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Animals Including Humans

Science Year 2 Healthy Animals

Hatch eggs and study the life cycle of chickens. Understand that exercise makes the heart work harder and is an essential part of a healthy lifestyle. Find out about healthy lunch box foods before designing and sharing your own snack.

block outcomes Key Concepts

Session 1 Hatching eggs!

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Objectives

Using magnifying glasses, closely observe feathers and eggs and draw what you see. Consider the question: what do you think is inside an egg? Look after an incubator in the classroom and observe what happens to the eggs!

Science Objectives
i) Notice that animals, including humans, have offspring which grow into adults.

ii) Find out about and describe the basic needs of animals, including humans, for survival (water, food and air).

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.

Other Curriculum Areas
Art

  • Use drawing to develop and share their ideas, experiences and imagination.

Lesson Planning

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

Session 2 Babies!

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Objectives

Invite visitors in who are pregnant or have very young children. Gather information by careful questioning. Make a timeline using photographs or cut out pictures of babies, young children, adults and elderly people.

Science Objectives
i) Notice that animals, including humans, have offspring which grow into adults.

ii) Find out about and describe the basic needs of animals, including humans, for survival (water, food and air).

iii) Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Use their observations and ideas to suggest answers to questions.
  3. Gather and record data to help answer questions.

You Will Need

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

Lesson Planning

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

Session 3 Stranded!

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Objectives

Create a desert island in the classroom! Imagine being stranded on the island. What would make you happy? What would your needs be? Send letters in bottles across the material sea, asking for essential provisions!

Science Objectives
i) Find out about and describe the basic needs of animals, including humans, for survival (water, food and air).

ii) Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Use their observations and ideas to suggest answers to questions.

Extended Writing Opportunities
Letters: Write a letter to go in a bottle, asking for essential provisions for surviving on a desert island.

Lesson Planning

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

Session 4 Healthy hearts!

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Objectives

Feel your heart pumping before and after running in the playground and discover that exercise makes your heart pump harder and faster! Carousel around different physical activities, observe the effects and answer questions in pairs.

Science Objectives
i) Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Working Scientifically

  1. Observe closely, using simple equipment.
  2. Perform simple tests.
  3. Use their observations and ideas to suggest answers to questions.
  4. Gather and record data to help answer questions.

Lesson Planning

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

Session 5 Deep inside my lunch box

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Objectives

Look at lots of different lunch box foods and discuss which ones are healthy by checking the sugar and fat contents on the packaging. Design a mat to fit in the bottom of your lunchbox (or school plate) divided into the different food groups needed for healthy living.

Science Objectives
i) Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Identify and classify.
  3. Use their observations and ideas to suggest answers to questions.
  4. Gather and record data to help answer questions.

You Will Need

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

Lesson Planning

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

Session 6 Pack a healthy picnic!

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Objectives

Invite another class to join you on a healthy picnic in the school grounds. Make healthy snacks before you set off and share all that you have learned about what makes a well balanced healthy lunch box.

Science Objectives
i) Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Identify and classify.
  3. Use their observations and ideas to suggest answers to questions.
  4. Gather and record data to help answer questions.

Other Curriculum Areas
Design and Technology

  • Design: design purposeful, functional, appealing products for themselves and other users based on design criteria.
  • Make: select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.
  • Evaluate: evaluate their ideas and products against design criteria.

Extended Writing Opportunity
Information text: Make an information leaflet, for your parents/carers, about what makes a well-balanced lunch box.

You Will Need

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

Lesson Planning

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

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