Year 2 -To find and name animals in a microhabitat & explain why they are suited to living there.

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This is the third 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 using their learning from the prior lesson. Children will try to find things that are alive, used to be alive and never been alive in a beach scene. Children will go on to sorting living things into Ocean and Savanna habitats. Finally, children will discuss how a bee and a flower are dependent on each other. These quick recap tasks will ensure that children have the key prior learning to fully understand this lesson, provide a useful assessment of learning for the teacher and put the relevant prior learning/vocabulary in the forefront of children’s mind.

Children will be taught about microhabitats and minibeasts.
Children will be introduced to the scientific skill of prediction and will reflect and discuss what minibeasts and microhabitats they will see around the school site. Children will write their predictions down as part of independent application task 1.

Children will then be taught about quality scientific observation.
As a class children will go and explore the school site and find microhabitats and minibeasts.

Helping hands is provided for those who may need additional support to access the main 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.