Science Year 2 Healthy Animals

Provided Resources

• Stages of chicken development resource

Additional Resources

• Egg hatching kit (incubator with eggs)
• Magnifying lenses
• Cameras
• Video recording devices
• Sketch books

Weblinks
Development of a chicken in an egg from www.YouTube.com
7 minutes of chicks eating and interacting from www.YouTube.com

Teaching

• Hypothesise about what is in an egg at various stages of incubation.
• Research the development of a chick and understand that it is a baby chicken.
• Observe the chicks closely, discuss findings and record observations.
• Discuss and research what the chicks will need to grow into healthy adults.

Activities

1. Understand the development of a chick in an egg and then how a chick grows into a hen.
2. Observe hatching chicks closely and record what they see, hear, smell and feel.

Investigation - exploring over time
Observe what happens when chicks hatch.

Vocabulary
Egg, chick, hatch, baby, adult, grow, change, feathers, observe, record

Provided Resources

• Babies and Adults matching game resource
• Question-aids resource

Additional Resources

• Card
• Glue
• A role play corner with baby dolls and baby equipment for children to explore

Weblinks
BBC Bitesize: Babies and their offspring from www.bbc.co.uk

Teaching

• Become familiar with animals and their babies through matching card activities and discussion.
• Understand that humans are animals and that we produce offspring.
• Plan questions for visitors thinking carefully about what information they want to gather and how to phrase the question accordingly.
• Interact and observe the visitors, recording their answers to questions and gathering information.

Activities

1. Understand that babies can be similar or different to the adults and that humans are animals that produce offspring.
2. Appreciate the importance of well-planned questions and that questions need to be useful for providing the right information.
3. Interact well with visitors and ask questions politely and appropriately.

Investigation - exploring
Plan questions for visitors thinking carefully about what information they want to gather and how to phrase the question accordingly.
Interact and observe the visitors, recording their answers to questions and gathering information.

Vocabulary
Questions, answers, gather, young, old, change and adults

Additional Resources

• Blue and yellow sheets of material
• Plastic bottles for each child or pair of children
• Pieces of paper and pencils
• Shell
• The Desert Island by Morgan Georgia Banks or Moomin’s Desert Island by Tove Jansson

Weblinks
BBC Bitesize: What do Humans need to stay healthy? from www.bbc.co.uk
Quiz: What Foods should we eat? (You can view the questions without subscribing/joining) from www.educationquizzes.com

Teaching

• Consider the differences and similarities between what they want and what they need to survive.
• Discuss and draw up a list of essential items for basic survival.
• Discuss together questions to assess learning, such as: what do humans need to survive? Why do you need food? Why do you need water? What do animals need to survive? Is there a difference?

Activities

1. Understand what they need to survive and what else they might need to be comfortable and happy.
2. Understand that what animals need for survival might be similar or different to humans, depending on the animal.
3. Discuss why they need certain things for survival, including food and water.

Investigation - problem solving
Discuss and draw up a list of essential items for basic survival.

Vocabulary
Basic needs, water, food, air, breathing, survival

Provided Resources

• Heartbeat Sheet resource

Additional Resources

• PE kits
• Timers for each pair
• Different PE equipment (hoops, skipping ropes, beanbags, etc.)
• Clipboards and pencils
• Whistle or instrument to mark change of activity
• Elastic bands (one kept in the freezer and one at room temperature)

Weblinks
Animation about the role of the heart from www.aboutkidshealth.ca
BBC Bitesize: The Major Organs of the Body from www.bbc.co.uk
Guide on taking your pulse from www.cyh.com

Teaching

• Understand that exercise makes the heart work harder and is an essential part of a healthy lifestyle
• Explore the idea of warming up muscles through a simple investigation
• Warm up and then carousel around different physical activities, counting rate of heartbeat
• Observe and record the effects of exercise (warm skin, thirsty, heart rate increased, breathing heavily).
• Consider questions such as: why is exercise important for keeping healthy? What kinds of exercise do you enjoy doing? What exercise can you do outside school?

Activities

1. Understand that exercise makes the heart work and that warming up before exercise is important
2. Know that some exercise makes their heart beat fast and some slows it down
3. Begin to understand that they can observe changes and record data in a simple table

Investigation
Explore the idea of warming up muscles by investigating what happens when cold elastic bands are stretched without being warmed up.

Warm up and then carousel around different physical activities, counting rate of heartbeat. (Exploring, Observing over time)

Vocabulary
Heart, beating, healthy, exercise

Additional Resources

• Healthy lunch boxes resource
• Different breads & cheeses
• Fruits and vegetables suitable for lunchboxes
• Packaged foods for lunch boxes
• Large sheet of paper
• Laminator
• Internet access

Weblinks
Healthy Eating from https://www.foodafactoflife.org.uk

Teaching

• Explore different lunch box foods and begin to look at the nutritional labelling.
• Discuss and research what is meant by a balanced meal and food types.
• Design a balanced lunch box on paper to serve as a reminder of how much of each food group is required for a balance lunch.

Activities

1. Begin to explore different lunch box foods and understand which food category they may go in.
2. Begin to understand what is meant by a balanced lunch.
3. Design a lunch box sheet or mat (to laminate and place in the bottom of the lunch box) to serve as a reminder of how much of each food group is required for a balance lunch.

Investigation - problem solving
Design a balanced lunch box on paper to serve as a reminder of how much of each food group is required for a balanced lunch. By drawing on previous knowledge of healthy food, select healthy sandwiches to pack in the picnic. Record the healthy picnic in photographs and talk about their learning with their guests.

Vocabulary
Fruit, vegetables, bread, rice, potatoes, pasta, milk, dairy, food high in fat, sugar, meat, fish, egg, beans

Additional Resources

• Healthy lunch foods from each category (carbs - enough bread for the class - protein, fruit, snack, vegetables)
• Margarine
• Water and cups
• Chopping boards and knives
• Paper plates
• Sandwich bags
• Sticky labels
• Serviettes
• Trays

Weblinks
Ideas from the NHS about healthy picnics and lunch boxes from www.nhs.uk

Teaching

• Understand that washing your hands before eating is part of a healthy, hygienic lifestyle.
• By drawing on previous knowledge, select healthy sandwiches to pack in the picnic.
• Record the healthy picnic in photographs and talk about their learning with their guests.
• Interview their guests about their picnic experience.

Activities

1. Understand the role of hygiene in food preparation.
2. Understand which foods to select for a picnic in order to create balanced, healthy sandwiches.
3. Be able to talk about their learning with their guests and evaluate their sandwich making.

Investigation - problem solving
Design a balanced lunch box on paper to serve as a reminder of how much of each food group is required for a balanced lunch. By drawing on previous knowledge of healthy food, select healthy sandwiches to pack in the picnic. Record the healthy picnic in photographs and talk about their learning with their guests.

Vocabulary
Fruit, vegetables, bread, rice, potatoes, pasta, milk, dairy, food high in fat, sugar, meat, fish, egg, beans