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Introduction
In the the unit 'Variation' # became more aware of the huge variety of living things within ~ local environment and of the differences between them. ^ has learnt that although individual living things are different there are similarities which can help * to sort them into groups and that this is helpful. ^ experimental and investigative work focused on making ~ own observations, measurements and comparisons. ^ then presented ~ findings as drawings and block graphs. ^ was able to use ~ results to draw ~ own conclusions. The work in this unit also offered several  opportunities for # to relate ~ understanding of science to an environmental context and to consider why ^ must treat living things sensitively.
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Grouping
Section 1: Grouping animals and plants

^ could decide whether a familiar living thing is an animal or a plant and give a simple reason for ~ decision e.g. it has got leaves, it can move.
^ was able to give a simple reason why humans are part of the animal group e.g. we walk, we grow.
^ recognises that animals need to be handled with care.
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Animals
Section 2: Humans and other animals

^ identified ways in which the  animals shown to * were like each other e.g. they've all got heads, they've all got eyes, they all move.
^ has identified ways in which humans are all alike e.g. we all have two eyes, two legs.
^ was able to identify some of the ways in which humans are different from many other animals e.g. we walk on two legs and we are upright, we don't have fur, we have hair. 


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Variation
Section 3: Human variation

^ has identified a number of different ways in which humans are similar to each other and the ways they are different e.g. we all have hair but some have straight hair and some have curly hair.
^ has recognised that humans' appearance change over time e.g. we get taller, heavier.
^ recognises that while some features of ~ appearance can be changed e.g. the length of ~ hair others are difficult to change or cannot be changed e.g. ~ colour, the shape of ~ face.
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Plants
Section 4: Different plants

^ was able to identify the parts to plants common to all of them and ^ could point out their differences e.g. shape of leaf, the colour of flower, the thickness or woodiness of stem.
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Children
Section 5: Measuring differences between children

^ knows how to make an accurate measurements of ~ hand span.
^ can, with help, produce a block graph showing the number of children with a particular hand span.
^ was able to describe the shape of ~ block graph and ^ could explain what it showed * in response to simple questions.

^ was able to describe the shape of ~ block graph and ^ could explain what it showed *.
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Comment 7
Section 6: Recording plants and animals

# could choose a criterion for ~ groupings.
^ is able to, with help, present ~ findings in a block graph and explain what ~ graph shows.
"