Science - Block 1
Based on Kent Scheme
Embedded Files
Topic 1 - Everyday Materials
Topic 1 - Everyday Materials
Key Vocabulary
Key Vocabulary
object / material
wood
plastic
metal
rock
water
hard / soft
stretchy / stiff
shiny / dull
rough / smooth
bendy
waterproof
properties
opaque / transparent
absorbent
Disciplinary:
answer
sort / group
compare
measure
observe
pattern
question
record
Tier 3 / Disciplinary
Working Scientifically Skills
Working Scientifically Skills
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
- asking simple questions and recognising that they can be answered in different ways,
- observing closely, using simple equipment,
- performing simple tests,
- identifying and classifying,
- using their observations and ideas to suggest answers to questions,
- gathering and recording data to help in answering questions.
Big Ideas & Core Questions
Big Ideas & Core Questions
There is a relationship between structure and function.
Living and non-living things can be grouped in a variety of ways.
Examples of Core Component Questions:
What materials are objects made from?
What properties do materials have?
What material is best at absorbing water?
What material is best at keeping us dry?
National Curriculum Objectives
National Curriculum Objectives
Distinguish between an object and the material from which it is made.
Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.
Describe the simple physical properties of a variety of everyday materials.
Compare and group together a variety of everyday materials on the basis of their simple physical properties.
Experiments/Activities
Experiments/Activities
Enquiry 1:
Children distinguish between an object and the material from which it is made by investigating and sorting objects made from different materials, naming the object and the material it is made from (e.g. watering can made from metal).
Enquiry 2:
Children describe and name the simple physical properties of a variety of everyday materials. Children ask and answer the key question of what properties the material has, observing the different materials.
Enquiry 3:
Children to become familiar with materials being absorbent or not absorbent, by asking and answering a simple question: which materials are best at absorbing water through observation of how well a range of different materials absorb water.
Enquiry 4:
Children become familiar with the idea of waterproofing, exploring which materials keep water out. Children to take part in a test to see which material keeps water out most effectively, using simple equipment, recording data and making a conclusion, to design waterproof clothing for a teddy.
Enquiries 5 & 6:
Children take part in a 'materials walk' to identify different objects and the materials they are made from. Children to identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock; as well as describing the physical properties (e.g. transparent, absorbent, rough). Children to make a shopping list for a purpose linked to a property, e.g. materials that could be used to make glasses (transparency) or useful things on a rainy day (waterproof items).
Topic 2 - Seasonal Changes (Terms 1, 2, 4, 6)
Topic 2 - Seasonal Changes (Terms 1, 2, 4, 6)
Key Vocabulary
Key Vocabulary
season
changes
autumn
winter
spring
summer
weather
sunrise
sunset
temperature
answer
classify
communicate
compare
equipment
gather
group
identify
measure
observe
pattern
practical activity
question
record
sort
test
Tier 3 / Disciplinary
Working Scientifically Skills
Working Scientifically Skills
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
- asking simple questions and recognising that they can be answered in different ways,
- observing closely, using simple equipment,
- performing simple tests,
- identifying and classifying,
- using their observations and ideas to suggest answers to questions,
- gathering and recording data to help in answering questions.
Big Ideas & Core Questions
Big Ideas & Core Questions
The movement of earth affects the seasons and times of day.
Examples of Core Component Questions:
What is our local area like in each season?
Are days always the same length?
Is the weather always the same here?
Experiments/Activities
Experiments/Activities
Enquiry 1:
Children will learn about the four seasons: winter, spring, summer and autumn, including the order of the seasons. The children will complete a local learning walk or explore our outside space, making observations about living things in the local area in each season. The children will learn about the impact of the seasons on living things, observing changes as this unit is conducted at different times throughout the school year.
Enquiry 2:
Children will learn that in different seasons it gets light and dark at different times by recording sunrise and sunset throughout a week at different times of the year. Children will also measure the temperature and weather to understand that the warmest temperatures are usually in the summer and coldest in winter. They will also learn about how weather changes through the seasons. Children will compare and contrast the length of the days and weather. They will draw together the knowledge learned to make statements about the seasons. `
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