Years 1 and 2: Working Scientifically
Working Scientifically is an integral part of teaching and learning Science and this is built upon throughout the year groups. Children in Years 1 and 2 are taught to be inquisitive by asking questions and using practical devices to see if they are able to find their own answers and to orally discuss what they notice. To help the children develop their scientific understanding, they will be encouraged to use a range of scientific enquiry such as; observing closely, using simple equipment, performing simple tests, identifying and classifying, using their observations to generate questions and using their findings to help to answer questions. Children are given the opportunity to use and develop these skills across KS1 to ensure that knowledge is deepened and developed so they are secure to move on.
Year 2 Rationale
Autumn 1 and 2
Biology: Animals including humans
During the Autumn term, pupils will build upon their understanding of animals by observing how the body grows and how offspring will grow into adults. The children will focus on each phase of development to secure their understanding of growth over time. The children will move on to researching and discussing what animals need to grow and survive and how they can vary from animal to animal. They will develop their understanding of humans by looking at forms of exercise , eating the right amounts of different types of food and how hygiene plays a crucial role in healthy living.
Spring 1 and 2
Using their knowledge of plants from year 1, pupils in year 2 will begin to look at plants in more depth and will observe and describe seeds and bulbs and how they grow into mature plants. There will be discussions to determine what they believe a plant will ned to grow and simply explain their reasoning using some of the scientific vocabulary from the knowledge organiser. Children will carry out investigations to determine what helps a plant grow and thrive and will understand that plants need water, light and a suitable temperature to be healthy.
Biology: Living things and their habitat
To begin, pupils will explore and compare the differences between things that are living, dead, and things that have never been alive. This will be taught through a tailored treasure hunt which will include various objects from each of the three groups and lots of discussion around each object. They will also begin to understand that most living things, live in habitats to which they are suited and will revisit herbivores, carnivores and omnivores. They will explore a variety of different habitats and explain how they provide the basic need for various plants and animals and how each group depends on each other. This will also include micro habitats. The children will be introduced to simple food chains as part of this unit and will begin to understand and name different sources of food.
Chemistry: Everyday materials
Pupils identify and discuss the uses of different everyday materials so that they are familiar with how some materials are used for more than one thing (metal can be used for coins, cans, cars and table legs; wood can be used for matches, floors, and telegraph poles) or different materials are used for the same thing (spoons can be made from plastic, wood, metal, but not normally from glass). They think about the properties of materials that make them suitable or unsuitable for particular purposes and they are encouraged to think about unusual and creative uses for everyday materials. Also, they will find out about people who have developed useful new materials, for example John Dunlop, Charles Macintosh or John McAdam. Finally, pupils investigate how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.