Animals including Humans Year 2 Zunairah PLAN Primary Science – Supporting Assessment Animals including Humans Year 2 Zunairah © Pan London Assessment Network (PLAN) Se[tember 2018 This resource has been developed by the Pan London Assessment Network and is supported by the Association for Science Education.

PLAN Primary Science - Supporting Assessment PLAN Primary Science is a set of resources produced to enable teachers to have a clearer understanding of National Curriculum expectations for meeting the standard. Annotated collections of children’s work provide examples of what working at the expected standard for primary science might look like for the knowledge and conceptual understanding statements of the programmes of study (POS). It is not the intention of these resources to specifically exemplify the working scientifically statements.  However, aspects of working scientifically have been shown as an integral part of the teaching and learning of the knowledge and concepts. The resources provided have been cross moderated multiple times before publishing so that they can be used with confidence by teachers and subject leaders. Each collection of work shows one example of how a pupil has met National Curriculum statements for a particular area of content but these are not intended to be the definitive way of teaching these statements.

Structure of the resources Each resource contains the relevant National Curriculum statements for the unit of work and prior learning, a planning matrix, annotated work and a summary sheet.  The matrix provides an interpretation of the key learning of the National Curriculum statements, and suggestions of key vocabulary.  In order to be meet the expectations pupils must firstly understand the key concept and then be provided with opportunities to apply that knowledge. This is a key planning tool. Key Learning Possible Evidence Secure Show understanding of a concept by using scientific vocabulary correctly Overview paragraph describing curriculum Key vocabulary – list of words Possible ways to demonstrate key learning, particularly correct usage of vocabulary Apply knowledge in familiar related contexts, including a range of enquiries Suggestions of contexts to use. Possible ways to demonstrate that a pupil has gone beyond recall of facts and can apply the key learning, for example using the vocabulary and basic principles to produce explanations, usually within Working Scientifically contexts.

Contents of the materials Please note: The NC statements for each topic area for the relevant year group are stated on the slide. Only the statements in bold on that slide have been exemplified. In these cases the teachers have chosen to split the statements within the topic area to teach at different times. The prior NC statements relevant to the topic area are also stated and use to determine pupils’ knowledge at the start of the unit. Each slide has been annotated with coloured text. Please see key below: Red Commentary to explain how evidence meets/does not meet NC statements Blue Commentary to highlight features of working scientifically Green   Pupil Speak Grey Other relevant information eg. vocabulary used

Year 1 Statement – Prior learning Pupils should be taught to: Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals identify and name a variety of common animals that are carnivores, herbivores and omnivores describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)

Year 2 Statements Pupils should be taught to: notice that animals, including humans, have offspring which grow into adults  . find out and describe the basic needs of animals, including humans, for survival (water, food and air). describe the importance for humans of exercise, eating the right amounts of different types of foods and hygiene.

Later Statements Pupils do not need to be taught content they will learn in later year groups. They can be challenged by applying the content for their year group in broader contexts. In Year 3 pupils will be taught to: identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat. In Year 5 pupils will be taught to: describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird describe the life process of reproduction in some plants and animals. In Year 6 pupils will be taught to: recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.

Shows understanding of a concept using scientific vocabulary correctly Assessment guidance Key learning Evidence Shows understanding of a concept using scientific vocabulary correctly Animals including humans have offspring which grow into adults. In humans and some animals these offspring will be young, such as babies or kittens, that grow into adults. In other animals, such as chickens or insects, there may be eggs laid that hatch to young or other stages which then grow to adults. All animals including humans have basic needs of feeding, drinking and breathing that must be satisfied in order to survive, but to grow into healthy adults they also need the right amounts and types of food and exercise. Good hygiene is also important in preventing infections and illnesses. Key vocabulary: Offspring, Reproduction, Growth, Child, Young/Old stages (examples - chick/hen, baby/child/adult, caterpillar/butterfly), Exercise, Heartbeat, Pulse, Breathing, Hygiene, Germs, Disease, Nutrition, Food types (examples – meat, fish, vegetables, bread, rice, pasta) Can observe that animals including humans have offspring which grow into adults. Can find out about and describe basic needs of animals, including humans, for survival. Can describe the importance for humans of exercise, eating the right amounts of different types of food and hygiene. Applying knowledge in familiar related contexts, including a range of enquiries Describe the life cycle of some animals, including humans, and their growth to adults. Describe basic needs of humans and other animals for survival. Explain how development and health might be affected by differing conditions and needs being met/not met. Can measure/observe how animals, including humans, grow and can name and describe distinct stages of growth. Can use diagrams to describe the life cycle of an animal, e.g. chicken/sheep/frog. Can make predictions about how growth from a particular stage might progress. Can make predictions about how growth and health might be affected by conditions.

Introduction to topic Describe the importance for humans of exercise, eating the right amounts of different foods and hygiene Zunairah already has some understanding of the need to take exercise, keep clean and that eating the right sorts of food is important. The unit of work started with discussions of what children already knew about health and keeping healthy, and what they wanted to find out. Image from book. Ensure it is large enough to be read

Investigating how germs spread in the form of a sneeze describe the importance for humans of hygiene The children used an aerosol spray can to simulate a sneeze. They explored using the can to spray onto large pieces of paper at different distances to see the effect. Zunairah understands that it is important to cover your nose when you sneeze otherwise it spreads germs. Zunairah observed and compared the spray pattern created from different distances. Image from book. Ensure it is large enough to be read Zunairah relates her observations of the spray can to a sneeze. Zunairah has demonstrated an awareness that germs can be harmful and we should try not to spread them.

Writing a set of instructions for washing your hands (linked to English) describe the importance for humans of hygiene The children observed a demonstration of washing hands. They then showed each other and explained verbally how to wash their hands. The children finally wrote a set of instructions. “I wash my hands before I eat so I don’t get germs in my mouth”. Zunairah shows a clear understanding of how hands should be washed and her comments show she understands that this is to stop germs causing her harm.

Observing how germs spread through contact describe the importance for humans of hygiene Children used both hair gel and glitter bug gel to simulate germs on their hands. When one child had gel on his hands, he was able to spread it very quickly amongst class mates. “The germs went everywhere that we touched and we could see handprints on everything”. Zunairah observed that the glitter spread everywhere. Zunairah used a UV light to investigate how germs spread through contact using hair gel and glitter bug gel.

Sorting food describe the importance to humans of eating the right amounts of different types of food The children were given pictures of food and asked to sort them in as many different ways as they could think of. They labelled the groups using post it notes. They then used a Carroll diagram to record some of their classifying. Zunairah demonstrates clearly that she can categorise food in different ways. Zunairah sorted and classified different foods and drinks, using self selected criteria. She also labelled the Carroll diagram and correctly placed the food in the boxes.

Analysing a school dinner describe the importance for humans of eating the right amounts of different types of food The children recorded the food that they chose for lunch onto the eatwell plate. They were asked to suggest improvements which could be made to their lunch. When asked about the placing of the macaroni Zunairah commented that it was very cheesy so she put it in the dairy part of the eatwell plate although she thought it could go in the bread, rice, potato and pasta part also. Use of key vocabulary – meal and balanced Zunairah demonstrates clearly that she knows where to place food items on the eat well plate, and is beginning to think about whether or not a meal is balanced and how it could be improved.

Making pizza describe the importance for humans of eating the right amounts of different types of food ‘I can eat lots of vegetables because they’re good for me.’ ‘The cheese is dairy.’ ‘The bottom of the pizza is made of bread.’ ‘There is no meat or fish on my pizza.’ Zunairah read and followed a recipe to make a vegetable pizza, using different types of food. As she was making her pizza she talked about where on the eatwell plate all the ingredients would belong. Zunairah explained why particular ingredients were chosen for the pizza and what was missing from the eatwell plate.

Matching animals to their offspring before observing animals at the city farm notice that animals have offspring which grow in to adults Through the use of a writing frame Zunairah has been supported to use some of the key vocabulary – offspring, young, grows up. Prior to a visit to a city farm the children matched animals to their babies. They used books to find out the name of the babies. Children then visited a city farm and wrote about the animals they had observed. Zunairah observed closely and made comparisons between different living things. Zunairah has demonstrated that she understands that animals have offspring which have similarities and differences to the adult and can name the offspring of some adult animals.

Sorting and grouping the needs of a human baby for survival find out about and describe the basic needs of humans for survival. The children were given cards in small groups to sort according to whether a baby would need or not need these things. After this small group discussion the children were asked to write about their ideas. Zunairah has clearly described the basic needs of humans for survival in relation to a baby’s needs. She has also identified things that may be of benefit to a baby (a book) but are not essential. This shows that Zunairah understands that babies need to breathe air and they also need water.

Observing classroom pets as they grow notice that animals have offspring which grow in to adults The children observed classroom pets at various stages in their development, recording their observations and making predictions about further changes. Zunairah observed changes over different periods of time and talked about what has happened. Zunairah has observed the characteristics of young gerbils and caterpillars and predicted how they might change as they grow.

Observing classroom pets as they grow (contd.) notice that animals have offspring which grow in to adults It is standard practice for the children to be given key vocabulary to help them with their writing. They then select the words that they are confident in using hence Zunairah uses metamorphosis and chrysalis correctly but chooses not to use transform. The children continued their observations of the caterpillars over a period of time before they were released. Key vocabulary and key concept from previous learning is brought into the writing. This is further evidence that Zunairah understands that living things need food, water and air in order to survive. This part of the writing was unprompted by the teacher or the list of vocabulary, which indicates that Zunairah has securely met this statement. Zunairah has made careful observations over a period of time. This piece of writing demonstrates that Zunairah can describe the stages of development of a butterfly and recognises that this is an ongoing cycle.

Researching the needs of animals for survival find out about and describe the basic needs of animals for survival. The children listened to audio clips on a website describing some needs of different animals and recorded what they found out. Zunairah used simple secondary resources to develop a greater understanding about how different animals get the things that they need to survive. URL: http://www.bbc.co.uk/guides/zx38wmn Zunairah has clearly described the basic needs of animals for survival, including water, food and air. She has done this in different contexts on separate occasions and has therefore demonstrated that she has secure understanding of this idea.

Observing photos of themselves as babies and comparing them to current photos notice that animals, including humans, have offspring which grow into adults. The children were asked to look at photographs of themselves when they were babies and compare them to how they are now. Zunairah gives similarities and differences between now and when she was a baby. Zunairah noticed changes which have occurred since she was a baby and understands that she will continue to change as she grows in to an adult. She has now shown in a number of contexts that she has securely met this statement. The children are given some key vocabulary but they only use the words that they feel they need and can use appropriately. Zunairah does not use ‘feature’ for instance, but uses the words baby, child and grow.

Collecting data about exercise describe the importance to humans of exercise The children carried out different exercises and made a series of observations of changes to their body during different exercises. Zunairah made comparative statements about observations she made. At the start of the unit she already knew that exercise is important to stay healthy. This activity has broadened her understanding to include the impact on her heart. This will be picked up again in year 6. Zunairah has carried out a simple test and with support was able to present the gathered data in a scatter graph.

Caring for their bodies describe the importance to humans of hygiene This was a cross-curricular PSHE lesson involving children discussing how to care for their bodies. The annotated drawing and writing show Zunairah has a good understanding of how to care for her body, including aspects of hygiene, diet and sleep. She has drawn together all her prior learning about exercising, eating well and hygiene as part of this writing. She has demonstrated that she is secure in this statement.

Overall Summary Secure Zunairah has shown that she knows that animals including humans need food, water and air to survive. She showed this understanding in a number of different contexts – what babies need, what the butterfly would need and what other animals would need. She also shows a clear understanding of how to look after her body in terms of taking exercise, eating a balanced diet and keeping herself clean. Her understanding of exercising her body has been extended to include the impact on her heart. She understands which food groups make up a balanced diet and can identify food that fits into each of these groups. She can give a range of ways to keep herself clean. She has also shown a good understanding of how humans and other animals change as they grow older.

Acknowledgements Slide 15 images and activity from SNAP Science, Collins. Slide 19 URL: http://www.bbc.co.uk/guides/zx38wmn Other materials created within school