1. Year 2: If you go to the woods today will there be a big surprise?
WOW:
-Night Time Walk
-Visit from ‘Owl Wise’
-Visit to Coombe Woods
Reflection: IMovie – Animals have come to life!
NC – links: Science/Literacy/Art
WOW:
Visit to Coombe Woods/Visit from ‘Owl Wise’
Reflection: To create an imovie ‘Animals have come to life!’
LC1
Why would the owl be afraid of the dark?
LC2
What do we mean by nocturnal animals?
LC3
Why are trees more creepy in winter?
LC4
How do we see in the dark?
LC5
Who lives in a house like this?
LC6
What do worms eat and who eats the worms?
Reflection
iMovie – Animals have come to life
Literacy Link
Pupils will write:
-Poems about the Dark
-Non-Chronological reports about Nocturnal Animals
-A song based on ‘If you go down to the woods today’
Science Link:
Pupils will:
identify natural and manmade sources of light
explain whether shiny sources are a source of light
learn about how we can use reflective materials to stay safe in the dark
identify objects which use electricity
investigate how we can make a bulb light up
find out about different types of animals living in the woods; identify the similarities and differences between the different habitats in the woods, and how this affects the types of animals living there
learn about which woodland animals hibernate and why
research what woodland animals eat, learn about which animals are herbivores, carnivores or omnivores, create food chains to show feeding relationships and identify animals which are predators and prey.
E-Safety Link:
Can I keep my personal information safe? (Hector’s World)
Can I trust everyone? (Hector’s World)
Creative Art Link:
Pupils will:
-Take photos of Trees
-Sketch Trees
-Annotate Sketches
-Use pencil, charcoal and pastel to create different tones and textures
Can’t You Sleep Little Bear?
The Owl Who Was Afraid of the Dark
Martin Waddell
Jill Tomlinson
Forest Academy

2. Year 2: If you go to the woods today will there be a big surprise?
Curriculum Area
Science
Living Things
Can they match certain living things to the habitats they are found in?
Can they describe how a habitat provides for the basic needs of things living there?
Can they describe how plants and animals are suited to their habitat?
Can they describe what animals need to survive?
Can they explain how animals get their food and draw a simple food chain?
Materials
Can they describe the simple physical properties of a variety of everyday materials?
Can they compare and classify a variety of materials based on their simple physical properties?
Working Scientifically
Can they use their senses to help them answer questions?
Can they use some science words to describe what they have seen and measured?
Can they carry out a simple fair test?
Can they explain why it might not be fair to compare two things?
Can they say whether things happened as they expected?
Can they suggest how to find things out?
Can they use prompts to find things out?
Can they use (text, diagrams, pictures, charts, tables)to record their observations?
Literacy
Composition
Discuss ideas for the content of writing.
Plan the content of writing and write down ideas.
Write down or annotate plan with key language and vocabulary.
Formulate sentences which express their ideas for writing.
Orally rehearse structured sentences or sequences of sentences.
Write fictional narratives.
Write for different purposes.
Evaluate writing independently and/or with teacher.
Evaluate writing with peers.
Make improvements to writing after evaluation.
Re-read to check that writing makes sense.
Re-read to check that verbs indicating time are used correctly and consistently, including verbs in the continuous form.
Proof-read to check for errors in spelling, grammar and punctuation.
Read aloud own writing with appropriate intonation to make the meaning clear.
Vocabulary, Punctuation and Grammar
Use full stops, capital letters , exclamation and question marks accurately to demarcate sentences.
Punctuate sentences using commas for lists.
Punctuate sentences using apostrophes to mark contractions.
Punctuate sentences using apostrophes to mark singular possession.
Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’.
Develop Sentence Construction
Use different forms: statement, question, exclamation, command.
Use expanded noun phrases to describe and specify, e.g. the blue butterfly
Use present and past tenses correctly and consistently including the progressive form.
Use subordination (using when, if, that, or because)and co-ordination (using or, and, or but).
Understand and begin to use some features of written Standard English.
Use the Terminology
Verb, tense – past and present, adjective, noun, noun phrase, suffix, apostrophe, comma, compound, statement, question, exclamation, command.
Understand the terminology.
Art
Can they begin to demonstrate their ideas through photographs and in their sketch books?
Can they set out their ideas, using ‘annotation’ in their sketch books?
Do they keep notes in their sketch books as to how they have changed their work?
Can they use three different grades of pencil in their drawing (4B, 8B, HB)?
Can they use charcoal, pencil and pastels?
Can they create different tones using light and dark?
Can they show patterns and texture in their drawings?
Can they use a viewfinder to focus on a specific part of an artefact before drawing it?
Year 2 (Challenging)
Can they name some characteristics of an animal that help it to live in a particular habitat?
Can they describe what animals need to survive and link this to their habitats?
Can they describe the properties of different materials using words like transparent, opaque, flexible, etc?
Can they sort materials into groups and say why they have sorted them in that way?
Can they say which materials are natural and which are man made?
Can they suggest ways of finding out through listening, hearing, smelling, touching and tasting?
Can they say whether things happened as they expected and if not why not?
Forest Academy

3. Year 2: If you go to the woods today will there be a big surprise?
LC1: Why would the owl be afraid of the dark?
LC2: What do we mean by nocturnal animals?
In this learning challenge pupils will:
say what they know already about the dark and what they would like to find out about the dark
write a range of poems to describe the dark (list, acrostic and shape)
identify sources of sound
Investigate whether sounds change with distance
identify which animals are nocturnal
research information about nocturnal animals
read and write notes about nocturnal animals
read and identify the features of non-chronological reports
write an information page on nocturnal animal
Incorporate drama by acting out information.
LC3: Why are trees more creepy in winter?
LC4: How do we see in the dark?
visit the woods and take photos of trees
Plan a recount of the trip by creating a map.
Write a recount of the trip using descriptive language
identify different types of trees by their twigs and buds
explain why trees lose their leaves in winter
draw trees and experiment with using different media to create different effects (charcoal/pastel)
find out about animals which live in the woods, what they eat and what eats them.
explain what makes a room dark
identify natural and manmade sources of light
explain whether shiny sources are a source of light
learn about how we can use reflective materials to stay safe in the dark
identify objects which use electricity
investigate how we can make a bulb light up
Writing a poem about what we can see in the dark
Forest Academy

4. Year 2: If you go to the woods today will there be a big surprise?
LC5: Who lives in a house like this?
LC6: What do worms eat and who eats the worms?
In this learning challenge pupils will:
find out about different types of animals living in the woods
identify the similarities and differences between the different habitats in the woods, and how this affects the types of animals living there
learn about which woodland animals hibernate and why
Use Morfo app to discuss animals habitat, diet, appearance and behaviours.
research what woodland animals eat
learn which animals are herbivores, carnivores or omnivores
create food chains to show feeding relationships and identify animals which are predators and prey
link food chains to what pupils have learnt about habitats and hibernation
Create information text on different types of animals using ‘book creator’ app.
Reflection: IMovie – Animals have come to life!
Create their own character who lives in the woods.
Be able to say why and how they live in the woods by talking as the character.
Describing appearance, habitat, diet, behaviour of nocturnal animals.
Incorporate ICT by using imovie maker on the ipads
Incorporate art by making sculptures of the nocturnal animals.
Forest Academy