Higher:
Is able to record results and explain why they are different
Middle:
Is able to set up a simple test and predict the results
Lower:
Can explain what a crop needs in order to grow.
Higher:
Middle:
Lower:
Lesson Recap Starter: Think back to the last lesson. What happens to vegetables from the moment they are picked until they arrive on the shelf of a supermarket?
Lesson Starter: Competition - how many different crops can they name in one minute?
You may need to explain or ask them to recall what a crop is first.
Presentation - Starter Slide.
Run through presentation which explores different types of crops and what they are used for. Ask children questions as suggested and begin asking them what different crops are used to make i.e. corn, maize, barley?
Stop the presentation at the relevant slides: Talk Partners; AfLs; Songs.
Take part in the Choral Response Questions activity (see Assessment section) after the Keywords/Rocket Words slide.
Key Concept:
During this unit, each lesson contains a key concept question housed in the '30 Second Challenge' slide. To help children master this content so the knowledge moves from their short term memory to their long term memory, at the beginning of the follow on lesson the question from the previous lesson is revisited.
The questions covered during this unit include:
1. What are the 5 processes all living things share?
2. What is a microhabitat? What types of animals live in a microhabitat?
3. How do animals get their food from plants?
4. What happens to vegetables from the moment they are picked until they arrive on the shelf of a supermarket?
5. What food is healthier for you; fresh or frozen?
6. What is in your food chain? What food does your food eat?
Expert Film: Cherry Healey explores what food is healthier. Fresh or frozen food? Using SCIENCE to prove which is best with surprising results! - BBC
How we deliver the Gatsby Benchmarks:
2 - Learning from career and labour market information: Pop along to Developing Experts career’s zone to find out about jobs in your area.
4 - Linking curriculum learning to careers: This unit showcases careers in horticulture and agriculture. Access our 360° virtual work tours.
7 - Encounters with Further and Higher Education: Pop along to Developing Experts career’s zone to find out about training providers in your area.
Presentation - Expert Film.
Present the children with a basket of foodstuffs that typify food from other countries e.g. pasta, curry, noodles, rice, sugar, honey etc.
Ask where they come from, have they tasted any, and label accordingly. Next show a basket of foodstuffs pictures that someone would buy at the supermarket e.g. cereal, peas, eggs, bacon, bananas, butter, honey, fish fingers, pasta, yoghurt, bread, biscuits etc. and arrange them into two sets. Elicit how each set should be labelled (From Plants and From Animals) and why. Show the children some foods which are very high in Sugar eg cereal, biscuits, cake and then compare to some fruit.
Explain that fruit has natural sugar in it and that other foods have refined sugar. Tell the children it's very important not to eat more than 6 teaspoons of sugar a day.
Finally, present a basket of food with a selection of animal produce as above but more fruit and vegetables including root and leafy (some fruit and vegetables from source with soil and leaves on). Ask volunteers to sort the selection into sets and explain why e.g. fruit, vegetables, meat or from animals, from under the ground, from trees, from plants. Discuss and label accordingly.
Add a cucumber, squash or tomatoes which all have seeds. Discuss which part of the plant we eat. Establish that fruits have seeds and grow on plants, bushes and trees, while vegetables can be root vegetables, leafy vegetables or other and meat and other produce comes from animals. Ask some children what their favourite meals are and together decide where the foods came from e.g. spaghetti bolognaise – mince from animals, tomato sauce from plants, spaghetti from plants and cheese from animals.
Alternatively:
Design a ‘Where does it come from?’ board game.
Mission Assignment Slide
Handout
Use the Handout to create and label a drawing of your crop predicting what it will look like when it is fully grown. Children can then draw the final result
OR
Complete Investigation Sheet
Quiz
With their talk partners, the children are to go through the quiz at the end of the presentation and answer the questions.
Handout
Quiz in presentation
Can children explain what plants need in order to yield a healthy crop?
Can children complete a simple test and explain their results?
Quizzes in pupil zone.
Unit knowledge organiser and test available in unit / lesson documents.
To be healthy, one thing a plant needs is...
A plant needs several things to be healthy, such as...
If a plant is healthy, it will grow...
The Science Behind the Science
The invention of the plough is often thought as one of the most important inventions ever made. Now there are multiple types of plough and other farm machines which allow us to plant and harvest crops faster. Some machines have also been adapted for certain plants to make the job even more efficient.
What can be farmed where depends on geography. Some climates are much better at growing certain crops than others. However, greenhouses can be used to create false climates, which make it warmer than the air outside, allowing tropical crops to be grown in temperate climates. Greenhouses also allow better control of the climate, as even the humidity and amount of water the plants receive can be regulated.
Arable farming is the farming of crops. The farming of animals is known as pastoral farming.
identify and name different sources of food
Asking simple questions and recognising that they can be answered in different ways
Cross Curricular Link for Mathematics: Measurement: Over time pupils can measure and begin to record the following: lengths and heights.
Grade 2 - Food, Clothing and Shelter