Grade 2

Teachers’ Initials: Ms. Prerna Bhise School: CAGS

Subject/age group: Science/ 7 years Date: 03/04/25 to

30/4/25
Learning objectives (Cambridge curriculum Framework):

( 7th to 15th April)

3Bp.01 Describe differences between things that are living, that were once alive and
that have never lived

3Bp.02 Know that life processes common to plants and animals include nutrition,
growth, movement and reproduction.

3TWSp.02 Know that there are five main types of scientific enquiry (research, fair
testing, observing over time, identifying and classifying, and pattern seeking)

3TWSc.01 Use observations and tests to sort, group and classify objects.

3TWSc.06 Collect and record observations and/or measurements in tables and

diagrams.

(16th to 28th April)

3Bs.01 Describe the function of the major parts of flowering plants.

3TWSm.01 Know that there are different types of models in science, including
diagrams and physical models that we can touch.

3TWSc.06 Collect and record observations and/or measurements in tables and

diagrams.

3TWSc.05 Use secondary information sources to research an answer to a question.

3TWSc.04 Carry out practical work safely.

Topic/Session Learning Intentions: Success
/ Unit/Lesson Criteria:
● To find differences between things that are ● Learners can
describe
Ch-1 Plants living, that were once alive and that have never
differences
are Living lived. between things
things that are living,
● To use seven rules to see if something is alive that were once
1.1 Alive or or not. alive and that
not alive have never lived.
● To learn about science enquiry.
1.2 Plant ● Learners can
parts ● To learn how to classify things. use seven rules
to see if
● To collect and record observations. something is
alive or not.
● To say what the leaf, flower, stem and root of a
● Learners can
plant do. talk about
different types of
● To make a model of a plant. science enquiry.

● To draw some plant roots. ● Learners can

classify things.
● To do some research about leaves.
● Learners can
● To carry out practical work safely. collect and
record
observations.

● Learners can
say what the
leaf, flower, stem
and root do.

● Learners can
research leaves
using books and
the internet.
1 Resources: Workbook, access to outdoor, Learners book, teachers
Resource, SOW, Digital classroom.
2 Language Support, including any subject-specific vocabulary:
Living, dead, once alive, never lived, not alive, right condition,
germination, seedling, reproduction.
3 Introducing the lesson- Timings:
35
This lesson introduces students to important aspects of minutes
plant biology. We will begin by exploring the differences each
between things that are alive, have once been alive, or have
never been alive. Students may sometimes confuse non-
living things like flames, rivers, or clouds with living things
because they may show similar characteristics, such as
movement or change. It is important to highlight that these
items do not meet all the criteria for living organisms—for
example, they do not grow, reproduce, or need food.

Students will learn about the main functions of the basic

parts of a plant:

 Root – anchors the plant and absorbs water and

nutrients
 Stem – supports the plant and its parts
 Leaf – where food (glucose) is made in the presence
of sunlight
 Flower – where seeds are made (this may involve
pollination)

Additional plant parts that may be discussed include:

 Seed – contains a tiny young plant and stored food to

support growth
 Buds – where leaves or flowers form
 Petals – help attract flying insects to the flower

To support understanding of what plants need to survive, we

will use the mnemonic MRS GERN, which stands for:
Move, Reproduce, Sensitivity, Grow, Excrete, Respire, and
Nutrition. (Note: Respiration and excretion are introduced
more fully in later stages.)

Although the term photosynthesis is not formally

introduced in this stage, we will discuss the concept of
leaves making food (sugar) for the plant using air, water,
and light. Students will also learn that different plants have
adapted to different light conditions—some prefer full
sunlight while others thrive in shade. All plants need a
regular supply of water and essential nutrients from the soil,
such as nitrogen, magnesium, and calcium, which help them
make food and grow.
4 Main activities; Timing: 12 lectures

Begin the activity by reading the relevant

section in the Learner’s Book with the class.
Ask students to examine an object—for
example, a rock—and decide whether it is
alive or not. Introduce the seven rules for
living things as found in the Learner’s Book,
and guide students in applying these rules to
determine whether the object meets the
criteria for being alive.

Use the rock example to demonstrate: while

rocks can move (e.g., during an earthquake),
they do not move by themselves and do not
fulfill most of the other rules for living things.
Emphasize that rocks can appear to grow or
move, but this is due to external forces.

Have learners work in pairs to discuss and

evaluate other items from the Learner’s Book,
filling out a table based on their observations.
This encourages scientific thinking and
prepares them for more complex challenges
later in the unit.

Take the learners outside and ask them to use

chalk to draw a large diagram of a plant on the
playground surface. Start by having some
learners draw a large stem and roots (2–3
meters long is ideal, but any size that fits your
space will work). Invite other learners to add
parts such as leaves and flowers. Then, help
them label the key parts: flower, stem, leaf,
and root.

After the diagram is complete, have learners

take turns standing on each plant part to
describe what it is and what it does. This can
be done at any point in the topic:

 If at the beginning, don’t worry if

learners' descriptions are incomplete.
 If at the end, learners should be able to
explain each part confidently and in
detail.

Practical Guidance:

 Coloured chalk is helpful, but white

chalk works fine.
  Use playground chalk if available.

7 Assessment Opportunities:

Ask learners to share keywords that describe a living thing (e.g.,

needs air, food, water, can make young, makes waste, grows, moves,
senses the world).

Use a folded sheet of paper with one side labeled “a living human
can...” and the other “a robot can...”. Ask learners to list what each can
do and compare.

 At the start of the topic: to gauge learners’ prior knowledge.

 At the end of the topic: to assess what they have learned.

8 Differentiation opportunities:

 For learners who lack confidence, provide a copy of the seven

rules in the Learner’s Book to help guide and prompt their
thinking.
 Offer more confident learners a variety of challenging examples
(e.g., a footprint in sand, a rainbow, a car, an electrical motor),
and ask them to explain their reasoning.
 Use flashcards to help less confident learners identify and
pronounce terms (e.g., "roots").
 Encourage all learners to use new terms in sentences.
 Challenge advanced learners to create questions using new
terms. For example: "Do all plants have roots?"

9 Plenary and reflection:

Pose the question: Could a robot ever be alive? Encourage discussion

with prompts like:

o What sort of food might it eat?

o Where might it sleep?
o What games would it love to play?

Finish with a quick thumbs up/down activity:

 Thumbs up if they now know how to tell if something is alive.

 Thumbs up if they can name the parts of a plant and their
functions.

10 Homework (if required)

Draw a plant and label it.(Learners book pg no 10)
11 Notes: