Year 2 Term 5: What I Am Learning Now

Sharing The Planet

Central Idea

Environmental factors and human factors can influence life cycles of living things.

Lines of Inquiry: An inquiry into…

  • The stages and characteristics that form the cycle of life (change).
  • Connections between the life cycles of plants and animals (connection).
  • Factors that influence life cycles of living things (responsibility).

 

Subject Focus

Social Studies – Science & Geography

During this unit of inquiry, we will focus on our Geography and Science learning. We will study living things, their habitats, food chains and life cycles; this will include both animals and plants. In
Geography, we will explore the locations of habitats and animals, and investigate the difference between hot and cold climates.

Provocation

We have received a letter from The Wildlife Trusts, asking us to investigate life cycles, food chains and the connectedness of animals and plants. We will explore a carousel of activities to show what we already know about living things and their habitats, including plants and animals. We will then create our inquiry questions to help focus our learning.

Home Learning Opportunities
  • Use the Great Plant Hunt identikit to identify plants in your local area.
  • Encourage your family to be responsible citizens and work to improve the Earth.
Class Texts
  • ‘The Boy Who Grew Dragons’ by Andy Shepherd
  • ‘It Starts with a Seed’ by Laura Knowles
  • ‘Leaf’ by Sandra Dieckmann
Transferable Skills (Approaches to Learning)
  • Thinking Skills – I am able to formulate an argument based
    on evidence and question those that are not.
  • Self-Management – I can prepare and organise equipment
    as needed for different tasks.
  • Communication – I can write for different purposes and audiences.
Links to PSHE, SMSC and Wellbeing

Within this unit, we will explore how activities such as gardening and caring for the environment can be beneficial for ourselves and our communities. We will discuss how we can make a difference to the local and global community. We will be active by working physically in our garden area.

Key Vocabulary

Habitat, ecosystem, life cycle, transformation, survival roots, branch, trunk, stalk , leaf, flower, petal, seed, bulb, water, light, heat, temperature, deciduous, evergreen micro habitat, pond, meadow, log pile, woodland, river, lake, beach, cliff, organism, plant, animal, invertebrates.

Career Links
  • We are scientists.
  • We are geographers.
  • We are environmentalists.
  • We are conservationists.
Sharing Success
  • We can ‘request a selfie’ to share our work on
    Dojo.
  • We can share our work in our class floorbook for
    visitors to see.
Outcome
  • We will write a letter in response to The Wildlife Trusts, after we have explore ways in which we can take responsibility for protecting life cycles.
  • We will develop and improve our garden and wildlife areas.

 

Milestones covered in this inquiry…

English Spoken Language

  • I can listen to others and am beginning to summarise some of the main points.
  • I can use speech that is consistently easy to understand and clear.
  • I can change my voice and use expression to engage the listener and keep them interested.

English Writing

  • I can write a range of sentence types which are grammatically accurate.
  • I can use some varied vocabulary to create detail and interest.
  • I can use appropriate features of Standard English.

Lead Inquiry Subject – Science
Animals, including humans

  • I can explain that animals grow and reproduce.
  • I can explain why animals have offspring which grow into adults.
  • I can describe the life cycle of some living things.

Living things and their habitats

  • I can match certain living things to the habitats they are found in.
  • I can explain the differences between things that are living, dead, and things that have never been alive.
  • I can describe some of the life processes common to plants and animals, including humans.
  • I can sort and classify according to whether they are living, dead or were never alive, and record my findings using charts.
  • I can find out about the work of a conservationist.
  • I can describe how a habitat provides for the basic needs of things living there.
  • I can describe a range of different habitats, including micro-habitats.
  • I can describe how plants and animals are suited to their habitat.
  • I can describe how animals obtain their food from plants and other animals and identify and name the different sources of food.

Plants

  • I can describe what plants need to survive.
  • I can observe and describe how seeds and bulbs grow into mature plants.
  • I can find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
  • I can work scientifically by observing closely using simple equipment over time.
  • I can work scientifically by setting up a comparative test.

Other Subjects – Geography

  • I can label a diagram or photograph using some geographical words.
  • I can use aerial photographs and plan perspectives to recognise landmarks and basic geographical features.
  • I can explain the main features of a hot and cold place.
  • I can locate the hot and cold areas of the world in relation to the Equator and Poles.
  • I can explain what makes a locality special.
  • I can describe the key features of a place.
  • I can point out where the equator, north pole and south pole are on a globe or atlas.

Computing

  • I can send and reply to messages sent by a safe email partner (within school).
  • I can word process a piece of text.
  • I can highlight text to change its format (B, U, I).

Art

  • I can create a print using pressing, rolling, rubbing and stamping.
  • I can create a print like a designer.

DT

  • I know that food has to be farmed, grown elsewhere (e.g. home) or caught.