using their observations and ideas to suggest answers to questions gathering and recording data to help in answering questions. things and, with help, decide how to sort and group them, observe changes over time, and, with guidance, they should begin to notice patterns and relationships. They should ask people questions and use simple secondary sources to find answers. They should use simple measurements and equipment (e.g. hand lenses, egg timers) to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out. With help, they should record and communicate their findings in a range of ways and begin to use simple scientific language. 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. Year 2: All living things and their habitats Year 2 programme of study (statutory requirements) Notes and guidance Working Scientifically ideas Pupils should be taught to: explore and compare the differences between things that are living, dead, and things that have 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 habitats, including Pupils should be introduced to the idea that all living things have certain characteristics that are essential for keeping them alive and healthy. They should raise and answer questions that help them to become familiar with the life processes that are common to all living things. Pupils should be introduced to the terms ‘habitat’ (a natural environment or home of a variety of plants and animals) and ‘micro- habitat’ (a very small habitat, for example for woodlice under stones, logs or leaf litter). They Do a greater variety of minibeasts live on the ground or in the trees? Do wood lice prefer the light or the dark, dry or damp conditions? Which tree has most birds on it? Which type of bird visits our playgrond most? Pupils might work scientifically by: sorting
Animals are especially suited to the place where they live. Some animals, e.g. frogs / tadpoles need different conditions at different stages of their life cycle. Different plants grow in different habitats. Plants are adapted to suit the conditions where they grow. Plants of the same kind can grow differently if the conditions are not the same, e.g. bluebells grow taller in the shade than in the sun. All plants need different amounts of light and water to grow and produce flowers and seeds. Some plants grow best in certain kinds of soil. All species of plants have specific requirements. Year 2: Plants Year 2 programme of study (statutory requirements) and guidance Working Scientifically ideas Pupils should be taught to: 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. Pupils should use the local environment throughout the year to observe how plants grow (including seeds, bulbs, fruit and vegetables, deciduous and evergreen bushes and trees). Pupils should be introduced to the requirements of plants for growth and survival, as well as the process of reproduction and growth in plants. Note: Seeds and bulbs need water to grow but do not need light; seeds and bulbs have a store of food inside them. Note: Seeds and bulbs need water to grow but most do not need light; seeds and bulbs have a store of food inside them. Do shoots always grow up and roots always grow down? Do plants need light in order to grow? Will seeds grow in anything other than soil? Pupils might work scientifically by: observing and recording, with some accuracy, the growth of a variety of plants as they change over time from a seed or bulb, or observing similar plants at different stages of growth; setting up a comparative test to show that plants need light and water to stay healthy. Other teaching ideas Keep a growing Grow water so that you can see the roots system Grow a bean and create a how-to-guide on how to look after it. Observational drawings of different plants
Rigid materials are not necessarily stronger materials; they may break instead of bending. Flexible materials will roll into tubes. A more flexible material will roll into a smaller tube. Fabrics can be sorted according to different properties e.g. smooth/rough; will tear/won't tear; loosely woven/close woven; shiny/matt; will stretch/won't stretch; soft/stiff; will crease/won't crease; natural/manufactured. We can change the shape of fabrics by twisting, stretching, squashing etc. Sometimes we need to use a material that will stretch for a particular purpose e.g. elastic on a tie. Some fabrics are more absorbent than others; this is usually related to texture and weave. Year 2: Sound Year 2 programme of study (statutory requirements) Notes and guidance Working Scientifically Pupils should be taught to: observe and name a variety of sources of sound, noticing that we hear with our ears recognise that sounds get fainter as the distance from the source increases. Linked with work in music, pupils should explore various ways of making sounds, for example using a range of musical instruments to make louder and softer and higher and lower sounds. What size/shape makes the best ears? What makes the best string telephones? Which ear protector is best? Which sounds can be heard furthest away? How can you make the sounds louder/softer? How many ways can you play these instruments? How far do you need to walk before you stop hearing eg. a clock tick? Pupils might work scientifically by: comparing different sound sources and looking for patterns; carrying out tests to find