Working scientifically

Comments and asks questions about aspects of their familiar world such as the natural world,  making observations and drawing pictures of animals and plants.

Talks about why things happen and how things work.

Looks closely at similarities, differences, patterns and change

Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter

Explore and talk about different forces I can feel – gravity, push and pull toys (Links to t Cof EL)

Provide children with have frequent opportunities for outdoor play and exploration. Encourage interactions with the outdoors to foster curiosity and give children freedom to touch, smell and hear the natural world around them during hands-on experiences.

Encourage focused observation of the natural world.

Listen to children describing and commenting on things they have seen whilst outside, including plants and animals.

 Encourage positive interaction with the outside world, offering children a chance to take supported risks, appropriate to themselves and the environment within which they are in.

Plants

Plant seeds and care for growing plants.

Understand the key features of the life cycle of a plant.

Develop an understanding of growth, decay and changes over time

Identify similarities and differences in relation to living things.

Describe what they see, hear & feel whilst outside (senses)

Name & describe some plants.

Identify familiar plants  Draw pictures of plants

Talk about things they have seen outside including plants.

Understand the effect of changing seasons on the natural world around them (weather and seasonal features)

Animals including Humans

Understand the life cycle of a human  (History link)

Talk about the features of their own immediate environment and how environments might vary from one another.

Describe what they see, hear, smell & feel (senses)

Name and describe some animals.

Identify familiar animals

Observational drawings of animals.

Be able to show care and concern for living things

Talk about things they have seen outside including animals.

Encourage children to observe how animals behave differently as the seasons change.

Living Things and Habitats  

Describe what they see, hear, smell & feel whilst outside – focused observation of the natural world.

Discuss how we care for the natural world around us.

After close observation, draw pictures of the natural world, including animals and plants.

Autumn – All about Me Changing state Seasonal Changes

• I can talk about how I have changed since I was a baby. 
• I can talk about similarities, differences, pattern and change in relation to people.
• I know how to care for animals.

• I can talk about changes I see in the Autumn.
• I know that temperature can change materials/some materials change when they get hot.
• I can look closely at living things outdoors and can about what I notice.

Spring –   Everyday Materials – which material is best for….?  growing plants seasonal changes

• I can talk about changes I see in the Winter
• I know some similarities and differences in relation to materials

• I can name parts of a plant.
•  I know how to care for growing plants.
•  I know some similarities and differences in relation to plants
• I can talk about changes I see in the Spring

Summer –   Forces Lifecycles Floating and Sinking  Fossils  habitats

 Seasonal changes

• I know I need to care for the natural environment and all living things.

·   I know some features of our school environment and how they might vary from another (habitat of the week, weekly texts).

• I can describe the life cycle of a butterfly
• I know which dinosaurs are meat or plant eaters
• I can talk about similarities and differences in relation to animals.

• I can sort objects into those that float and those that sink.
• I can create my own floating object.
• .I can talk about changes I can see in Summer
• I know about the life cycle of a human. ( History link)
• I can talk about the forces I feel.

Vocab throughout year: (through daily calendar etc.)

Science, experiment investigation test why senses world plants (bean shoot leaf stem root flower seed) animals humans materials see through push/pull ( magnets) natural change grown decay rot environment habitat melt object

Science – The study of the natural world through observation and experiment.

Observation – carefully watching something

Experiment – a scientific test to see what happens

Investigate – asking questions and finding answers

Seasons -4  periods of time  into which a year can be divided and which each have their own typical weather conditions.

Autumn: the season between summer and winter when the weather becomes cooler and the leaves fall off the trees. It’s in September, October and November.

Spring - the season between winter and summer when the weather becomes warmer and plants start to grow again. It’s in March, April and May.

Summer - the season between spring and autumn when the weather is usually warm or hot. It’s in June, July and August

Winter - the season between autumn and spring when the weather is usually cold.It’s in December, January and February.

Weather - is the condition of the atmosphere in one area at a particular time, for example if it is raining, hot, or windy

Rainy – water falling from clouds

Cloudy – some clouds in the sky

Snowy – snow falls from clouds

Sunny – the sun is shining brightly in the sky.

Stormy – thunder and lightning, wind and rain.

Foggy – clouds we can see. When there is fog, there are tiny drops of water in the air which form a thick cloud and make it difficult to see things

Animal- living things that need food and water to survive

Human- a living person

Flower- the part of the plant where the seeds are made.

Stem- holds the leaves and flowers above the ground in their most appropriate position

Leaf- joined to the stem by a stalk. An important function of the leaf is to carry out photosynthesis.

Seed – a dormant plant before it germinates

Root – anchors a plant to the ground

Shoot – young part of a growing plant.

Stories to support

Understand the effect of changing seasons on the natural world around them using non-fiction books and stories about seasons such as: Lila and the Secret of Rain, Tree: Seasons Come, Seasons Go, Snowballs and Leafman by Lois Ehlert, Little Cloud-Anne Booth & Sarah Massini, The Rhythm of the Rain, Storm- Sam Usher, Secrets of Winter- Carron Brown & Georgina Tee, The Wind Blew- Pat Hutchins, Out and About: A First Book of Poems, Percy the Parkkeeper books)

Recognise some environments that are different from the one in which they live (using stories about different environments) such as: A Polar Bear in the Snow-Mac Barnett,  Poles Apart by Jeanne Willis, Mama Panyas Pancakes, One Day on Our Blue Planet-In the Rainforest, Pongo, The Emperor's Egg, Home by Carson Ellis, The Colour of Home, From my window, Town and the country mouse and share non-fiction texts that offer an insight into contrasting environments.

General science books – Ada Twist Scientist When I Build with Blocks

Autumn - Beatrix Potter (Author and Botanist)

Spring - David Attenborough - Jane Goodall (chimpanzees in Tanzania) CG Gill (Down on the Farm)

Summer - Eugenie Clark (Marine Biologist - Shark Lady) ADD Transport (how things move)

Autumn term

Spring Term

Summer Term

Scientific enquiry skills taught in all terms

I can ask simple questions and recognise that they can be answered in different ways

I can observe closely, using simple equipment.

I can  perform simple tests.

I can identify and classify.

I can use my observations and ideas to suggest answers to questions.

I can gather and record data to help in answering questions.

I can use secondary sources to find information.

Skills

Year 1

I can identify the season.

I can talk about things I might see in Autumn.

I can talk about the weather in Autumn.

I can describe the weather.

I can say how the weather changes across the seasons.

I can observe changes in trees across the seasons.

I can describe the weather.

I can talk about how the weather changes depending on the season.

I can make a rain gauge.

I can record the amount of rain that has fallen each day.

I can describe the weather.

I can talk about how the weather changes depending on the season.

I can measure the temperature.

I can identify different animals that live in a pond.

I can distinguish between an object and the material from which it is made.

I can identify different parts of the human body.

I can name and label parts of the human body.

I can identify the purpose of the skeleton.

I can group materials according to their properties.

I know that the season is Autumn.

I know that deciduous trees lose their leaves in Autumn.

I know that acorns come from Oak trees.

I know that conkers come from Horse Chestnut trees.

I know there are 4 seasons.

I know the order of the seasons is spring, summer, autumn winter.

I know that in Spring the trees grow leaves and some have blossom, days become longer and some animals have babies, such as sheep.

I know that in Summer, trees have leaves, the weather is usually warm and the days are longer.

I know that in Autumn leaves on trees change colour and fall off (unless they are evergreen trees), weather becomes more rainy and cold, days become shorter.

I know that in Winter, there are no leaves on trees (except evergreens), the weather is cold and there can be snow, days are dark and short and some animals hibernate.

I know there are different types of weather….rainy, cloudy, snowy, sunny, stormy, foggy, windy etc

I know that rain can be measured with a rain gauge.

I know that temperature is measured with  a thermometer.

I know that the temperature tells us how hot or cold it is.

I know where different body parts are.

I know the names of different body parts.

I know that my nose is for smelling, eyes for seeing, ears for hearing, tongue for tasting and skin for touching.

I can name the five senses.

I can tell you which part of the body is linked to each sense.

I know that materials can be used to make something.

I know that everything is made from a material.

I can describe materials using key words eg, absorbent, waterproof, transparent, opaque, rough, smooth, stretchy.

I can name a variety of every day materials, including wood, plastic, glass, metal, water and rock.

I can name and describe the properties of some common materials. I can investigate whether a material is suitable for a particular task.

Revisit skills for seasons and Spring

Revisit knowledge for seasons and Spring.

I can describe the simple physical properties of  everyday materials.

I know that space is everything in the universe beyond the top of Earth’s atmosphere. It is where everything – planets, the sun, the Moon, stars, galaxies and other objects are found.

I know that outer space – is a 100km above Earth where the shell of air around our planet disappears.

I know that there are 8 planets – Mercury, Venus, Earth, Mars, Jupiter, Saturn , Uranus, Neptune -,  in our solar system and they revolve around the sun,

I know that an astronaut is a scientist who goes into space,

I know that astronauts have travelled into space.

I know that Neil Armstrong was the first person on the moon, but other astronauts such as Tim Peake and Mae Jemison have also travelled into space on scientific missions.

I know that a rocket is used to launch spacecraft. They are also used to shoot fireworks.

I can identify the parts of a plant.

I can talk about their purpose.

I can identify deciduous and evergreen trees – oak, sycamore, horse chestnut, holly tree, Norway spruce, Douglas fir.

I can identify wildflowers (bramble, buttercup, poppy, daisy, nettle ,dandelion, ivy, thistle, clover) and garden flowers (sunflower, rose, magnolia, honeysuckle, marigold, lavender, hydrangea, sweet pea, primula).

I can talk about what a plant needs to grow.

I can talk about the life cycle of a plant. I can describe the animals.

I can say how they are adapted to live in water.

I can identify the differences between animals.

I can talk about the features of an animal.

I can sort animals according to their features.

I can say what is the same or different about animals.

I can identify different types of animals.

I can say what a carnivore, herbivore and omnivore is.

I know that a plant needs warmth, light and water to germinate. 

I know what the different parts of a plant are – root, shoot, leaf, stem, flower.

I know why a plant needs it’s different parts.

I know that a deciduous tree loses it’s leaves in Autumn.

I know that an evergreen tree keeps it’s leaves all year.

I can name wildflowers and garden flowers.

I know the different types of animals that live in a pond.

I know why they can live in water.

I know how to sort animals.

I know how to describe an animal.

I know that some animals live in water, some live on land, some live on land and in water and some fly.

I know that animals eat different foods.

I know that some animals only eat plants - herbivores, some eat meat - carnivores and others eat meat and plant – omnivores.

I know an animal that eats meat, just plants and plants and meat.

Vocabulary

Recap reception vocabulary

Deciduous: trees that lose their leaves in Autumn

Evergreen: trees that don’t lose their leaves at all

Acorn: a smooth, oval nut that grows on an Oak tree

Conker: a hard, shiny nut that grows on a Horse Chestnut tree

Weather forecast - a statement saying what the weather will be like the next day or for the next few days.

Amphibian- cold- blooded vertebrate that don’t have scales, they live on land and water like a frog, toad or newt

Fish- vertebrates that live in water

Vertebrate- an animal with a backbone

Invertebrate- animal without a backbone like a spider or a worm

Newt- an amphibian with wet skin

Pond- an area of still freshwater, smaller than a lake

Gills- what animals use to breathe underwater

Fins- a thin part of the animals body that helps it move through the water.

Categories- a group that is the same in some way

Habitat- an animals home

Same- a group that has identical or similar features

Different- not the same, not alike

Bird- an animal that lays eggs and has feathers, a beak, 2 wings, 2 legs

Mammal- warm blooded, air breathing, hairy animals with 0 or 4 legs

Bird- an animal that lays eggs and has feathers, a beak, 2 wings, 2 legs

Mammal- warm blooded, air breathing, hairy animals with 0 or 4 legs

Material – matter/substance used to make something.

Waterproof – something that keeps water out.

Absorbent – something that soaks up water.

Absorb – to take in or swallow up.

Rough – an uneven surface.

Smooth – an even surface.

Transparent – something you can see through.

Opaque – something you can not see through.

Stretchy – something that can be stretched – reach out to full length.

Stiff – cannot be stretched or moved.

Soft – easy to bend or break

Shiny – looks bright and light.

Hard – not easy to bend or break

Dull – does not look bright and light

Bendy – easy to bend

Skeleton- a framework made of bones that protects internal organs and gives the body structure

Organs- the name of a group of different tissues working together to perform a job inside the body.

Bones- living tissue that makes up the body's skeleton.

Senses- gather information about the world around us. Senses refer to the ability to see, taste, touch, smell, and hear.

Body- all the physical material that makes up a person or animal, including limbs, organs, tissue, and other parts.

Planets are large spherical objects. The planets in our solar system orbit the sun.

The Universe is everything we can touch, feel, sense, measure or detect. It includes living things, planets, stars, galaxies, dust clouds, light and even time.

Our solar system is made up of the sun, moon, planets, asteroids, comets and meteorites.

Journey - Travelling from one place to another.

Astronaut – a scientist who goes into space.

Outer space – is a 100km above Earth where the shell of air around our planet disappears.

Space is everything in the universe beyond the top of Earth’s atmosphere. It is where everything – planets, the sun, the Moon, stars, galaxies and other objects are found.

A rocket is used to launch spacecraft or fireworks.

.

Nutrients- goodness absorbed by roots to help the plant grow

Seed dispersal-the means by which a plant ensures its seeds are spread as far as possible from the parent plant.

Dormant – a seed before it starts to grow

Germinate – when a seed stops being dormant and starts to grow.

Lifecycle – When plants or animals grow and reproduce

Wild flower-any type of flower that grows naturally in the wild.

Garden flower- flowers that wouldn’t grow naturally and need looking after

Daylight – light from the sun

Bud – closed flower

Blossom - flowers

Herbivore- an animal that only eats plants, seeds and nuts

Carnivore- an animal that only eats meat

Omnivore- an animal that eats meat and plants, seeds and nuts

Fish- vertebrates that live in water

Scientists

Chris Packham – conservationist

Dr Steve Lyosn (extreme weather)

Holly Green (Meteorologist)

Charles Macintosh – best known for inventing a waterproof fabric to keep people dry. The Macintosh raincoat (or mac) is named after him.

Scientific enquiry skills taught in all terms

I can ask simple questions and recognise that they can be answered in different ways

I can observe closely, using simple equipment.

I can  perform simple tests.

I can identify and classify.

I can use my observations and ideas to suggest answers to questions.

I can gather and record data to help in answering questions.

I can use secondary sources to find information.

Skills

Knowledge

Skills

Knowledge

Skills

Knowledge

I can explore and compare the differences between things that are living, dead, and things that have never been alive.

I can answer questions about  life processes that are common to all living things.

I can explain why living things that I find in woodland rangers are suited to their habitats.

I can describe how different habitats provide for the basic needs of different kinds of animals and plants.

I can describe how animals and plants depend on each other.

I can describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

I know that items made of plastic, metal or stone have never been alive.

I know that all living things have certain characteristics that are essential for keeping them alive and healthy: breathe, move, reproduce, give off waste, eat and drink.

I know that living items that have died are no longer alive so they were once living.

I can identify and name a variety of plants and animals in woodland rangers, including microhabitats – woodlice, centipede, worm, slug, squirrel, pigeon, crow, magpie, oak, willow, silver birch, beech.

I can name simple food chains including one that includes humans.

I can observe and describe how seeds and bulbs grow into mature plants.

I can observe plants and trees in the local environment throughout the year to observe how different plants grow and change throughout the season.

I can design and carry out investigations to describe how plants need water, light and a suitable temperature to grow and stay healthy.

I know that plants need water, light and a suitable temperature to grow and stay healthy.

I know that seeds and bulbs need water to grow but most do not need light.

I know that seeds and bulbs have a store of food inside them so they do not need soil to germinate.

Revisit from Y1 through literacy

I can identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals

I can identify and name a variety of common animals that are carnivores, herbivores and omnivores.

I know that humans and animals have basic needs to survive. (water, food and air)

I know it is important for humans to exercise every day, eat the right amounts of different types of food and be hygienic to stay healthy.

I know that mental health is equally important to keep people healthy. This includes sleep and feeling happy. (This is covered in cross curriculuar PSHCE learning.)

I can explain the life cycle of an animal such as penguin, butterfly or tadpole. (This could be from real life observations if we can get tadpoles)

I know that animals, including humans, have offspring which grow into adults (RSE)

I know that all living things grow and change. I know that humans start as a baby and change from baby, toddler, child, teenager and finally an adult. (RSE)

I know that a female penguin lays an egg that hatches into a chick, which grows up into an adult penguin who could then go onto laying an egg. (Know that animal reproduce. The focus should be on growth not how reproduction occurs)

I know this is called a life cycle.

New Vocabulary

Recap Reception and Year 1 vocabulary

Foodchain – a foodchain shows how animals in a habitat are linked by what they eat.  A food chain starts with a plant.  An arrow in a food chain means, ‘is eaten by.’

Living  - animals and plants are living things.

No longer living – dead things are animals and plants that have died.  Parts of living things that are no longer attached, such as empty shells or fallen leaves are also dead.

Never lived – something that has never been living

Germinate – When it starts to grow.

Root – The part of the plant that grows underground. It anchors the plant and takes in water so the plant can grow.

Shoot – A new part of the plant that is beginning to grow.

Stalk – A stalk of a flower, leaf or fruit is the thin part that joins it to the plant or tree.

Leaf – It is the part of the tree or plant that is flat, thin and usually green. They make energy for the plant. Many trees lose their leaves in Winter and grow new ones in spring.

Petal – They are thing, coloured or white and form the flower.

Survive – This means it lives and does not die.

Life cycle – The life cycle of an animal or plant is the series of changes it passes through from the beginning of its life, reproducing until its death.

Germinate - when it starts to grow.

Root - The part of the plant that grows underground.  It anchors the plant and takes in water so the plant can grow.

Shoot - A new part of the plant that is beginning to grow.

Stalk - A stalk of a flower, leaf or fruit is the thin part that joins it to the plant or tree.

Leaf - Is is the part of the tree or plant that is flat, thin and usually green.  They make energy for the plant.  Many trees lose their leaves in Winter and grow new ones in Spring.

Petal- They are thin, coloured or white and form the flower. 

Survive - This means it lives  and does not die.

Life cycle - The life cycle of an animal or plant is the series of changes it passes through from the beginning of its life, reproducing until its death.

Germination - When a seed stops being dormant and starts to grow.

Growth - when a plant grows and gets bigger.

Seedling - plants that aren't fully grown.

Exercise - to move your body energetically in order to get fit and to remain healthy.

Growth - in a person, animal or plant is the process of increasing in physical size and development.

Survival- of a person or living thing, ou meant hat they live through a situation and do not die.

Offspring - a person's children or an animal's young.

Hygiene- Keeping yourself and your surroundings clean, especially in order to prevent illness or the spread of germ.s

Mental health the way someone's mind is feeling.

Healthy - means someone who is well and not suffering from any illness.

Scientists

Stephanie Kwolek - Best known for discovering a new material called Kevlar that is strong enough to stop bullets and has saved thousands of lives.

George Washington Carver - Best known for inventing new uses for the peanut. He used peanuts to invent more than 300 products, including milk, plastics, paints, dyes, oils, soap and even petrol.