate and grow at different rates. Some plants are better suited to growing in full sun and some grow better in partial or full shade. Plants also need different amounts of water and space to grow well and stay healthy. Key vocabulary As for year 1 plus - light, shade, sun, warm, cool, water, grow, healthy Can describe how plants that they have grown from seeds and bulbs have developed over time Can identify plants that grew well in different conditions Applying knowledge in familiar related contexts, including a range of enquiries Make close observations of seeds and bulbs Classify seeds and bulbs Research and plan when and how to plant a range of seeds and bulbs Look after the plants as they grow – weeding, thinning, watering etc. Make close observations and measurements of their plants growing from seeds and bulbs Make comparisons between plants as they grow Can spot similarities and difference between bulbs and seeds Can nurture seeds and bulbs into mature plants identifying the different requirements of different plants
SECURE Shows understanding of a concept using scientific vocabulary correctly As part of their life cycle plants and animals reproduce. Most animals reproduce sexually. This involves two parents where the sperm from the male fertilises the female egg. Animals including humans have offspring which grow into adults. In humans and some animals these offspring will be born live, such as babies or kittens, and then grow into adults. In other animals, such as chickens or snakes, there may be eggs laid that hatch to young which then grow to adults. Some young undergo a further change before becoming adults e.g. caterpillars to butterflies. This is called a metamorphosis. Plants reproduce both sexually and asexually. Bulbs, tubers, runners and plantlets are examples of asexual plant reproduction which involves only one parent. Gardeners may force plants to reproduce asexually by taking cuttings. Sexual reproduction occurs through pollination, usually involving wind or insects. Key vocabulary Life cycle, reproduce, sexual, sperm, fertilises, egg, live young, metamorphosis, asexual, plantlets, runners, bulbs, cuttings Can draw the life cycle of a range of animals identifying similarities and differences between the life cycles Can explain the difference between sexual and asexual reproduction and give examples of how plants reproduce in both ways Applying knowledge in familiar related contexts, including a range of enquiries Use secondary sources and, where possible, first hand observations to find out about the life cycle of a range of animals Compare the gestation times for mammals and look for patterns e.g. in relation to size of animal or length of dependency after birth Look for patterns between the size of an animal and its expected life span Grow and observe plants that reproduce asexually e.g. strawberries, spider plant, potatoes Take cuttings from a range of plants e.g. African violet, mint Plant bulbs and then harvest to see how they multiply Use secondary sources to find out about pollination Can present their understanding of the life cycle of a range of animals in different ways e.g. drama, pictorially, chronological reports, creating a game Can identify patterns in life cycles Can compare two or more animal life cycles studied Can explain how a range of plants reproduce asexually Y5 Animals, including humans (this builds on the learning in Living things and their habitat) describe the changes as humans develop to old Assessment guidance Key learning Possible evidence