Science - Block 2
From the Primary Science Scheme of Work from The Education People.
Embedded Files
Topic 2 - Uses of Everyday Materials
Topic 2 - Uses of Everyday Materials
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
01. There is a relationship between how things are (structure) and the way things work (function).
04. Everything on Earth exists in one of three states: solid, liquid, gas, and the state of matter can change.
Examples of Core Component Questions:
What do we know about everyday materials?
Which material is best?
How well do different materials bounce?
Can solid objects change shape?
Which fabric is the stretchiest?
National Curriculum Objectives
National Curriculum Objectives
Pupils should be taught to:
identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses;
find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
Key Vocabulary
Key Vocabulary
wood, metal, plastic, glass,
brick, rock, paper, cardboard,
strong,
waterproof,
bounce, grip (sole),
squash, bend, twist, stretch,
stretchy/ not stretchy,
fabric
property
material
object
suitability
purpose
solid
fair test
Disciplinary:
answer
classify
compare
communicate
data
enquiry
equipment
gather
group
identify
measure
observe
pattern
practical activity
question
record
relationship
sort
test
Tier 3 / Disciplinary
Overview of Intended Learning
Overview of Intended Learning
Enquiry 1: What do we know about everyday materials?
Children to learn that everyday objects are made from materials that have different properties. Children to identify and classify the variety of uses of different materials based on their properties.
Enquiry 2: Which material is best?
Children to learn that different materials have properties that make them suitable for specific purposes and uses. Children to identify and classify, using knowledge of materials to select the correct material for a given purpose.
Enquiry 3: How well do different materials bounce?
Children to learn that different materials have properties which make them suitable for different uses (in this case to make a ball bounce). Children to gather data by measuring height using informal measures. Record in a table, present in a bar chart and use to answer the question: which material makes a ball bounce higher?
Enquiry 4: Can solid objects change shape?
Children will learn that shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. Children to use observations to suggest answers to questions – can solid objects change shape?
Enquiry 5: Which fabric is the stretchiest?
Children will learn that the shapes of solid objects made from some materials can be changed by stretching. Children will make a prediction, with support, about which fabric they think will be the most stretchy. They will learn that when scientists plan experiments they try to keep some things the same (fair tests).
Enquiry 6: House building – reviewing our learning!
Children will recap the knowledge that everyday objects are made from materials with different properties. That some materials can be changed by squashing, bending, twisting and stretching. They will review that different materials have properties that make them suitable for specific purposes and uses. Children will use observations to compare different materials.
Topic 3 - Animals, including Humans
Topic 3 - Animals, including Humans
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
02. Living and non-living things can be grouped in a variety of ways.
03. Living things move through different stages of growth and development.
05. Living things have common life processes to survive; lifestyle 05 choices impact survival and health.
Examples of Core Component Questions:
How do animals change as they get older?
Do human body parts change with age?
What do animals need to survive?
Why should humans exercise?
Why do we eat different types of food?
National Curriculum Objectives
National Curriculum Objectives
Pupils should be taught to:
notice that animals, including humans, have offspring which grow into adults,
find out about and describe the basic needs of animals, including humans, for survival (water, food and air),
describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
Vocabulary
Vocabulary
Growth, human, child, toddler, teenager, adult,
survive, shelter,
exercise,
muscles, heart, lungs, brain,
meat, fruit, vegetables, dairy, fat, sugar,
healthy, portion.
offspring
lifecycle
limbs
reproduce
energy
air (oxygen
temperature
hygiene
mental health
answer
classify
communicate
compare
data
enquiry
equipment
gather, group
identify
measure
secondary source
observe
pattern
practical activity
question
record
relationship
sort
test
Tier 3 / Disciplinary
Progressive Skills
Progressive Skills
Enquiry 1: How do animals change as they get older?
Children to learn that all animals, including humans, have offspring; that they get bigger and older and can go on to have offspring of their own. All animals are at a stage in their lifecycle. They will also learn that humans change a lot as they move through the cycle.
Children to understand that scientists observe closely – they look for change and for growth to help them understand changes. They will use their knowledge of animal groups and observations of change to order life cycles.
Enquiry 2: Do humans change with age?
Children to learn that humans begin as babies and grow into adults; we go through different stages of growth. They will learn that human body parts change with age. As people grow their body goes through changes. Children to use, with support, a measuring tape to measure length of arms and legs of different aged children. Children to gather and record their measurements (data) in a table.
Enquiry 3: What do animals need to survive?
Children to learn that animals including humans all need water, air, shelter and food to survive. Children to make observations of their school grounds or local area.
Enquiry 4: Why should humans exercise?
Children will learn that humans should exercise to keep us fit and healthy and help our body to function. They will learn that exercise is a way of moving our bodies to stay healthy. It makes our muscles and bones strong, keeps our lungs and heart healthy, and helps us feel good. Children will perform a simple test, with support, to identify which activity makes our bodies work harder.
Enquiry 5: Why do we eat different types of food?
Children will learn that animals, including humans need to eat a balanced diet to stay healthy. This includes eating the right amount of fruit, vegetables, cereal, meat, dairy, fat and sugar. Children will sort foods into healthy and unhealthy groups.
Enquiry 6: Investigating germs to review our learning!
Children will recap the knowledge above. Children will observe an experiment to show the impact of soap on germs, using soap and pepper.
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