1. Living things and their Habitats Year 5 - Melissa
PLAN Primary Science – Supporting Assessment
Living things and their Habitats Year 5 - Melissa
© Pan London Assessment Network (PLAN) September 2018
This resource has been developed by the Pan London Assessment Network and is supported by the Association for Science Education.

2. 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.

3. 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
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.

4. 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 pupil’s 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

5. Year 2 Statements – Prior learning
Pupils should be taught to:
notice that animals, including humans, have offspring which grow into adults

6. Year 3 Statements – Prior learning
Pupils should be taught to:
explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

7. Year 4 statements Year 5 Statements Pupils should 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.

8. 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.
Pupils in Key Stage 3 will be taught about:
reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta
reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms.

9. Shows understanding of a concept using scientific vocabulary correctly
Assessment guidance
Key learning
Possible Evidence
SECURE
Shows understanding of a concept using scientific vocabulary correctly
As part of their life cycle plants and animals reproduce. Most animals reproduce sexually. This involves two parents where the sperm from the male fertilises the female egg. Animals including humans have offspring which grow into adults. In humans and some animals these offspring will be born live, such as babies or kittens, and then grow into adults. In other animals, such as chickens or snakes, there may be eggs laid that hatch to young which then grow to adults. Some young undergo a further change before becoming adults e.g. caterpillars to butterflies. This is called a metamorphosis.
Plants reproduce both sexually and asexually. Bulbs, tubers, runners and plantlets are examples of asexual plant reproduction which involves only one parent. Gardeners may force plants to reproduce asexually by taking cuttings. Sexual reproduction occurs through pollination, usually involving wind or insects.
Key vocabulary
Life cycle, reproduce, sexual, sperm, fertilises, egg, live young, metamorphosis, asexual, plantlets, runners, bulbs, cuttings
Can draw the life cycle of a range of animals identifying similarities and differences between the life cycles
Can explain the difference between sexual and asexual reproduction and give examples of how plants reproduce in both ways
Applying knowledge in familiar related contexts, including a range of enquiries
Use secondary sources and, where possible, first hand observations to find out about the life cycle of a range of animals
Compare the gestation times for mammals and look for patterns e.g. in relation to size of animal or length of dependency after birth
Look for patterns between the size of an animal and its expected life span
Grow and observe plants that reproduce asexually e.g. strawberries, spider plant, potatoes
Take cuttings from a range of plants e.g. African violet, mint
Plant bulbs and then harvest to see how they multiply
Use secondary sources to find out about pollination
Can present their understanding of the life cycle of a range of animals in different ways e.g. drama, pictorially, chronological reports, creating a game
Can identify patterns in life cycles
Can compare two or more animal life cycles studied
Can explain how a range of plants reproduce asexually
Update with final version

10. describe the life process of reproduction in some plants and animals
Assessment of prior learning
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
The children were given the key vocabulary for the unit and asked to write definitions for the words that they already knew.
This shows that Melissa is already aware of some of the key vocabulary.

11. describe the life process of reproduction in some plants and animals
Generating questions about life cycles
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
The children were given some images of a variety of animals and asked to generate questions about their life cycles.
Melissa’s questions show that she knows that some animals lay eggs and others do not. She also knows that animals live for different amounts of time She shows an awareness of gestation.

12. describe the life process of reproduction in some plants and animals
Observing how caterpillars change over time
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
The class had some caterpillars in the classroom that they observed over a number of weeks. When the butterflies emerged, they were released into the playground.
Melissa makes close observations over a period of time and records these using words, drawings and scientific diagrams.

13. describe the life process of reproduction in some plants and animals
Researching and presenting the life cycle of a butterfly
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
Prior to having caterpillars in the classroom, the children each researched the life cycle of a butterfly of their choice.
Melissa used a number of websites for her research and took notes. She created these slides from her notes.
Her slides show a good understanding of the four stages of an insects life cycle.

14. describe the life process of reproduction in some plants and animals
Researching and presenting the life cycle of a butterfly
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

15. describe the life process of reproduction in some plants and animals
Pond dipping
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
The class visited a local pond during the summer term to pond dip. They used a key to identify the animals which included the dragonfly nymph. They then also saw two dragonflies mating and a female laying eggs. The whole life cycle in one visit!
Those dragonflies are mating. It is a male and female and the male is giving the female sperm to fertilise the eggs. (This visit occurred after the children had learnt about the process of reproduction in humans.) Melissa applied her knowledge from that to this situation.
The nymph is the young dragonfly. It must metamorphosise like the caterpillar.
Melissa makes links to her knowledge about the life cycles of other animals and compares them.

16. describe the life process of reproduction in some plants and animals
Presenting research about the life cycle of two birds
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
The children were asked to choose two birds from the Arkive website and to find out about their life cycles.
Melissa located the relevant information and made notes.
The children were then asked to create a PowerPoint to compare the two life cycles.
Melissa describes the difference between the life cycle of two birds.

17. describe the life process of reproduction in some plants and animals
Presenting research of the life cycle of two birds
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
During a reading lesson the children found out about other life cycles and recorded them as diagrams.
Birds, frogs, insects and fish lay eggs. Mammals have live babies. Insects and amphibians have a metamorphosis
Melissa records her research using life cycle diagrams.
Melissa is secure on describing the differences in the life cycles of different groups of animals.

18. describe the life process of reproduction in some plants and animals
Assessment of learning
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
The children were given the same key vocabulary as they were at the start of the unit and asked to write definitions for the words that they now knew.
Melissa’s knowledge now extends to fledgling and larvae and a better understanding of incomplete metamorphosis.

19. describe the life process of reproduction in some plants and animals
Checking prior understanding of the life cycle of flowering plants
describe the life process of reproduction in some plants and animals
Before the class learnt about asexual reproduction the teacher wanted to find out what they had remembered from year 3 about the life cycle of flowering plants. The children were given the key vocabulary which they discussed in pairs before writing about what they knew.
This sentence is slightly unclear but shows an understanding that wind pollinated flowers are different to insect pollinated flowers.
It is not essential for the children to use the terms anther and stigma.

20. describe the life process of reproduction in some plants and animals
Checking prior understanding of the life cycle of flowering plants
describe the life process of reproduction in some plants and animals
This writing shows a good understanding of the life cycle of flowering plants.

21. describe the life process of reproduction in some plants and animals
Presenting the reproductive parts of flowering plants
describe the life process of reproduction in some plants and animals
Whilst the teacher consolidated the year 3 learning with some pupils, Melissa created a PowerPoint which she later shared with the less secure pupils.

22. describe the life process of reproduction in some plants and animals
Presenting the reproductive parts of flowering plants
describe the life process of reproduction in some plants and animals

23. describe the life process of reproduction in some plants and animals
Observing the reproductive parts of flowering plants
describe the life process of reproduction in some plants and animals
Outside, the children looked for flowers and made careful observations of them.
Melissa presents her observations clearly in a mix of text and labelled diagrams.

24. describe the life process of reproduction in some plants and animals
Observing the reproductive parts of flowering plants
describe the life process of reproduction in some plants and animals
The class had a spider plant in their class which they noticed had ‘babies’ The teacher used this as an opportunity to teach about asexual reproduction.
Melissa describes asexual reproduction as producing identical offspring to the parent.
The teacher then asked the children to compare this to plants they had previously grown.
The strawberries that we grew also had runners. These are a bit like the baby plants on the spider plant. It is also a bit like when we grew potatoes. We planted one and then more grew underground.
Melissa identifies other plants that also reproduce asexually.

25. Overall Summary - Secure
Melissa describes the differences between the life cycles of different groups of animals. She shows an understanding of the process of sexual reproduction of animals and plants and has an awareness that plants can also reproduce asexually, resulting in identical offspring. .

26. Acknowledgements
Slide 15 – Images taken from