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Introduction
In the unit 'Habitats' # began to understand the concept of a habitat, how it provides organisms found there with conditions for life and how animals depend on plants or other animals which eat plants for food. Throughout the unit ways in which organisms are suited to the habitat was clearly emphasised. ~ experimental and investigative work focused on * turning ~ ideas into a form that could be tested and making a prediction. ^ has make observations. After this, ^ had to decide whether ~ evidence supported ~ predictions. ^ had to suggest ~ own explanations in terms of ~ knowledge of science. The work in this unit also provided * with opportunities to learn about the interdependence of living things and how the environment and living things need to be protected.
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Habitats
Section 2: Finding different habitats

^ has identified local habitats and recognised those which are similar in scale or diversity.
^ recognises that animals and plants are found in many places e.g. on window sills.
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Animals
Section 3: Different animals in different habitats
Children:

^ could make and justify a prediction e.g. the woodlice would be under the stones because it's damp there.
^ has described a habitat in terms of its environmental conditions eg leaf litter is cool, damp and dark.
^ was able to state that animals and plants are found in some places and not in others and ^ could explain why.
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Grouping
Section 4: Grouping living things

^ is able to identify similarities and differences between similar organisms.
^ can group animals and explain ~ criteria on which the groups are based.
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Keys
Section 5: Using keys to identify plants and animals

^ has used simple keys to identify local plants and animals.
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Investigation
Section 6: Investigating plants and animals

^ was able to suggest a question which related to an organism in its natural habitat and ^ was able to say what ^ thought would happen.
^ could recognise what evidence was needed e.g. woodlice should be able to choose between a damp and a dry place and that a reasonable number of woodlice should be used.
^ has made observations which were relevant to the question under investigation.
^ could draw ~ own conclusions which matched the observations made and ^ was able to relate these to ~ original prediction and to ~ knowledge about the habitat.
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Comment 7
Section 7: Finding out about food sources & Section 8: Identifying food chains

^ was able to describe what a particular animal eats and explain that it could only live where its food source was available and where the conditions e.g. warmth, moisture are suitable. 
^ can identify the food of a specific animal e.g. the privet hawk moth prefers privet.
^ has stated that predators eat other animals.
^ is able to identify animals which are predators and their prey.
^ knows that many animals which are prey live on green plants.
^ has sequenced a valid food chains relating to a local habitats using the arrow convention correctly.
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Comment 8
Section 9: Protecting habitats

^ recognise that making changes to the habitat has an impact on some of the resident organisms present.
"