Thank you for looking at my resource. This resource includes a fully comprehensive powerpoint and word resources catering a range of abilities. This is the final lesson in a sequence .The lesson can be taught independently without the need for the past lessons or the further lessons. This lesson can be picked up and taught straight from however is fully editable. Children will start by rewind (recapping) on prior learning. Children will actively engage in this by playing a true or false game where they stand if something is true and sit down if something is false. This will cover all of the key learning taught during this unit with a particular focus on thee knowledge that they will directly need to use in this lesson. This will ensure that children have this key knowledge at the forefront of their thinking when exploring their new learning. To introduce the importance a food chain children will look at a lion. They will think and discuss why every living thing in the food chain is important for the lion. Children will start by looking at completed food chains and will complete either an independent or guided description of a polar food chain. All children will be encouraged to identify what habitat the food chain is from using their prior learning. Once children are confident describing a food chain they will move onto creating their own food chain. There will be a helping hands option - a scaffolded support for children who may find drawing and laying out a food chain difficult. Past/current vocbaulary is explicitly taught and children are reminded of this at suitable and regular opportunties. Stem sentences are provided throughout to promote oracy and allow children to focus on the science rather than formation of a sentence. The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thank you for looking at my resource. This resource includes a fully comprehensive powerpoint and word resources catering a range of abilities. This is the fourth lesson in a sequence .The lesson can be taught independently without the need for the past lessons or the further lessons. This lesson can be picked up and taught straight from however is fully editable. Children will start by rewind (recapping) on prior learning. Children will actively engage in this by playing an A-Z game where they go around the class naming living things starting with each letter of the alphabet. Children will also recap on their prior learning of habitats and dependency of living things within a habitat. This will ensure that children have this key knowledge at the forefront of their thinking when exploring their new learning. Past learning has mostly focused on habitats in children’s local area. Children will start to think about global habitats by discussing how habitats my vary. Children will explore five main global habitats: Ocean Polar Grasslands Deserts Rainforests Children will using the skill of research to find out about these habitats. Children will use a range of sources which will be explicitly highlighted to children to build up their learning research sources of information. Children will build up their confidence in research. They will have three habitats which will be guided but increasingly involve more from the child than the teacher e.g the first habitat will have the research chart already filled in. After completing the three guided habitats children will either move onto researching independently the final two habitats or work alongside the teacher. Past/current vocbaulary is explicitly taught and children are reminded of this at suitable and regular opportunties. Stem sentences are provided throughout to promote oracy and allow children to focus on the science rather than formation of a sentence. The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thank you for looking at my resource. This resource includes a fully comprehensive powerpoint and word resources catering a range of abilities. This is the third lesson in a sequence .The lesson can be taught independently without the need for the past lessons or the further lessons .This lesson can be picked up and taught straight from however is fully editable. Children will start by rewind (recapping) on prior learning. Children will actively engage in this by matching living things to habitats and discussing how a bee and a flower depend on each other. This will lead into children being taught about microhabitats and minibeasts. Children will complete an observation of microhabitats and minibeasts around school. Children will use their prior learning to explain why microhabits are suitable. The scientific skills of observation and prediction will be explicitly taught and used. Past/current vocbaulary is explicitly taught and children are reminded of this at suitable and regular opportunties. Stem sentences are provided throughout to promote oracy and allow children to focus on the science rather than formation of a sentence. The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thank you for looking at my resource. This resource includes a fully comprehensive powerpoint and word resources catering a range of abilities. This is the second lesson in a sequence .The lesson can be taught independently without the need for the past lesson or the further lessons .This lesson can be picked up and taught straight from however is fully editable. Children will start by rewind (recapping) on prior learning. Children will actively engage in this by reasoning with a partner if a particular picture is living, used to be alive or never been alive. Children will start to develop an understanding of the key concepts - habitats and dependency by reflecting on their own personal habitats. This will then lead into self reflection and partner discussions on why not all animals live in the same habitat as them. Children will then learn about a number of animals and why their habitat is important to their survival. This will lead into children doing their own investigation of the local habitats around school. Children will be explicitly taught about prediction and observation. After completing these observations the concept of dependency and mutual dependency will be introduced. Children will look at a number of examples and then independently write about an example. Stem sentences are provided throughout to promote oracy and allow children to focus on the science rather than formation of a sentence. Children will complete either a independent task or a helping hands task. The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thank you for looking at my resource. This resource includes a fully comprehensive powerpoint and word resources catering a range of abilities. This is the first lesson in a sequence .The lesson can be taught independently without the need for the further 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. Leading on from this children will be introduced to Ethan the explorer. Children will be informed that he thinks everything in a park is a living thing. Children will think and then discuss with a partner whether they agree / disagree with this. 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 independent task or a 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. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resource. Resources included Powerpoint presentation Resources including chilli challenge and helping hands. This is the final lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable. In this lesson children will start by completing a task which will remind them of their prior learning from year 1 and this unit . This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning. Children will start by completing a reasoning activity where they will choose which is the healthiest lunch. This includes a stem sentence to support children’s oracy. This will lead into a discussion on what is meant by a balanced diet. Children will look at the Eatwell guide and discuss why each part is important. Children will sort foods into the correct place. The lesson will then move onto looking at hygiene. The whole class will take part in a demonstration of how germs spread using glitter. Children will then learn about germs and hygiene. Children will discuss how we can be hygienic and why it is important. Children will complete a second independent task where they will create a poster about hygiene. Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks. 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 science rather than forming a sentence. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resource. Included Powerpoint Independent application resources for all children including challenges and helping hands specific. This is the fifth lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable. In this lesson children will start by completing a number of tasks which remind them of their prior learning from year 1 and throughout this unit. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning. After being shown a definition of exercise children will discuss why they think exercise is important. The teacher will discuss the importance with links provided to prior learning such as to help grow into a healthy adult as well as a brief fast forward to future learning about the types of exercise. Throughout this lesson children will be guided through a full science experiment. Some parts children will independently complete such as the prediction, other parts the teacher will simply show such as the method where as other parts such as the conducting of the experiment will be completed whole class. The parts of the experiment are explicitly taught for instance children have the concept of prediction explained to them. In the experiment children will be looking at which exercises raise their heart rate. In the powerpoint each activity has a timer, a discussion and a rest. Children will discuss with a partner their results and then write these results up. Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks. 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 science rather than forming a sentence. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resource. Included Powerpoint - 20+ slides. Independent application resources for all children including challenges and helping hands specific. This is the fourth lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable. In this lesson children will start by completing a number of tasks which remind them of their prior learning from year 1 and throughout this unit. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning. Children will start with a reasoning partner task (stem sentence provided to promote oracy) This task will involve children identifying which things all animals need to survive. This will lead into a discussion about the different ways animals meet these needs. Children will complete independent application task 1. Children will then focus on dogs. Children will learn about how dogs which will move onto children creating a poster about caring for dogs. Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks. 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 science rather than forming a sentence. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resource. This is the first lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable. In this lesson children will start by completing a number of tasks which remind them of their prior learning from year 1. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning. Children will start by thinking abut humans. To avoid misconceptions children are guided to think how they have changed since being a child/ will change as well as differences between themselves and other children. It will be established that although there are many differences humans look like humans. This will lead into children making a prediction about all animals looking like their offspring. Children will investigate this independently by matching offspring to their adult. Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks. 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 science rather than forming a sentence. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resource. This is the third lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable. In this lesson children will start by playing a child friendly version of two truths and a lie. Ms Messy has change one of our science facts which is the not true fact? This will ensure that quick assessments can be made of what children have already learnt and identify any gaps that need revisiting. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning. Children will start by recapping on what life cycles are and label the life cycle of a frog. Children will then complete a number of tasks to help them understand that there are things that they can do now because they are no longer a baby. They will also develop an understanding that there is things they still need to develop to become an adult. Children will complete the first task Task 1 - They will name and order the human life stages. Children will then start to identify when specific things occur for most people during the life cycle. Task 2 - Children will then identify when things usually start/happen in the life cycle. Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks. 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 science rather than forming a sentence. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resource. This is the second lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable. In this lesson children will play a child friendly version of two truths one lie. Children will be informed that Ms Cheeky has changed one of three scientific facts and they have to identify which one is the not fact. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning. Children will link their prior learning on offspring by thinking how a baby develops from a baby to an adult. Children will start this by looking at humans as an example of offspring that look like their adult . Children will then move onto looking at a frog. Children will have it highlighted that in future learning that this is called metamorphosis. Children will not needed to remember this to complete their learning. Once learning about the frog’s lifecycle and given opportunity to consolidate this learning. Children will create their own frog lifecycle. Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks. 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 science rather than forming a sentence. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resource. This is the second lesson in a sequence . The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable. Children will be designing a new play park. They will complete a number of tasks to ensure they have remembered their prior learning from year 1 and their previous lesson on material uses. This will also ensure that this prior learning is at the forefront of their thinking ready to apply for their new learning. Children will discuss with a partner whether paper would be a ‘good’ material for a slide. This will lead into the introduction of the concept of suitability. The first task children will complete will involve identifying all materials that would be suitable for an object. Children will build up to completing an independent task. Children will return as a class to look at how the object’s exact use can change which material is most suitable. Children will look at a number of scenarios and discuss which material would be most suitable. Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks. 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 science rather than forming a sentence. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resource. This is the fourth lesson in a sequence . The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable. Children will be designing a new play park. They will complete a number of tasks to ensure they have remembered their prior learning from year 1 and their previous lesson on material uses. This will also ensure that this prior learning is at the forefront of their thinking ready to apply for their new learning. Children will discuss what will happen to the old play park. This will lead onto children learning about landfill. Children will think of ideas to stop the play park going into landfill. Leading on from this the teacher will introduce children to recycling and their experiences of recycling. The example of plastic will be given to show the process of recycling. Children will create a comic strip showing the process of recycling plastic. Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks. 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 science rather than forming a sentence. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resource. This is the third lesson in a sequence . The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable. Children will be designing a new play park. They will complete a number of tasks to ensure they have remembered their prior learning from year 1 and their previous lesson on material uses. This will also ensure that this prior learning is at the forefront of their thinking ready to apply for their new learning. Children will discuss how easy it is to change the shape of wood. Children will be given a brief fastforward of how wood is changed to emphasis that it is complicated. This will lead into a discussion about what objects made from different materials can be easily changed shape. Children will be shown four ways that objects shape can be changed - twist,stretch, squash and bend. This will be explicitly explained and modelled to children. Children will move onto testing these four types of changing an objects shape. Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks. 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 science rather than forming a sentence. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resource. This is the first lesson in a sequence. The lesson can be taught independently without the need for the further lessons. This lesson can be picked up and taught straight from however this is fully editable. Children will be designing a new play park. Children will be shown two play parks and will think about which park they would rather play at. Children will be provided with a stem sentence to improve oracy. Using the play park children will complete a number of tasks to ensure children have remembered their prior learning from year 1 and that it is at the forefront of their thinking ready to apply for their new learning. Children will identify the materials used at the play park, differentiate between the object and the material and finally think about why certain materials have been used at the playpark based on their properties. Children will move on to identifying the uses of different materials throughout the school. Helping hands will be provided for children who need additional support as well as a chilli challenge. Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resource. This is an informal assessment task that will demonstrate children’s understanding of the year 2 science unit Uses of everyday materials. This lesson is part of a sequence but can be used isolated. Children will be designing a new play park. They will complete a number of tasks to ensure they have remembered their prior learning from year 1 and their previous lesson on material uses. This will also ensure that this prior learning is at the forefront of their thinking ready to apply for their new learning. Children will design a playpark and then answer a number of questions about their choices such as how does their choice of material reduce harm to the environment. Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thank you for looking at my resource. In this lesson children will recap on their prior knowledge by recapping on the definition of animal and matching the animal group to the description. Children will reflect on what animals need to survive which will lead into being informed that Zack the zookeeper thinks that all animals eat the same thing. Children will discuss whether they agree or disagree with this. Children will be shown a number of animals diets and will reflect whether it is possible to remember all of the individual diets of the over 1.2 million animals that exist. Children will be introduced to carnivore, herbivore and omnivore as well a small task to ensure that children understand what is meant by meat and plant type foods. Further to this a discussion will be had about humans and those that follow a vegan/vegetarian/other diet. Children will build up to independently identifying whether an animal is carnivore,herbivore or omnivore based on their diet. Helping hands will be provided for children who need additional support as well as a chilli challenge. Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resource. These resources are designed that they can be picked up and taught from however allow full user edits. The lesson will start with children recapping on prior learning. Children will label parts of Zack the Zookeepers body with their partner. This will lead onto a discussion about what parts of the body are there for. Children will reflect on Zack’s view that he only needs his arms and hands for the zoo. As a class children will discuss different body parts and what there uses are. Helping hands will be provided for children who need additional support as well as a chilli challenge. Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resouce. Children will start the lesson recapping on their prior learning in the unit through a variety of parter and whole class quick tasks. Children will be given a number of choices through a discussion of would you rather? Children will look at how the choices relate to the senses. They will be provided with a clear definition of senses and consolidate this by identifying which sense was most important in their choices. Children will look at Zack the Zookeeper and a map of the zoo and identify how Zack experiences the zoo through his senses. Helping hands will be provided for children who need additional support as well as a chilli challenge. Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thank you for looking at my resource. In this lesson children will recap on their prior knowledge by playing spot the difference. This will encourage children to recall animal names and groups. Children will then be reminded of the five different animal groups. Children will be working with Zack the zookeeper who will think that all amphibians are the same. Using whole class investigation children will identify what is the same and what is different. Children will build up to independently comparing similarities and differences between animal groups and at the end of the lesson will be provided with definitions of the main groups. Helping hands will be provided for children who need additional support as well as a chilli challenge. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application