SCIENCE

Curriculum Areas

Working Scientifically

Plants

Living Things and Their Habitats

Animals Including Humans

Use of Everyday Materials

Term 1 - Living Things and Their Habitats

Most of our amazing learning from this term can be found in our topic books :)

INTENT: to identify microhabitats.

IMPLEMENTATION: children to discuss what a microhabitat is and what might live there. Children then to explore the bark area and identify microhabitats and their micro-inhabitants.

IMPACT: children to understand what a microhabitat is , what small creatures might live there and why.

(One of the little creatures we found is not quite like the others. Can you spot the odd one out?)

Plants

Lesson 2

INTENT: To be able to ask questions and predict. To be able to set up an experiment.

IMPLEMENTATION: Children where asking what plants need to grow healthy and what conditions can they grow in. Children made predictions based on this. The children then set up an experiment planting cress seeds in different conditions e.g. with sunlight and water, with sunlight and without water, without sunlight and water, without sunlight and without water. The cress was planted onto rocks, cotton wool, soil and foil to see which grows best.

IMPACT: The children were able to make simple predictions based on their questions and set up an experiment.

Lesson 5 & 6

INTENT: To know what plants need to survive and where they could grow.

IMPLEMENTATION:

Children learnt that plants need air, soil, warmth, sunlight, water and sunlight to grow sunlight. They also learnt how some plants need less water than others and some plants prefer the shade.

IMPACT:

The children received 'problem postcards' from NASA. They were able to respond to these postcards, explaining why the plants on Mars were not surviving. They could also provide solutions such as using greenhouses and growing shade-loving plants instead.

Animals Including Humans

INTENT: To sequence and describe the lifecycle of different animals.

IMPLEMENTATION: children to discuss the changes as animals develop into adults. In pairs, children to sequence lifecycles of penguins and humans.

IMPACT: children will understand how different animals develop through a lifecycle..

INTENT: To explain the basic needs for survival.

IMPLEMENTATION: Children learned about what they need to survive. They discussed the difference between "need" and "want". They then drew a picture of themselves in an Arctic environment with everything they need to survive.

IMPACT: The children could all name the basic needs for survival.

INTENT: To find out how blubber keeps animal warm.

IMPLEMENTATION: Children to plan and carry out a method to find out how blubber keeps animals warm. The blubber glove will be the variable.

IMPACT: The children recorded the length of time which they were able to keep the blubber glove hand and non-blubber glove hand in ice water. Our results show that the blubber helps keeps animals warm.

Use of Everyday Materials

INTENT: I can identify and name a variety of everyday materials.

IMPLEMENTATION: Children distinguished between objects and materials. Children explored what different objects are made from and sorted them into groups of what they are made from. Children then matched descriptions to the objects.

IMPACT: Children were able to identify what objects were made of, sort them accordingly and match the descriptions.

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