Science - Block 3
From the Primary Science Scheme of Work from The Education People.
Embedded Files
Topic 4 - Plants
Topic 4 - Plants
Primary Science Teaching Trust Graphic of Enquiry Types
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 how things are (structure) and the way things work (function).
Living and non-living things can be grouped in a variety of ways.
Examples of Core Component Questions:
What plants do we know and where can we find them?
What part of a plant is under the ground?
What are the main parts of a flowering plant?
National Curriculum Objectives
National Curriculum Objectives
Pupils should be taught to:
identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.
identify and describe the basic structure of a variety of common flowering plants, including trees.
Key Vocabulary
Key Vocabulary
Tier 2:
Plants, wild plants, garden plants, weeds, trees, seeds, root, shoot,
soil, magnifying glass, flower, petal, stem, leaf/leaves, tree, trunk, bark,
branch, blossom, acorn.
Tier 3:
Local plant names, hand lens, common tree names, deciduous,
evergreen.
Disciplinary:
question
answer
observe
compare
communicate
data
enquiry
group
sort
identify
pattern
question
classify
test
Tier 3 / Disciplinary
Experiments/Activities
Experiments/Activities
Enquiry 1: What plants do we know and where can we find them?
Children to know and name a variety of common wild and garden plants, including deciduous and evergreen trees. Children will identify and classify plants as garden plants, wild plants, trees or weeds. They will know that by observing living things over time, we can
monitor changes.
Enquiry 2: What part of a plant is under the ground?
Children will explore that roots are the part of the plant which is usually under the ground.
They will learn that roots hold the plant up and take in water from the soil. They will identify and describe the roots of a plant by observing closely using simple equipment – magnifying glasses/hand lenses.
Enquiry 3: What are the main parts of a flowering plant?
Children to learn that flowers, petals, roots, stem, and leaves are all parts of
flowering plants. They will observe the parts of a flowering plant closely using
simple equipment – magnifying glasses/hand lenses.
Enquiry 4: Are all tree trunks the same?
Children to learn that trunks, branches, bark, blossom, and fruit are parts of a
tree, and that trees are plants. Children to measure trunks and then order them
according to size.
Enquiry 5: What are leaves like on different trees?
Children to learn that deciduous trees change and drop their leaves with the seasons. whilst evergreen trees stay green and keep their leaves all year round.
Children to identify and classify common trees according to their leaves. They will observe closely using simple equipment – magnifying glasses – to observe features of leaves.
Enquiry 6: Review of learning.
To review substantive knowledge outlined above through an activity such as constructing our own plant from different natural elements.
Topic 2 - Seasonal Changes (Terms 1, 2, 4, 6)
Topic 2 - Seasonal Changes (Terms 1, 2, 4, 6)
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?
National Curriculum Objectives
National Curriculum Objectives
Pupils should be taught to:
observe changes across the 4 seasons,
observe and describe weather associated with the seasons,
observe and describe how day length varies.
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
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. `
Report abuse