Download Plants - Greenmount Primary School

Greenmount Primary School – Medium Term Planning
Date February 2016
Year Group Two
Teacher Mr Hillier
Title
Global Gardens
Outline, including purpose and audience ~
Young children have an instinctive natural curiosity about the natural world around them. If this interest is encouraged and nurtured it can
result in a lifelong awareness and respect for wildlife and the environment. We are extremely fortunate to live on a ‘garden isle’ and today’s
children must learn how to protect, sustain and interact with it and understand their role in maintaining the wider environment. This topic
explores plants and growing things, looking at plant cycles and food chains, investigating the history of different plant-based products and the
global context of different foods. Children also use plants in creating artistic and musical projects. Hopefully various local trips will enhance
the learning.
Opener ~
A session to revise the objectives of Year One. To reinforce the expected prior learning:

Identify basic parts of plants

Identify basic parts of flowers

That there are lots of different kinds of plant, some we use for food

That plants reproduce

That plants, like humans, need certain conditions in order to live
Outcome/event ~
Visit to the Ventnor Botanical Gardens to participate in a full day garden project led by a ‘horticultural’ expert.
Small performance of ‘Jack and the Beanstalk?’
Subject Focus ~
Science
Subject Focus ~
Geography
To revise the objectives of Year 1. To
identify the basic structure of a variety of
common flowering plants.

To revise the names of parts of
plants, including ‘flower’, ‘stem’,
and ‘roots’.

To begin to understand how plants
grow and change.
Use simple fieldwork and observational
skills to study the geography of their school
and its grounds and the key human and
physical features of its surrounding
environment.
Carry out geographical research looking at
origins of everyday products.
Generate, develop, model and
communicate their ideas through talking,
drawing templates, mock-ups and, where
appropriate, ICT.
To be introduced to the process of
reproduction in plants.

To know what the parts of flowers
look like.

To understand the importance of
pollination and the life cycle of a
common plant.
To be introduced to the requirements of
plants for growth and survival.
Consider information discovered and plan its
presentation
Select from and use a range of tools and
equipment to perform practical tasks.
Name, locate and identify characteristics of
the seven continents.
Select from and use a wide range of
materials and components, including
construction materials, textiles and
ingredients according to their
characteristics.

To know some differences and
similarities between plants and
animals.

To understand the different ways
that plants protect themselves.
To use the local environment throughout
the year to observe how plants grow.

To begin to understand the wide
variety of plants that grow in a
small area.

To know that the same kind of
Read about the origins of jeans, rubber and
books and locate places on a map or globe.
Subject Focus ~
D/T
Design purposeful, functional, appealing
products for themselves and other users
based on design criteria.
Understand geographical similarities and
differences through studying the human
and physical geography of a small area of
the United Kingdom and of a small area in a
contrasting non-European country.
Evaluate their ideas and products against a
design criteria.
Look at different fruits and vegetables and
locate where these are predominantly
grown.
Explore and use mechanisms in their
products.
Look at supermarket products and identify
which ones are local and which come from
Build structures, exploring how they can be
made stronger, stiffer and more stable.
Use instructions for making a book and
create a simple folded-package book of their
own.
plant can have leaves that are
different.

To know the differences between
deciduous and evergreen bushes
and trees.

To know that there is a variety of
leaf shapes in plants.
To observe how plants grow

To begin to understand that plants
are important sources of food.

To be able to identify which parts
of the plant we eat.
To understand that seeds and bulbs have a
store of food inside them

To learn that birds eat different
types of seed

To understand that birds help
disperse seeds.
To find out and describe how plants need
water, light and a suitable temperature to
grow and stay healthy.

To be able to identify the
requirements for plant growth.

To understand that plants need
water to grow.

To understand that plants need
warmth to grow.

To understand that seeds do not
need light to grow but plants do.

To learn how plants ‘drink’.
To observe and describe how seeds and
bulbs grow into mature plants.

To identify some differences
between seeds.

To learn how potatoes, pineapples
and onions begin to grow.
far away. Express own views.
Understand how we make paper and then
make paper of our own from pulp.
Make a tab-pulling model of a simple food
chain.
Learn how wheat is ground to make flour.
Discover how to mix and then knead dough
to make bread.
Social, Moral, Spiritual and Cultural dimensions – please note specific aspect covered







Communicate and cooperate with others to contribute to the life of the class and school
Know about local services
Know about the world immediately around them and globally
Know what improves and harms the environment and know some of the different ways people look after it.
Observe surroundings and be able to make some judgements.
Know people in their community who are ‘experts’.
Respond with increasing confidence to new people and situations.
English Application and opportunities for writing ~
Scientific discussions
Mathematics Application and opportunities for problem
solving/investigation ~
Plotting graphs of plant height against time – whole class sunflower
growth monitoring.
Scientific observations – write answers to questions
Bar chart of height/number of leaves vs. Amount of sunlight
Identifying and classifying
Bar chart of height/number of leaves vs. temperature.
Labelling diagrams
Bar chart of height/number of leaves vs. Amount of water.
Debate local vs foreign foods
Using excel to collect data over time a create line graphs.
Write lists
Write recipes
Make notes.
Drafting information
Use data loggers to monitor light levels and temperature over 24
hours in different locations
Timescale/key dates and events/useful info…
Ventnor Botanical Gardens - TBA
KPIs addressed
I can sequence sentences to form a narrative.
Writing
I can write narratives about personal experiences and those of
others – real.
I can separate words using finger spaces.
I can write for different purposes, including real events.
I can use a full stop to end a sentence.
I can plan and discuss the content of writing and record my ideas.
I can use a question mark.
I am able to orally rehearse structured sentences or sequences of
sentences.
I can use an exclamation mark.
I can use capital letters to start a sentence.
I can use capital letters for names.
I can evaluate my own writing independently, with friends and with
an adult.
I can use ‘I’.
I can proof read to check for errors in spelling, grammar and
punctuation.
Science
I can ask simple scientific questions.
Maths
Interpret and construct simple pictograms.
I can use simple equipment to make observations.
Interpret and construct block diagrams.
I can carry out simple tests.
Interpret and construct simple tables.
I can identify and classify things.
Ask and answer simple questions by counting the number of objects
in each category and sorting the categories by quantity.
Interpret and construct simple tally charts.
I can suggest what I have found out.
I can use simple data to answer questions.
Ask and answer questions about totalling and comparing categorical
data.
I can describe how seeds and bulbs grow into plants.
Geography
I can describe what plants need in order to grow and stay healthy.
I can describe a place outside of Europe using geographical words.
I can describe the key features of a place from a picture.
I can name the continents of the world and locate them on a map.
Please attach documentation of pupil involvement in planning (for instance ‘What we know and what we’d like to find out’ summary sheet)