Year 2 Comparing differences between things that are alive, used to be alive and never been alive

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This is the first lesson in a sequence. The lesson can be taught independently without the need for the previous lessons or the future lessons. This lesson can be picked up and taught straight from however is fully editable.

Children will start by completing a number of quick rewind (recapped) tasks such as which is the odd one out. These will ensure that children have the key prior learning to fully understand this unit, provide a useful assessment of learning for the teacher and put the relevant prior learning/vocabulary in the forefront of children’s mind.

Key recapped learning - Material vs object, definition of animals , types of animals and definition of living things.

Children will discuss whether things in. park are alive or never alive… Stem sentences are provided to promote oracy and allow children to focus on the science rather than formation of a sentence.

After practicing with a partner children will complete the first independent task which is to identify if items in the park are living or not living .

This will then lead into a discussion about a bench. Is a bench living if its material is wood? Children will look at why a bench’s wood used to be living.As a class children will discuss which materials used to be alive and which were never alive.

Children will complete the second independent task which is sorting items from a park into living, used to be alive and never been alive.
Children will complete either a second independent task or helping hands task.

The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.

Children will have stem sentences to support oracy and enable children to focus on the learning rather than forming sentences.