Living Things Science Coverage PDF

# Science Coverage, Objectives, Knowledge and Vocabulary Document ## Early Years Foundation Stage (EYFS) * Children are encouraged to explore science mainly through the lens of Understanding the World (The Natural World). * Other areas of learning are used to enable children to work like scientist...

# Science Coverage, Objectives, Knowledge and Vocabulary Document ## Early Years Foundation Stage (EYFS) * Children are encouraged to explore science mainly through the lens of Understanding the World (The Natural World). * Other areas of learning are used to enable children to work like scientists. * Children will make comments about what they've heard and ask questions to clarify their understanding (Communication and Language). * Children will compare length, weight, and capacity (Maths). * Children will also learn and use new vocabulary (Communication and Language). ## Key Stage 1 (KSI) and Key Stage 2 (KS2) * Due to split age classes, the curriculum is taught in a two-year rolling program to ensure coverage is progressive. * The same strands are taught chronologically, for example, the Year 1 topic is covered before children move on to Year 2 content. ## Year Group | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 ------- | -------- | -------- | -------- | -------- | -------- | -------- EYFS | What's Marvellous about me? | What can we learn from stories? | Who are our Heroes? | How has the world changed? | How do things grow? | What is it like at the seaside? Year 1+2 | Animals including humans (Year 1) | Living things and their habitats (Year 2) | Everyday materials (Year 1) | Everyday materials (Year 2) | Animals including humans (Year 2) | Animals including humans (Year 4) Year 3+4 | Sound (Year 4) | Light (Year 3) | Skates of matter (Year 4) | Plants (Year 3) | Plants (Year 3) | All Living things (Year 4) Year 4+5 | Sound (Year 4) | All living things (Year 5) | Properties and changes of materials (Year 5) | All Living things (Year 4) | Earth and Space (Year 5) | Light (Year 6) Year 5 + 6 | All living things (Year 5) | Animals including humans (Year 6) | Electricity (Year 6) | Earth and Space (Year 5) | Skates of matter (Year 4) | Forces (Year 5) # Living Things and Their Habitats ## Plants * Non-flowering plants * Flowering plants ## Animals * **Invertebrates**: do not have a backbone * **Vertebrates**: have a backbone * Fish * Amphibians * Reptiles * Birds * Mammals ## Year 4 | All Living Things ### Key Question | Substantive Knowledge | Disciplinary Knowledge | Vocabulary ------- | -------- | -------- | -------- What are the 7 life processes? | * Living things can be classified (grouped) in different ways according to their characteristics. * Nutrients produced by plants move to primary consumers then to secondary consumers through food chains. * An animal that is eaten by another is called prey and an animal that kills and eats other animals is called a predator. * Different food chains occur in different habits. | Recognise that living things can be grouped in different ways. | Amphibians, mammals, reptiles, producers, consumers, deforestation, invertebrate, vertebrate, predator, prey How can I group animals? | * Environments can change, and that this can sometimes pose dangers to living things. * Environmental change affects different habitats differently. * Different organisms are affected differently by environmental change. * Human activity significantly affects the environment. | Explore and use classification keys to help group, identify and name living things in their local and wider environment. | What is a key? How do I use it? | | Recognise that environments can change, and that this can sometimes pose dangers to living things. | ## Year 4: Success Criteria * **Lesson 1**: I know the 7 life processes. I can sort living things into a Venn diagram. I can sort living things into a Carroll diagram. * **Lesson 2**: I can use questions to sort animals in a key. I can identify classification groups. I can identify animals using a classification key. * **Lesson 3**: I can answer the questions in a key by looking closely at invertebrates. I can use a key to name the invertebrates I have found. I can identify invertebrates by looking at their characteristics. I can identify the characteristics of living things. I can use the characteristics of living things to sort them using a classification key. I can create a classification key. * **Lesson 4**: I can say how changes to the environment have affected endangered species. I can write a report about information I have gathered through research. I can present my findings to the class. * **Lesson 5**: I can review and recap my learning. I can answer questions about my learning. I can identify the things that I know. * **Lesson 6**: I can identify the human impact on the environment. I can understand extinction in animals. I can discuss and present a case study. ## Year 4 & 5: We Are Scientists * Scientists systematically gather evidence and use research, to make and test predictions and draw conclusions to gain and share knowledge and understanding. ## Scientific Vocabulary * Movement * Growth * Respiration * Reproduction * Sensitivity * Excretion * Nutrition * Amphibian * Reptiles * Mammal * Invertebrate * Vertebrate * Classification * Extinction * Impact * Human Impact ## Year 4 & 5: We Are Scientists * Scientists systematically gather evidence and use research, to make and test predictions and draw conclusions to gain and share knowledge and understanding. ## Year 4: Success Criteria * **Lesson 1:** I know the 7 life processes. I can sort living things into a Venn diagram. I can sort living things into a Carroll diagram. * **Lesson 2:** I can use questions to sort animals in a key. I can identify classification groups. I can identify animals using a classification key. * **Lesson 3:** I can answer the questions in a key by looking closely at invertebrates. I can use a key to name the invertebrates I have found. I can identify invertebrates by looking at their characteristics. I can identify the characteristics of living things. I can use the characteristics of living things to sort them using a classification key. I can create a classification key. * **Lesson 4:** I can say how changes to the environment have affected endangered species. I can write a report about information I have gathered through research. I can present my findings to the class. * **Lesson 5:** I can review and recap my learning. I can answer questions about my learning. I can identify the things that I know. * **Lesson 6:** I can identify the human impact on the environment. I can understand extinction in animals. I can discuss and present a case study. # Case Study: How Did Humans Affect the Dodo Bird? ## Scientific Vocabulary * Extinct * Impact * Human Impact * Environment * Changes ## Year 4 & 5: We Are Scientists * Scientists systematically gather evidence and use research, to make and test predictions and draw conclusions to gain and share knowledge and understanding. # What Difference Have We Made to the Landscape? ## Scientific Vocabulary * Environment * Change * Urban * Desert * Endangered * Extinct