Life cycle of an oak tree. This a cross curricular activity as there is a writing task - a comic strip of the life of an oak tree, including a word bank. It complements our book ‘From a tiny seed to a mighty tree’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 1 Science: Plants Statutory requirements: Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. Identify and describe the basic structure of a variety of common flowering plants, including trees. Notes and guidance (non-statutory): Pupils should use the local environment throughout the year to explore and answer questions about plants growing in their habitat. Where possible, they should observe growth of flowers and vegetables that they have planted. Pupils might keep records of how plants have changed over time, for example the leaves falling off trees and buds opening; and compare and contrast what they have found out about different plants. Year 2 Science: Plants Statutory requirements: 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.

KS1 Science: Habitats - meet a saguaro cactus Use this alternative plant activity to help support the development of quality scientific questioning and discussion as to what plants might need for survival. It complements our book ‘Habitats and Food Chains’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 2 Science: Living things and their habitats Statutory requirements: 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, anyhow they depend on each other. Identify and name a variety of plants and animals in their habitats, including micro-habitats Notes and guidance (non-statutory): Pupils should raise and answer questions that help them to become familiar with the life processes that are common in all living things. Pupils should be introduced to the terms ‘habitat’ and ‘micro-habitat’. Pupils should compare animals in familiar habitat with animals found in less familiar habitats, for example, on the seashore, in woodland, in the ocean, in the rainforest.

KS1 Science: Habitats and food chains- what’s in the woodland? Use these alternative creatures, objects and plants to help children develop quality scientific questioning and discussion as to what creatures and plants might need for survival. It complements our book ‘Habitats and Food Chains’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 2 Science: Living things and their habitats Statutory requirements: 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, anyhow they depend on each other. Identify and name a variety of plants and animals in their habitats, including micro-habitats 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. Notes and guidance (non-statutory): Pupils should raise and answer questions that help them to become familiar with the life processes that are common in all living things. Pupils should be introduced to the terms ‘habitat’ and ‘micro-habitat’. They should raise and answer questions about the local environment that help them identify and study a variety of plants and animals within their habitat and observe how living things depend on each other. Pupils should compare animals in familiar habitat with animals found in less familiar habitats, for example, on the seashore, in woodland, in the ocean, in the rainforest.

KS1 Science: Habitats and food chains - mixed up food chains Use this real life picture cut and stick activity to support the learning of food chains in KS1. This download also includes a food web to encourage greater depth pupils to consider their future learning. It complements our book ‘Habitats and Food Chains’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 2 Science: Living things and their habitats Statutory requirements: 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, anyhow they depend on each other. 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.

KS1 Science: Habitats - wildlife neighbours Use this garden/school wildlife investigation to support the learning of habitats in KS1. It complements our book ‘Habitats and Food Chains’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 2 Science: Living things and their habitats Statutory requirements: 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, anyhow they depend on each other. Identify and name a variety of plants and animals in their habitats, including micro-habitats 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. Notes and guidance (non-statutory): Pupils should raise and answer questions that help them to become familiar with the life processes that are common in all living things. Pupils should be introduced to the terms ‘habitat’ and ‘micro-habitat’. They should raise and answer questions about the local environment that help them identify and study a variety of plants and animals within their habitat and observe how living things depend on each other. Pupils should compare animals in familiar habitat with animals found in less familiar habitats, for example, on the seashore, in woodland, in the ocean, in the rainforest.

KS1 Science: Habitats - woodlouse habitats Use these cross curricular resources to get pupils to investigate woodlouse habitats, represent their findings in pictograms and answer scientific questioning.This investigation also includes maths targets of using a tally and bar chart. It complements our book ‘Habitats and Food Chains’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 2 Science: Living things and their habitats Statutory requirements: 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, anyhow they depend on each other. Identify and name a variety of plants and animals in their habitats, including micro-habitats 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. Notes and guidance (non-statutory): Pupils should raise and answer questions that help them to become familiar with the life processes that are common in all living things. Pupils should be introduced to the terms ‘habitat’ and ‘micro-habitat’. They should raise and answer questions about the local environment that help them identify and study a variety of plants and animals within their habitat and observe how living things depend on each other. Pupils should compare animals in familiar habitat with animals found in less familiar habitats, for example, on the seashore, in woodland, in the ocean, in the rainforest. Year 2 Maths: Statistics Statutory requirements: Interpret and construct simple pictograms, tally charts, block diagrams and simple tables Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity Ask and answer questions about totalling and comparing categorical data.

KS1 Science: Habitats - what habitats do snails prefer? Use these resources to get pupils to investigate the habitat of snails, go on a snail hunt and then design a snail habitat. This investigation also includes maths targets of using a tally and bar chart. It complements our book ‘Habitats and Food Chains’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 2 Science: Living things and their habitats Statutory requirements: 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, anyhow they depend on each other. Identify and name a variety of plants and animals in their habitats, including micro-habitats 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. Notes and guidance (non-statutory): Pupils should raise and answer questions that help them to become familiar with the life processes that are common in all living things. Pupils should be introduced to the terms ‘habitat’ and ‘micro-habitat’. They should raise and answer questions about the local environment that help them identify and study a variety of plants and animals within their habitat and observe how living things depend on each other. Pupils should compare animals in familiar habitat with animals found in less familiar habitats, for example, on the seashore, in woodland, in the ocean, in the rainforest. Year 2 Maths: Statistics Statutory requirements: Interpret and construct simple pictograms, tally charts, block diagrams and simple tables Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity Ask and answer questions about totalling and comparing categorical data.

KS1 Science: Habitats - let’s investigate a micro-habitat Use this tick box worksheet to help children explore a micro-habitat. It complements our book ‘Habitats and Food Chains’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 2 Science: Living things and their habitats Statutory requirements: 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, anyhow they depend on each other. Identify and name a variety of plants and animals in their habitats, including micro-habitats 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. Notes and guidance (non-statutory): Pupils should raise and answer questions that help them to become familiar with the life processes that are common in all living things. Pupils should be introduced to the terms ‘habitat’ and ‘micro-habitat’. They should raise and answer questions about the local environment that help them identify and study a variety of plants and animals within their habitat and observe how living things depend on each other. Pupils should compare animals in familiar habitat with animals found in less familiar habitats, for example, on the seashore, in woodland, in the ocean, in the rainforest.

KS1 Science: My life cycle Use this activity with its quality questioning to help teach the life cycle of humans in KS1 Science. It complements our book ‘Growing and Changing’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 2: Animals, including humans Statutory requirements: Notice that animals, including humans, have offspring which grow into adults Find out about and describe the basic needs of animals for survival. Describe the importance for humans of exercise, eating the right amounts of different types of food and hygiene. Notes and guidance (non-statutory): Pupils should be introduced to the basic needs of animals for survival, as well as the importance of exercise and nutrition for humans. They should also be introduced to the processes of reproduction and growth in animals. Pupils might work scientifically by: observing, through video or first-hand observation and measurement, how different animals, including humans, grow; asking questions about what things animals need for survival and what humans need to stay healthy; and suggesting ways to find answers to their questions.

KS1 Science: Animal mum and babies pairs Use this real life picture pairs game to help teach life cycles in KS1 Science by matching up these sixteen mums with their babies. Guaranteed to engage, the animal cards include: giant pandas, seals, red-eyed tree frogs and macaw parrots. It complements our book ‘Growing and Changing’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 2: Animals, including humans Statutory requirements: Notice that animals, including humans, have offspring which grow into adults Find out about and describe the basic needs of animals for survival. Notes and guidance (non-statutory): Pupils should be introduced to the basic needs of animals for survival, as well as the importance of exercise and nutrition for humans. They should also be introduced to the processes of reproduction and growth in animals. The focus at this stage should be on questions that help pupils to recognise growth; they should not be expected to understand how reproduction occurs. Example: spawn, tadpole and frog

KS1 Science: Animals - A butterfly’s life cycle. Use this colour, stick and label activity to help teach about the life cycle of a butterfly in KS1 Science. It complements our book ‘Growing and Changing’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 2: Animals, including humans Statutory requirements: Notice that animals, including humans, have offspring which grow into adults Find out about and describe the basic needs of animals for survival. Notes and guidance (non-statutory): Pupils should be introduced to the basic needs of animals for survival, as well as the importance of exercise and nutrition for humans. They should also be introduced to the processes of reproduction and growth in animals. The focus at this stage should be on questions that help pupils to recognise growth; they should not be expected to understand how reproduction occurs. Example: egg, caterpillar, pupa and butterfly. Year 2: Living things and their habitats Statutory requirements: 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.

KS1 Science: Animals - A frog’s life cycle Use this cut and stick activity to help teach the life cycles of a frog in KS1 Science. It complements our book ‘Growing and Changing’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 2: Animals, including humans Statutory requirements: Notice that animals, including humans, have offspring which grow into adults Find out about and describe the basic needs of animals for survival. Notes and guidance (non-statutory): Pupils should be introduced to the basic needs of animals for survival, as well as the importance of exercise and nutrition for humans. They should also be introduced to the processes of reproduction and growth in animals. The focus at this stage should be on questions that help pupils to recognise growth; they should not be expected to understand how reproduction occurs. Example: spawn, tadpole and frog Year 2: Living things and their habitats Statutory requirements: 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.

KS1 Science: Seasonal changes - A3 bird spotter poster Use this poster to teach Science in KS1 by identifying common birds and discussing migration. It complements our book ‘What’s the Season?’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 1: Seasonal Changes Statutory requirements Observe changes across the four seasons. Observe and describe weather associated with the seasons and how day length varies. Notes and guidance (non-statutory) Pupils might work scientifically by: making tables and charts about the weather; and making displays of what happens in the world around them, including day length, as the seasons change. Year 1: Animals, including humans Statutory requirements Identify and name a variety of common animals including birds. Describe and compare the structure of a variety of common animals, including birds. Notes and guidance (non-statutory) Pupils should use the local environment throughout the year to explore and answer questions about animals in their habitat.

KS1 Science: Seasonal Changes - Fantastic fungi facts Use this activity to teach Science in KS1 by researching fantastic fungi. It complements our book ‘What’s the Season?’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 1: Seasonal Changes Statutory requirements Observe changes across the four seasons. Note and guidance (non-statutory) Pupils might work scientifically by: making tables and charts about the weather; and making displays of what happens in the world around them, including day length, as the seasons change. Year 1: Plants Statutory requirements Identify and name a variety of wild and garden plants

KS1 Science: Seasonal changes - Summer treasure hunt Use this activity to teach Science in KS1 by going on a Summer treasure hunt in your garden, park or woodland. It complements our book ‘What’s the Season?’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 1: Seasonal Changes Statutory requirements Observe changes across the four seasons. Observe and describe weather associated with the seasons and how day length varies. Note and guidance (non-statutory) Pupils might work scientifically by: making tables and charts about the weather; and making displays of what happens in the world around them, including day length, as the seasons change.

KS1 Science: Seasonal changes - Spring treasure hunt Use this activity to teach Science in KS1 by going on a Spring treasure hunt in your garden, park or woodland. It complements our book ‘What’s the Season?’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 1: Seasonal Changes Statutory requirements Observe changes across the four seasons. Observe and describe weather associated with the seasons and how day length varies. Note and guidance (non-statutory) Pupils might work scientifically by: making tables and charts about the weather; and making displays of what happens in the world around them, including day length, as the seasons change.

KS1 Science: Seasonal changes - Winter treasure hunt Use this activity to teach Science in KS1 by going on an Winter treasure hunt in your garden, park or woodland. It complements our book ‘What’s the Season?’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 1: Seasonal Changes Statutory requirements Observe changes across the four seasons. Observe and describe weather associated with the seasons and how day length varies. Note and guidance (non-statutory) Pupils might work scientifically by: making tables and charts about the weather; and making displays of what happens in the world around them, including day length, as the seasons change.

KS1 Science: Seasonal changes - Make a pine cone bird feeder Use this activity to teach Science in KS1 by discussing how non-migratory birds will survive the winter. It complements our book ‘What’s the Season?’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 1: Seasonal Changes Statutory requirements Observe changes across the four seasons. Observe and describe weather associated with the seasons and how day length varies. Note and guidance (non-statutory) Pupils might work scientifically by: making tables and charts about the weather; and making displays of what happens in the world around them, including day length, as the seasons change. KS1: Art and Design Use a range of materials creatively to design and make products.

KS1 Science: Seasonal change - Autumn treasure hunt Use this activity to teach Science in KS1 by going on an Autumn treasure hunt in your garden, park or woodland. It complements our book ‘What’s the Season?’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 1: Seasonal Changes Statutory requirements Observe changes across the four seasons. Observe and describe weather associated with the seasons and how day length varies. Note and guidance (non-statutory) Pupils might work scientifically by: making tables and charts about the weather; and making displays of what happens in the world around them, including day length, as the seasons change.

KS1 Science: Seasonal changes - Why do leaves change colour in Autumn? Use this activity to teach Science in KS1 by discussing how some trees change during Autumn. It complements our book ‘What’s the Season?’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 1: Seasonal Changes Statutory requirements Observe changes across the four seasons. Observe and describe weather associated with the seasons and how day length varies. Note and guidance (non-statutory) Pupils might work scientifically by: making tables and charts about the weather; and making displays of what happens in the world around them, including day length, as the seasons change.