Science Planning House
Foundation stage:
1. What do we want to find out?
2. What are we going to do?
3. What do we need?
4. How will we make it fair?
5. What happened?
6. What did we find out?
Year One/Two:
1. What do we want to find out?
2. What are we going to do? / How can we measure?
3. Our Prediction: What do we think will happen?
4. What equipment do we need?
5. How will we make it a fair test?
6. What happened?
7. Our Conclusion. What did we find out?
Showing posts with label Science Year1. Show all posts
Showing posts with label Science Year1. Show all posts
Thursday, November 25, 2010
Melbourne Infant School - Science - Sound and Hearing - Year1
Lesson Number Objectives Activities Resources
1 Knowledge· To recognise that our ears give us information about where sounds are coming from;· To know that there are many sources of sound.Scientific Enquiry· To make observations about sound by listening carefully. TI: Introduce the topic by completing the Topic Assessment Sheet.What sound sources are there in school? Make predictions together as a class and then model activities for today.Activities:Guided Group (With parent) AA/ A/BA - Sound walk – recording sources of sounds around school. Art/ Music – Listen to music and draw picture/ mark make according to sounds.DT: Make animal ears on headband.ICT – Virtual ExperimentsNumeracy: How many sound sources can you find in the picture?Plenary: Discuss sound sources in school. What sound sources are there at home?, in the park?.... Recording sheet (A/AA/BA)Music / Paper / CrayonsHeadband / card templates / CrayonsComputer / IWBPictures of sound sources
2. Knowledge· To identify a range of musical instruments and the different sounds they make.· To know that sounds are louder the nearer they are to the source.· To know that the further they are from a sound source the fainter it is.Scientific Enquiry· To make predictions.· To contribute to a fair test investigation.· To measure distances using non – standard measures / metres.· To record their results in a table. TI: Teachers plays a musical instrument. Ask a child to go outside the classroom and see whether they can hear it better? Take feedback. How can we find out where it is best to hear a sound from a sound source? Model today’s’ activities.GG – Fair test investigation to find out where a sound source is louder / quieter? AA to measure distances/ AA and A to record / BA to discuss.Music: In pairs, experimenting with instruments to see if they can make 1 quiet noise and 1 loud noise on different instruments.ICT http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sound_hearing.shtmlArt: Draw a range of sound sources in the wildlife garden (Parent helper to assist if possible).Literacy : Reading Non Fiction books about sound and hearing.Plenary: What have we learnt about sound sources? InstrumentsIWB / ComputersParent helperDrawing equipmentNon Fiction books
3. Knowledge· To identify a range of musical instruments and the different sounds they make.Scientific Enquiry· To classify / group instruments according to how they can be played.· To be able to draw a block graph to indicate how many instruments / objects in a set make a particular type of noise. TI: Explain that different instruments make different sorts of sounds e.g. guitar – pluck, recorder – blow…. Look at a variety of instruments and decide what sort of sounds they make.Model activities.GG (AA/A/BA) Children to make an instrument from paper – what sort of sound does it make – bring whole group together and tally how many of each sound there are. (AA to draw bar chart of this / A to have pre drawn bar chart frame / BA to tally)ICT http://www.crick.northants.sch.uk/Flash%20Studio/cfsscience/sound1f/sound1f.htmlMusic – Listening to music – What instruments can they identify init?Art – Drawing favourite instrument and sorting on a giant Carroll diagram of different sounds.Literacy: Reading Non Fiction booksPlenary: Paper band. Sort the children into Orchestra sections according to the type of instrument they have made. Conduct a performance. InstrumentsPaperBar chart frame / square paperIWB / ComputersCD playerPaper / Giant CarrollNon Fiction Books
4. Knowledge· To understand how sound is made / travels.· To recognises changes in pitch of sound.Scientific Enquiry· To predict which filled bottle will make the highest / lowest sound.· To plan a fair test investigation.· To draw conclusions from what they have found out. TI: Remind the children that some sounds are high pitched and some are low pitched. Allow them to make some high and low pitched sounds with their voices. Show them how to make a high / low pitch sound on a recorder. Explain to the children that if you blow across the top of a bottle it make a sound, because the air vibrates in the bottle. Model. Explain that they are going to find out how different amounts of water change the sound in the bottle. Model activities.GG (BA/A/AA) – Plan a fair test investigation to see which bottle makes the highest pitched sound? (AA/A to write about what they have found out.Literacy: (A/BA) Sound Lotto GameLiteracy: (AA)Look at diagrams of sound waves / the ear – make their own.ICT – Virtual ExperimentsArt: Collage of SoundsPlenary: Share our ideas of what we have found out from investigation. Sound lotto (from reception)Bottles / waterInvestigation sheet
5. Knowledge· To understand how sound is made / travels.· To recognises changes in pitch of sound.Scientific Enquiry· To predict which string (elastic band) will make the highest / lowest sound.· To plan a fair test investigation.· To draw conclusions from what they have found out. TI: Explain to the children that a sound is made by a vibration. Show them when you bang a drum the skin vibrates; When you twang a ruler – the ruler vibrates – and insect’s wings vibrate and that is why you can hear a humming sound. Most of the time objects vibrate so fast that you can’t see.Show the children some elastic bands of different sizes – place them over different sized containers as appropriate – show the children how they vibrate to make a sound. Which size elastic band will make a high pitch noise? Which will make a low pitch noise?Model activities:GG (AA/A/BA) – Plan a fair test investigation to find out which size elastic band will make a high pitch noise. AA / A to tell a partner what they have learnt.ICT http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_sounds.shtmlDT: Make a musical instrument from junk and rubber bands.Music / ICT : Creating a tape of soundsPlenary – Share ideas of what was found out in guided group work. JunkElastic bandsIWB / ComputersInvestigation sheetThings to model vibrating with!Tape /recorder
6. Knowledge· To identify a range of musical instruments and the different sounds they make.Scientific EnquiryTo sort and classify a range of instruments (including their own) into the types of sounds they make. TI: Look at an instrument, predict the sort of sound it will make. Place in appropriate section of Carroll diagram.Explain today we will be sorting instruments according to the type of sound they make. Model activities.GG – AA/A/BA Continue sorting instruments, children recording in Carroll Diagram.Literacy: Children look at a range of Onomatopoeias. Can the design some of their own.DT: Make a Musical Instrument Snap game.Art: Collage of favourite instrument.Plenary: Onomatopoeias – can we use then to describe the different sounds instruments make. InstrumentsCarroll diagramOnomatopoeiasSnap game templatePictures of instrumentsMusical Instruments
7 Knowledge· To identify a range of musical instruments and the different sounds they make.· To know that sounds are louder the nearer they are to the source.· To know that the further they are from a sound source the fainter it is.· To record all the facts that I know about sound and hearing.Scientific Enquiry· To sort and classify a range of instruments (including their own) into the types of sounds they make. TI: Discuss with the children what sound effects are? Why are they used in told stories / television / plays? Children discuss. Listen to a story tape with sound effects. How dos it make the story more interesting?What sound effects might be in a Katie Morag story? Read the story – Discuss how we might make the sounds? What instruments could we use? What body parts? Voices? Model Activities.GG (AA/A/BA) – Children discuss how to make different sounds for the story. What sorts of instruments make blowing sounds for the wind? What about rustling sounds for the sand?...Teacher to read and children to make sound effects.Art: Sensory Seaside Picture, reflecting sounds – e.g. sandpaper, tissue paper…ICT (AA only) http://www.seekscience.org/interact/ Numeracy: Sort / count musical instrument pictures into categories (AA can draw bar chart)Literacy: Non Fiction books ‘What I know about Sound’Plenary: Share stories with sound effects. Share books with a friend/ class. Complete the Assessment sheetPlenary – Share stories with sound effects – Complete assessment sheet. Sensory items / picture materials and glueKatie Morag StoryMusical instrument picturesNon fiction booksMusical Instruments
1 Knowledge· To recognise that our ears give us information about where sounds are coming from;· To know that there are many sources of sound.Scientific Enquiry· To make observations about sound by listening carefully. TI: Introduce the topic by completing the Topic Assessment Sheet.What sound sources are there in school? Make predictions together as a class and then model activities for today.Activities:Guided Group (With parent) AA/ A/BA - Sound walk – recording sources of sounds around school. Art/ Music – Listen to music and draw picture/ mark make according to sounds.DT: Make animal ears on headband.ICT – Virtual ExperimentsNumeracy: How many sound sources can you find in the picture?Plenary: Discuss sound sources in school. What sound sources are there at home?, in the park?.... Recording sheet (A/AA/BA)Music / Paper / CrayonsHeadband / card templates / CrayonsComputer / IWBPictures of sound sources
2. Knowledge· To identify a range of musical instruments and the different sounds they make.· To know that sounds are louder the nearer they are to the source.· To know that the further they are from a sound source the fainter it is.Scientific Enquiry· To make predictions.· To contribute to a fair test investigation.· To measure distances using non – standard measures / metres.· To record their results in a table. TI: Teachers plays a musical instrument. Ask a child to go outside the classroom and see whether they can hear it better? Take feedback. How can we find out where it is best to hear a sound from a sound source? Model today’s’ activities.GG – Fair test investigation to find out where a sound source is louder / quieter? AA to measure distances/ AA and A to record / BA to discuss.Music: In pairs, experimenting with instruments to see if they can make 1 quiet noise and 1 loud noise on different instruments.ICT http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sound_hearing.shtmlArt: Draw a range of sound sources in the wildlife garden (Parent helper to assist if possible).Literacy : Reading Non Fiction books about sound and hearing.Plenary: What have we learnt about sound sources? InstrumentsIWB / ComputersParent helperDrawing equipmentNon Fiction books
3. Knowledge· To identify a range of musical instruments and the different sounds they make.Scientific Enquiry· To classify / group instruments according to how they can be played.· To be able to draw a block graph to indicate how many instruments / objects in a set make a particular type of noise. TI: Explain that different instruments make different sorts of sounds e.g. guitar – pluck, recorder – blow…. Look at a variety of instruments and decide what sort of sounds they make.Model activities.GG (AA/A/BA) Children to make an instrument from paper – what sort of sound does it make – bring whole group together and tally how many of each sound there are. (AA to draw bar chart of this / A to have pre drawn bar chart frame / BA to tally)ICT http://www.crick.northants.sch.uk/Flash%20Studio/cfsscience/sound1f/sound1f.htmlMusic – Listening to music – What instruments can they identify init?Art – Drawing favourite instrument and sorting on a giant Carroll diagram of different sounds.Literacy: Reading Non Fiction booksPlenary: Paper band. Sort the children into Orchestra sections according to the type of instrument they have made. Conduct a performance. InstrumentsPaperBar chart frame / square paperIWB / ComputersCD playerPaper / Giant CarrollNon Fiction Books
4. Knowledge· To understand how sound is made / travels.· To recognises changes in pitch of sound.Scientific Enquiry· To predict which filled bottle will make the highest / lowest sound.· To plan a fair test investigation.· To draw conclusions from what they have found out. TI: Remind the children that some sounds are high pitched and some are low pitched. Allow them to make some high and low pitched sounds with their voices. Show them how to make a high / low pitch sound on a recorder. Explain to the children that if you blow across the top of a bottle it make a sound, because the air vibrates in the bottle. Model. Explain that they are going to find out how different amounts of water change the sound in the bottle. Model activities.GG (BA/A/AA) – Plan a fair test investigation to see which bottle makes the highest pitched sound? (AA/A to write about what they have found out.Literacy: (A/BA) Sound Lotto GameLiteracy: (AA)Look at diagrams of sound waves / the ear – make their own.ICT – Virtual ExperimentsArt: Collage of SoundsPlenary: Share our ideas of what we have found out from investigation. Sound lotto (from reception)Bottles / waterInvestigation sheet
5. Knowledge· To understand how sound is made / travels.· To recognises changes in pitch of sound.Scientific Enquiry· To predict which string (elastic band) will make the highest / lowest sound.· To plan a fair test investigation.· To draw conclusions from what they have found out. TI: Explain to the children that a sound is made by a vibration. Show them when you bang a drum the skin vibrates; When you twang a ruler – the ruler vibrates – and insect’s wings vibrate and that is why you can hear a humming sound. Most of the time objects vibrate so fast that you can’t see.Show the children some elastic bands of different sizes – place them over different sized containers as appropriate – show the children how they vibrate to make a sound. Which size elastic band will make a high pitch noise? Which will make a low pitch noise?Model activities:GG (AA/A/BA) – Plan a fair test investigation to find out which size elastic band will make a high pitch noise. AA / A to tell a partner what they have learnt.ICT http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_sounds.shtmlDT: Make a musical instrument from junk and rubber bands.Music / ICT : Creating a tape of soundsPlenary – Share ideas of what was found out in guided group work. JunkElastic bandsIWB / ComputersInvestigation sheetThings to model vibrating with!Tape /recorder
6. Knowledge· To identify a range of musical instruments and the different sounds they make.Scientific EnquiryTo sort and classify a range of instruments (including their own) into the types of sounds they make. TI: Look at an instrument, predict the sort of sound it will make. Place in appropriate section of Carroll diagram.Explain today we will be sorting instruments according to the type of sound they make. Model activities.GG – AA/A/BA Continue sorting instruments, children recording in Carroll Diagram.Literacy: Children look at a range of Onomatopoeias. Can the design some of their own.DT: Make a Musical Instrument Snap game.Art: Collage of favourite instrument.Plenary: Onomatopoeias – can we use then to describe the different sounds instruments make. InstrumentsCarroll diagramOnomatopoeiasSnap game templatePictures of instrumentsMusical Instruments
7 Knowledge· To identify a range of musical instruments and the different sounds they make.· To know that sounds are louder the nearer they are to the source.· To know that the further they are from a sound source the fainter it is.· To record all the facts that I know about sound and hearing.Scientific Enquiry· To sort and classify a range of instruments (including their own) into the types of sounds they make. TI: Discuss with the children what sound effects are? Why are they used in told stories / television / plays? Children discuss. Listen to a story tape with sound effects. How dos it make the story more interesting?What sound effects might be in a Katie Morag story? Read the story – Discuss how we might make the sounds? What instruments could we use? What body parts? Voices? Model Activities.GG (AA/A/BA) – Children discuss how to make different sounds for the story. What sorts of instruments make blowing sounds for the wind? What about rustling sounds for the sand?...Teacher to read and children to make sound effects.Art: Sensory Seaside Picture, reflecting sounds – e.g. sandpaper, tissue paper…ICT (AA only) http://www.seekscience.org/interact/ Numeracy: Sort / count musical instrument pictures into categories (AA can draw bar chart)Literacy: Non Fiction books ‘What I know about Sound’Plenary: Share stories with sound effects. Share books with a friend/ class. Complete the Assessment sheetPlenary – Share stories with sound effects – Complete assessment sheet. Sensory items / picture materials and glueKatie Morag StoryMusical instrument picturesNon fiction booksMusical Instruments
Melbourne Infant School - Science - Year1 - Growing Plants
Lesson Objective Activity Resources
1 KnowledgeTo know that there are different types of plants in the school environment.To know that different types of plants grow in different places.To treat plants with care.SCIENTIFIC ENQUIRYTo plan / contribute to planning a fair test investigation.To carry out a fair test.To record results in a table (Graph for AA).To interpret results. TI: Introduce the topic using the topic assessment sheet. Introduce today’s investigation using the Science Planning House: Kevin the Koala / Ginny the Giraffe wants to grow some trees around school. Where would be the best place?Design a fair test investigation where the children spend an agreed amount of time in each area counting the different species of plant in each area.Activities: Guided Group (With Parent Helper today – BA / A/ AA) – Carry out investigation.Art: Still life drawings / paintings of different plants.Literacy: Fact files about plants using information books.Maths (Guided by teacher BA / A/ AA): Using data gathered, create a bar chart / answer Numeracy problem solving questions.ICT: Dazzle – drawing plants from the school environment.Plenary – discuss investigation / evaluate results. What else have you found out today. What skills have you used? Investigation Sheet: BA / A/ AAPaper / Paint / Drawing EquipmentPlant booksMaths square paper and questionsDazzleIWB – Science Planning House
2 KnowledgeTo know that seeds grow into plants.To make observations.To handle seedlings with care.To know that green plants need light to grow and make comparisons.To recognise the characteristics of living things.SCIENTIFIC ENQUIRYTo plan / contribute to planning a fair test investigation.To name equipment required.To predict results. TI: Introduce today’s investigation. Kevin / Ginny need to know what plants need to grow well so they can grow the best trees. Use the ‘Science Planning House’ to plan a ‘fair test’ investigation. (Emphasis what a fair test is by adding lots of seed to one pot and only one to another and wait for the children to spot why it’s not fair (prompt if necessary))Activities: Guided Group: BA / A /AA Investigation Groups.Literacy: Make an observation log / continue fact files.ICT: Virtual ExperimentsNumeracy: Counting seeds reliably.Art: Seed PicturesPlenary – discuss investigation / evaluate results. What else have you found out today?What skills have you used? Explain of to continue observation logs over the next week. Investigations sheets BA/A/AAObservation log materialsInformation booksVirtual ExperimentsSeedsPotsDark boxCress seedsPaper / pva glue
3 KnowledgeTo know that plants have roots, leaves, stems, flowers.To make observations.To know that green plants need light to grow.To make comparisons.SCIENTIFIC ENQUIRYTo make comparisons and evaluate findings.To record results. TI: Discuss the expected results from the investigation last lesson. Look at some examples of good observation logs – what do they show we have found out. Model Activities.Guided Group: BA / A /AA Look at how well different plants have grown in chosen environments – discuss what we have learnt. Record results.Literacy: Flower puzzles. Make the flower and label the parts.ICT: Virtual Experiments.DT: Make a growing flower on slider mechanism Plenary: discuss investigation / evaluate results. What else have you found out today?What skills have you used? Recording sheetsPaperFlower puzzlesVirtual ExperimentsCard / template for flower (DT)CDROM: Virtual Experiments
4 KnowledgeTo know that we can eat different parts of a plants.To know that plants have roots, leaves, stems, flowers.SCIENTIFIC ENQUIRYTo sort and classify different plants into those which we can eat and can’t. TI: What do we use plants for? Make a list together. Discuss that we are look at the plants we can eat today. Model sorting the plants into those that we eat and those which we don’t.Activities:Guided Group: Children sort and classify plants into those we eat and those we don’t, explaining reasons. Record results in a Venn diagram.ICT: http://www.bbc.co.uk/schools/scienceclips/ages/5_6/growing_plants.shtmlBBC Science Clips – what plants need to grow? Labelling plantLiteracy: Information books – fact filesDT: plant tasting (pre prepared) matching sensory words to plants.Art: Flower Collage with correct parts.Plenary: discuss investigation / evaluate results. What else have you found out today?What skills have you used? Pictures of plantsInternetInformation booksPlants / sensory wordsVenn diagrams (BA/AA)Flower Collage
1 KnowledgeTo know that there are different types of plants in the school environment.To know that different types of plants grow in different places.To treat plants with care.SCIENTIFIC ENQUIRYTo plan / contribute to planning a fair test investigation.To carry out a fair test.To record results in a table (Graph for AA).To interpret results. TI: Introduce the topic using the topic assessment sheet. Introduce today’s investigation using the Science Planning House: Kevin the Koala / Ginny the Giraffe wants to grow some trees around school. Where would be the best place?Design a fair test investigation where the children spend an agreed amount of time in each area counting the different species of plant in each area.Activities: Guided Group (With Parent Helper today – BA / A/ AA) – Carry out investigation.Art: Still life drawings / paintings of different plants.Literacy: Fact files about plants using information books.Maths (Guided by teacher BA / A/ AA): Using data gathered, create a bar chart / answer Numeracy problem solving questions.ICT: Dazzle – drawing plants from the school environment.Plenary – discuss investigation / evaluate results. What else have you found out today. What skills have you used? Investigation Sheet: BA / A/ AAPaper / Paint / Drawing EquipmentPlant booksMaths square paper and questionsDazzleIWB – Science Planning House
2 KnowledgeTo know that seeds grow into plants.To make observations.To handle seedlings with care.To know that green plants need light to grow and make comparisons.To recognise the characteristics of living things.SCIENTIFIC ENQUIRYTo plan / contribute to planning a fair test investigation.To name equipment required.To predict results. TI: Introduce today’s investigation. Kevin / Ginny need to know what plants need to grow well so they can grow the best trees. Use the ‘Science Planning House’ to plan a ‘fair test’ investigation. (Emphasis what a fair test is by adding lots of seed to one pot and only one to another and wait for the children to spot why it’s not fair (prompt if necessary))Activities: Guided Group: BA / A /AA Investigation Groups.Literacy: Make an observation log / continue fact files.ICT: Virtual ExperimentsNumeracy: Counting seeds reliably.Art: Seed PicturesPlenary – discuss investigation / evaluate results. What else have you found out today?What skills have you used? Explain of to continue observation logs over the next week. Investigations sheets BA/A/AAObservation log materialsInformation booksVirtual ExperimentsSeedsPotsDark boxCress seedsPaper / pva glue
3 KnowledgeTo know that plants have roots, leaves, stems, flowers.To make observations.To know that green plants need light to grow.To make comparisons.SCIENTIFIC ENQUIRYTo make comparisons and evaluate findings.To record results. TI: Discuss the expected results from the investigation last lesson. Look at some examples of good observation logs – what do they show we have found out. Model Activities.Guided Group: BA / A /AA Look at how well different plants have grown in chosen environments – discuss what we have learnt. Record results.Literacy: Flower puzzles. Make the flower and label the parts.ICT: Virtual Experiments.DT: Make a growing flower on slider mechanism Plenary: discuss investigation / evaluate results. What else have you found out today?What skills have you used? Recording sheetsPaperFlower puzzlesVirtual ExperimentsCard / template for flower (DT)CDROM: Virtual Experiments
4 KnowledgeTo know that we can eat different parts of a plants.To know that plants have roots, leaves, stems, flowers.SCIENTIFIC ENQUIRYTo sort and classify different plants into those which we can eat and can’t. TI: What do we use plants for? Make a list together. Discuss that we are look at the plants we can eat today. Model sorting the plants into those that we eat and those which we don’t.Activities:Guided Group: Children sort and classify plants into those we eat and those we don’t, explaining reasons. Record results in a Venn diagram.ICT: http://www.bbc.co.uk/schools/scienceclips/ages/5_6/growing_plants.shtmlBBC Science Clips – what plants need to grow? Labelling plantLiteracy: Information books – fact filesDT: plant tasting (pre prepared) matching sensory words to plants.Art: Flower Collage with correct parts.Plenary: discuss investigation / evaluate results. What else have you found out today?What skills have you used? Pictures of plantsInternetInformation booksPlants / sensory wordsVenn diagrams (BA/AA)Flower Collage
Melbourne Infant School - Year 1 - Science - Pusha nd Pull
Day Objectives Activities Resources
1 KnowledgeThat there are many sorts of movement that can be described in many ways.To know about the types, speed and direction of movement.To know the difference between movements by which someone travels and movements which take place on the spot. TI: Introduce the topic – ‘Pushes and Pulls’ – by completing the Assessment sheet.Show the photographs of the children doing different activities in PE / Outside school sport if available. Ask each child to take it in turns to describe how they are moving in their photograph. Are you using a ‘Push’ or a ‘Pull’?Activity – Take the children into the hall / outside if appropriate. Ask them to repeat the movements – are the ‘pulling’ or are they ‘pushing’? Can they move pushing with their hands? Can they move pulling with their feet? Can you move slowly / more quickly? Are you pushing or pulling? Etc.Plenary – Look at the worksheet – Pushing or pulling – complete together as a class. Assessment sheetPhotographsPush or Pull worksheet.
2 KnowledgeThat different parts of the body move.That different parts of their bodies enable them to move/travel.That different parts of their bodies support them/ take their weight while moving and still.To make careful observations of their own and other children’s movements.That movement is the opposite of being still. TI – Can the children name some of the different ways that humans can move? Can other animals move in different ways? Activity – Take the children onto the reception play area and allow them to work in mixed ability groups to investigate the different ways in which humans can move. Are you using a ‘push’ or a ‘pull’? Allow the children to use a variety of PE equipment – hoops, scooters, space hoppers etc. After allowing the children to investigate, ask ½ the children to observe and make sketches of how humans move. Then swap over.Plenary – Share the ideas from the main lesson. Do we move mostly by pushing or pulling? HoopsScootersSpace hoppersETCPaper, clip board and pencil.
3 KnowledgeThat many objects move / are movable.That objects can be made to move by pushes and pulls.That machines with wheels can be pushed and pulled to start and stop them.That a wheel can be stopped by pressing on it / pushing against it, and that this is what brakes do.SCIENTIFIC ENQUIRYTo plan / contribute to planning a fair test investigation.To measure different lengths of movement.To record results in a table.To interpret results. TI: Show the children the letter from Kevin the Koala / Giraffe, explaining that his car is broken and he can’t make it move. He wants to know how to make it move and how he can make it move a really long way? Show the children the toy car. How can we make it move? Take some ideas – Push / pull.Introduce the ramp and building blocks. Ask the children if they think the car will move down the ramp on its own. Take some ideas. Using the ‘Science Planning House’ introduce today’s question to be investigated – on which level ramp will the car move the furthest?. Discuss the ‘variables’ that can be changed – the surface of the ramp, the height, the car, the push…. Which ones will remain the same to make it a ‘fair test’? Which one will we change and measure? Model activities.Activities –Carousel– 1. GG – investigation (BA/A/AA)2. ICT – Virtual Experiments CDROM.3. Art – Paint / Pastels of an animal and describe it’s movement. (gallop, creep, slither…)4. Numeracy - Order the objects / creatures in order of speed.5. Literacy - Push / Pull Worksheets activities. Letter from Koala / Giraffe.CarRampsBlocksDifferentiated worksheet for recording.Animals / objects that move to order.Science Planning House.Virtual ExpCDROMPaint / Pastels
4 Knowledge –That many objects move / are movable.That objects can be made to move by pushes and pulls.To know about the types, speed and direction of movement.SCIENTIFIC ENQUIRYTo plan / contribute to planning a fair test investigation.To measure how long it takes for paper to fall.To record results in a table.To interpret results. TI: Walking around the classroom pretend to accidentally drop a feather. Note how it spins as it falls. Ask the children to describe how it falls. Why does it fall? Do all objects fall like this? Test some others. Describe how they fall.What makes things fall in different ways?Tell them, Kevin the Koala / Ginny the Giraffe thinks that big leaves fall faster than small leaves from the trees. What do they think? How can we find out?Using the ‘Science Planning House’, plan a fair test investigation using different sizes of paper. Discuss the ‘variables’ – which will we keep the same? Which will we change? How can we measure which one falls the fastest? (Drop them at the same time).Activity:Carousel– 1. GG – investigation (BA/A/AA)2. ICT – Virtual Experiments CDROM3. DT - Make a moving picture with a push/ pull slider.4. Numeracy – Push or pull, how many of each?.5. Literacy - Write a story at the park with lots of pushes and pulls. (Imaginative writing table). Different size paperCDROMRange of dropping objects.Moving picture (Owl slider)WorksheetsStory writing table
1 KnowledgeThat there are many sorts of movement that can be described in many ways.To know about the types, speed and direction of movement.To know the difference between movements by which someone travels and movements which take place on the spot. TI: Introduce the topic – ‘Pushes and Pulls’ – by completing the Assessment sheet.Show the photographs of the children doing different activities in PE / Outside school sport if available. Ask each child to take it in turns to describe how they are moving in their photograph. Are you using a ‘Push’ or a ‘Pull’?Activity – Take the children into the hall / outside if appropriate. Ask them to repeat the movements – are the ‘pulling’ or are they ‘pushing’? Can they move pushing with their hands? Can they move pulling with their feet? Can you move slowly / more quickly? Are you pushing or pulling? Etc.Plenary – Look at the worksheet – Pushing or pulling – complete together as a class. Assessment sheetPhotographsPush or Pull worksheet.
2 KnowledgeThat different parts of the body move.That different parts of their bodies enable them to move/travel.That different parts of their bodies support them/ take their weight while moving and still.To make careful observations of their own and other children’s movements.That movement is the opposite of being still. TI – Can the children name some of the different ways that humans can move? Can other animals move in different ways? Activity – Take the children onto the reception play area and allow them to work in mixed ability groups to investigate the different ways in which humans can move. Are you using a ‘push’ or a ‘pull’? Allow the children to use a variety of PE equipment – hoops, scooters, space hoppers etc. After allowing the children to investigate, ask ½ the children to observe and make sketches of how humans move. Then swap over.Plenary – Share the ideas from the main lesson. Do we move mostly by pushing or pulling? HoopsScootersSpace hoppersETCPaper, clip board and pencil.
3 KnowledgeThat many objects move / are movable.That objects can be made to move by pushes and pulls.That machines with wheels can be pushed and pulled to start and stop them.That a wheel can be stopped by pressing on it / pushing against it, and that this is what brakes do.SCIENTIFIC ENQUIRYTo plan / contribute to planning a fair test investigation.To measure different lengths of movement.To record results in a table.To interpret results. TI: Show the children the letter from Kevin the Koala / Giraffe, explaining that his car is broken and he can’t make it move. He wants to know how to make it move and how he can make it move a really long way? Show the children the toy car. How can we make it move? Take some ideas – Push / pull.Introduce the ramp and building blocks. Ask the children if they think the car will move down the ramp on its own. Take some ideas. Using the ‘Science Planning House’ introduce today’s question to be investigated – on which level ramp will the car move the furthest?. Discuss the ‘variables’ that can be changed – the surface of the ramp, the height, the car, the push…. Which ones will remain the same to make it a ‘fair test’? Which one will we change and measure? Model activities.Activities –Carousel– 1. GG – investigation (BA/A/AA)2. ICT – Virtual Experiments CDROM.3. Art – Paint / Pastels of an animal and describe it’s movement. (gallop, creep, slither…)4. Numeracy - Order the objects / creatures in order of speed.5. Literacy - Push / Pull Worksheets activities. Letter from Koala / Giraffe.CarRampsBlocksDifferentiated worksheet for recording.Animals / objects that move to order.Science Planning House.Virtual ExpCDROMPaint / Pastels
4 Knowledge –That many objects move / are movable.That objects can be made to move by pushes and pulls.To know about the types, speed and direction of movement.SCIENTIFIC ENQUIRYTo plan / contribute to planning a fair test investigation.To measure how long it takes for paper to fall.To record results in a table.To interpret results. TI: Walking around the classroom pretend to accidentally drop a feather. Note how it spins as it falls. Ask the children to describe how it falls. Why does it fall? Do all objects fall like this? Test some others. Describe how they fall.What makes things fall in different ways?Tell them, Kevin the Koala / Ginny the Giraffe thinks that big leaves fall faster than small leaves from the trees. What do they think? How can we find out?Using the ‘Science Planning House’, plan a fair test investigation using different sizes of paper. Discuss the ‘variables’ – which will we keep the same? Which will we change? How can we measure which one falls the fastest? (Drop them at the same time).Activity:Carousel– 1. GG – investigation (BA/A/AA)2. ICT – Virtual Experiments CDROM3. DT - Make a moving picture with a push/ pull slider.4. Numeracy – Push or pull, how many of each?.5. Literacy - Write a story at the park with lots of pushes and pulls. (Imaginative writing table). Different size paperCDROMRange of dropping objects.Moving picture (Owl slider)WorksheetsStory writing table
Melbourne Infant School - Science - Materials - Year1
Lesson Objectives Activities Resources
1 · That materials have names and properties that we can perceive with our senses and describe using words.· To use appropriate words to describe materials and objects.· To explore, observe and ask questions about materials and objects.· To identify and group different objects made of the same and differing materials. TI: Introduce the new topic and complete assessment sheet part 1.Present the children with a range of different objects, made out of differing materials. Show each one, asking the children to discuss with a partner: what the material is and what it is like? Share some ideas. Now put the materials into a feely bag, ask a child to feel an object – what is it? Which material is it made out of? How do they now. Introduce the idea of using our senses to help us know the properties of different materials.Activity 1: In mixed ability groups, children to explore a variety of materials using their senses. AA to record the properties of the different materials.TI: Bring the class back together, and using the ideas from Activity 1 – model sorting the materials according to their properties, using two hoops (as a Venn diagram) E.g. you may sort the materials into ‘rough’ and ‘smooth’ OR ‘soft ‘ and ‘hard’ etc.Activity 2: Children to work in their group to sort the materials on their tables into hoops. They will then record in a Venn diagram (BA: Simple Venn / AA: Complex Venn)Plenary: Continue with the feely bag activity from earlier, asking the children to feel an object, describe it’s properties and guess which material it is made from. A range of objects made from differing materials for 5 groups and whole class learning.Feely BagHoops (for sorting materials) x10Properties recording sheetSimple Venn / Complex Venn
2 · To identify and name certain properties of materials.· To use appropriate vocabulary to describe materials.· That materials are chosen for specific uses on the basis of their properties. TI: Remind the children of what we learnt yesterday about materials and their properties. Look at the Virtual Experiments CDROM (P: / Virtual Experiments – click on the fish and choose 1D – introduction activity)Complete the activity which names objects and their properties.Ask the children ‘ why do you think our shoes are made out of leather / rubber?) Get them to discuss the question with a talking partner. Take some feedback of the children’s ideas. Explain that objects are made from different materials that are chosen because of their properties.Carry out activity on Virtual Experiments CDROM (P:/ Virtual Experiments – click on the fish and choose the main activity) Complete the activity which names objects, their properties and the reason the material has been chosen.Activity: AA: (Teacher to support red group)/ A: In groups, children to explore a variety of objects and discuss why the material has been chosen to make it.Record on recording sheet.BA: Virtual Experiments CDROM – Main activity.Plenary: Discuss ideas. Virtual Experiments CDROM (P:)IWBA variety of materialsRecording sheet
3 · To know that some materials are magnetic.· To sort materials into those that are attracted to a magnet and those which are not.· To know that objects attracted to a magnet are metal, but not all metals are attracted. TI: Ask the children to discuss what they now about magnets? Take back some feedback.Activity 1: Allow the children to explore a range of objects with magnets (from the Science magnet resource box)TI: Ask the children to discuss what they think they know now. Show the children the beginning of the Magnet Powerpoint (P/katicC/Planning/TopicActivities/Science/MagnetsPP)Which objects do they think will be attracted by a magnet? Why? Model planning an investigation using the Science Planning House.Activity 2: In mixed ability groups - Allow the children to test the objects and record.Plenary: Compare the children’s results with the results on the PowerPoint. What sort of materials are attracted to a magnet? Are all metal objects attracted to the magnet? Powerpoint(P/katicC/Planning/TopicActivities/Science/MagnetsPP)Science Planning House (P:Science Planning Houses/ year One)Magnets resource boxVariety of materials
4 Scientific Enquiry Focus Lesson· To make predictions, based on their own experience of the use of materials.· To be able to suggest ways of carrying out a ‘fair test’ investigation.· To be able to make careful observations.· To be able to record their observations and analyse their findings.· To know that materials are chosen for specific uses on the basis of their properties.· That there are reasons for choosing one material rather than another for a particular use, or uses. TI: Read the story Cinderella up to the part where the Fairy Godmother appears. Explain that the Fairy Godmother changes Cinderella’s rags into a beautiful ball dress, but she forgot to change the pumpkin into a coach and she will have to walk to the ball. The only problem is, it is raining! Cinderella needs to wear a jacket to keep her dry, but she doesn’t know which one will keep her dry? She has one made out of:Plastic, cotton, ………….. Are job is to find out which one she should choose.Use the Science Planning House to model producing an investigation to find out which material is waterproof. (By putting a range of materials over a see through container, putting so many drips of water on to the material and seeing if the water goes through).Activity: Children to complete Science Planning House (differentiated) and then carry out investigation as a group to find out which material is waterproof.Ext: Cinderellas slippers are made out of glass – is that a sensible material for them to be made out of?Plenary: Discuss the children’s findings. Ext: Cinderella’s slippers are made out of glass – is that a sensible material for them to be made out of? CinderellaRange of materials / see –through containers / jugs.Science Planning House (P:Science Planning House/yearone)Science Planning House recording sheet (differentiated)
1 · That materials have names and properties that we can perceive with our senses and describe using words.· To use appropriate words to describe materials and objects.· To explore, observe and ask questions about materials and objects.· To identify and group different objects made of the same and differing materials. TI: Introduce the new topic and complete assessment sheet part 1.Present the children with a range of different objects, made out of differing materials. Show each one, asking the children to discuss with a partner: what the material is and what it is like? Share some ideas. Now put the materials into a feely bag, ask a child to feel an object – what is it? Which material is it made out of? How do they now. Introduce the idea of using our senses to help us know the properties of different materials.Activity 1: In mixed ability groups, children to explore a variety of materials using their senses. AA to record the properties of the different materials.TI: Bring the class back together, and using the ideas from Activity 1 – model sorting the materials according to their properties, using two hoops (as a Venn diagram) E.g. you may sort the materials into ‘rough’ and ‘smooth’ OR ‘soft ‘ and ‘hard’ etc.Activity 2: Children to work in their group to sort the materials on their tables into hoops. They will then record in a Venn diagram (BA: Simple Venn / AA: Complex Venn)Plenary: Continue with the feely bag activity from earlier, asking the children to feel an object, describe it’s properties and guess which material it is made from. A range of objects made from differing materials for 5 groups and whole class learning.Feely BagHoops (for sorting materials) x10Properties recording sheetSimple Venn / Complex Venn
2 · To identify and name certain properties of materials.· To use appropriate vocabulary to describe materials.· That materials are chosen for specific uses on the basis of their properties. TI: Remind the children of what we learnt yesterday about materials and their properties. Look at the Virtual Experiments CDROM (P: / Virtual Experiments – click on the fish and choose 1D – introduction activity)Complete the activity which names objects and their properties.Ask the children ‘ why do you think our shoes are made out of leather / rubber?) Get them to discuss the question with a talking partner. Take some feedback of the children’s ideas. Explain that objects are made from different materials that are chosen because of their properties.Carry out activity on Virtual Experiments CDROM (P:/ Virtual Experiments – click on the fish and choose the main activity) Complete the activity which names objects, their properties and the reason the material has been chosen.Activity: AA: (Teacher to support red group)/ A: In groups, children to explore a variety of objects and discuss why the material has been chosen to make it.Record on recording sheet.BA: Virtual Experiments CDROM – Main activity.Plenary: Discuss ideas. Virtual Experiments CDROM (P:)IWBA variety of materialsRecording sheet
3 · To know that some materials are magnetic.· To sort materials into those that are attracted to a magnet and those which are not.· To know that objects attracted to a magnet are metal, but not all metals are attracted. TI: Ask the children to discuss what they now about magnets? Take back some feedback.Activity 1: Allow the children to explore a range of objects with magnets (from the Science magnet resource box)TI: Ask the children to discuss what they think they know now. Show the children the beginning of the Magnet Powerpoint (P/katicC/Planning/TopicActivities/Science/MagnetsPP)Which objects do they think will be attracted by a magnet? Why? Model planning an investigation using the Science Planning House.Activity 2: In mixed ability groups - Allow the children to test the objects and record.Plenary: Compare the children’s results with the results on the PowerPoint. What sort of materials are attracted to a magnet? Are all metal objects attracted to the magnet? Powerpoint(P/katicC/Planning/TopicActivities/Science/MagnetsPP)Science Planning House (P:Science Planning Houses/ year One)Magnets resource boxVariety of materials
4 Scientific Enquiry Focus Lesson· To make predictions, based on their own experience of the use of materials.· To be able to suggest ways of carrying out a ‘fair test’ investigation.· To be able to make careful observations.· To be able to record their observations and analyse their findings.· To know that materials are chosen for specific uses on the basis of their properties.· That there are reasons for choosing one material rather than another for a particular use, or uses. TI: Read the story Cinderella up to the part where the Fairy Godmother appears. Explain that the Fairy Godmother changes Cinderella’s rags into a beautiful ball dress, but she forgot to change the pumpkin into a coach and she will have to walk to the ball. The only problem is, it is raining! Cinderella needs to wear a jacket to keep her dry, but she doesn’t know which one will keep her dry? She has one made out of:Plastic, cotton, ………….. Are job is to find out which one she should choose.Use the Science Planning House to model producing an investigation to find out which material is waterproof. (By putting a range of materials over a see through container, putting so many drips of water on to the material and seeing if the water goes through).Activity: Children to complete Science Planning House (differentiated) and then carry out investigation as a group to find out which material is waterproof.Ext: Cinderellas slippers are made out of glass – is that a sensible material for them to be made out of?Plenary: Discuss the children’s findings. Ext: Cinderella’s slippers are made out of glass – is that a sensible material for them to be made out of? CinderellaRange of materials / see –through containers / jugs.Science Planning House (P:Science Planning House/yearone)Science Planning House recording sheet (differentiated)
Melbourne Infant School - Art/ Science - Investigating Marterials - Year1 - The Rainbow Fish
Lesson Objectives Activities Resources
1 · To investigate a range of materials and use appropriate words to describe them.· To explore different methods of joining and fastening materials and how they change character and appearance as a result.· To extend their understanding of the use of colouring materials. TI: Introduce the children to the topic by completing the assessment sheet.Show the children some examples of weaving using the powerpoint (P/KatieC/Planning/Topic Activities/Weaving). Discuss how today we are going to explore a range of materials, considering their texture / appearance/ colour and see how we can fasten them and change them by twisting, scrunching, sticking, colouring ….. Model the main activity:Activity: Children to choose from a variety of materials (man made and natural), fasten the materials to a piece of card, discussing it’s qualities and changing it’s appearance by; twisting, scrunching, colouring….Plenary: Show some examples of children’s work. Discuss what we like about the work. Explore the materials used further, drawing attention to man made and natural materials. Discuss the use of colour. Assessment SheetIWB / PowerPointSelection of materialsCardFastening equipment (glue…)
2 · To become more familiar with tools, techniques and the potential for making art through the use of different light materials.· To understand the basic principles and range of weaving techniques.· To become more aware of different forms of art, artists and designers.· To develop skills of talking about their work, expressing ideas and opinions. TI: show the children the range of weavings (shown yesterday on the PowerPoint). Talk about the job the artists have – do they use products / look at work like this in everyday life. Discuss the techniques of weaving, modelling how this is done.Activity 1: Children work in a group to practise weaving on a cardboard loom, discussing techniques.TI: Bring the children back together. Remind the children of the story being studied in Literacy – The Rainbow Fish. Explain that you want the children to use weaving with a variety of materials to create the sea for the Rainbow Fish to swim in. Allow the children to discuss the textures / appearance of the materials needed to create the sea. Use the book / pictures of the texile designer Mary – Clare Buckle’s water theme on : www.1-art-1.com/Micheal_brenna_wood.html as a stimulus. Show the children the bean wire they will create their weavings on.Activity 2: Children to design their weaving as a group, considering materials, colours, appearance. How they might change the appearance of some of their materials and fasten additional materials o to their final piece.Plenary: Share ideas. Send letter out requesting different materials to create sea weavings next week. IWBPowerPoint / InternetThe Rainbow FishCardboard LoomPaper stripsThe Rainbow FishBean WireDesign SheetsLetter for Parents
3 · To apply learned principles to weaving on a simple framework.· To discover further potential of materials for weaving purposes.· To extend their manipulative skills.· To explore the use of colour on parts of the surface of the weaving.· To develop skills of talking about their work, expressing ideas and opinions. TI: Remind the children of their designs from last week, techniques learnt and famous artwork. Model beginning a weaving of the sea, discussing colour, texture etc…Activity; In groups, the children work together to create a weaving of the sea, for the Rainbow Fish to Swim in. Half way through the activity, stop the children to discuss their work so far, how they can add detail / improve their work / share good examples.Plenary: Display finished pieces. Complete assessment sheet. IWBPowerPoint / InternetThe Rainbow FishVariety of materials / colouring equipment.Bean WireDesign Sheets from last weekAssessment Sheet
1 · To investigate a range of materials and use appropriate words to describe them.· To explore different methods of joining and fastening materials and how they change character and appearance as a result.· To extend their understanding of the use of colouring materials. TI: Introduce the children to the topic by completing the assessment sheet.Show the children some examples of weaving using the powerpoint (P/KatieC/Planning/Topic Activities/Weaving). Discuss how today we are going to explore a range of materials, considering their texture / appearance/ colour and see how we can fasten them and change them by twisting, scrunching, sticking, colouring ….. Model the main activity:Activity: Children to choose from a variety of materials (man made and natural), fasten the materials to a piece of card, discussing it’s qualities and changing it’s appearance by; twisting, scrunching, colouring….Plenary: Show some examples of children’s work. Discuss what we like about the work. Explore the materials used further, drawing attention to man made and natural materials. Discuss the use of colour. Assessment SheetIWB / PowerPointSelection of materialsCardFastening equipment (glue…)
2 · To become more familiar with tools, techniques and the potential for making art through the use of different light materials.· To understand the basic principles and range of weaving techniques.· To become more aware of different forms of art, artists and designers.· To develop skills of talking about their work, expressing ideas and opinions. TI: show the children the range of weavings (shown yesterday on the PowerPoint). Talk about the job the artists have – do they use products / look at work like this in everyday life. Discuss the techniques of weaving, modelling how this is done.Activity 1: Children work in a group to practise weaving on a cardboard loom, discussing techniques.TI: Bring the children back together. Remind the children of the story being studied in Literacy – The Rainbow Fish. Explain that you want the children to use weaving with a variety of materials to create the sea for the Rainbow Fish to swim in. Allow the children to discuss the textures / appearance of the materials needed to create the sea. Use the book / pictures of the texile designer Mary – Clare Buckle’s water theme on : www.1-art-1.com/Micheal_brenna_wood.html as a stimulus. Show the children the bean wire they will create their weavings on.Activity 2: Children to design their weaving as a group, considering materials, colours, appearance. How they might change the appearance of some of their materials and fasten additional materials o to their final piece.Plenary: Share ideas. Send letter out requesting different materials to create sea weavings next week. IWBPowerPoint / InternetThe Rainbow FishCardboard LoomPaper stripsThe Rainbow FishBean WireDesign SheetsLetter for Parents
3 · To apply learned principles to weaving on a simple framework.· To discover further potential of materials for weaving purposes.· To extend their manipulative skills.· To explore the use of colour on parts of the surface of the weaving.· To develop skills of talking about their work, expressing ideas and opinions. TI: Remind the children of their designs from last week, techniques learnt and famous artwork. Model beginning a weaving of the sea, discussing colour, texture etc…Activity; In groups, the children work together to create a weaving of the sea, for the Rainbow Fish to Swim in. Half way through the activity, stop the children to discuss their work so far, how they can add detail / improve their work / share good examples.Plenary: Display finished pieces. Complete assessment sheet. IWBPowerPoint / InternetThe Rainbow FishVariety of materials / colouring equipment.Bean WireDesign Sheets from last weekAssessment Sheet
Melbourne Infant School - Science - Light and Dark - Year1
Day Objectives Activities Resources
1 · To know that a sense of sight can only be used when it is light.· To name a variety of light sources· To make comparisons between a range of light sources.· To know that the sun is the source of light for the earth.· To know the differences between day time and night time. TI: Read ‘The Owl Who was Afraid of the Dark’. What time of day is it in the story? How do you know when it is night time? How do you know when it is day time? Children discuss the differences between night time and day time with a partner.Ask the children if they know what a light source is? Discuss and name a variety, including the sun. Model the children’s activities (as below).Activities: Children take part in a carousel of activities exploring light and dark: 1. Dark den (Teacher to support this group) – with a range of objects inside for the children to explore in the dark which senses thy can use ~(books, instruments, food tasting, feely objects…); 2. Dark pictures – children to look at a range of night-time pictures and produce their own. 3. Light pictures – children to look at a range of ‘light pictures’ and then produce their own. 4. Computer group – Virtual experiments: sorting light sources.Plenary: discuss the children’s findings from the den. Which senses can you use in the dark? Look at some good examples of daytime and night-time pictures – what are the differences between day and night? ‘The Owl Who was Afraid of the Dark’Dark den and range of objects to explore senses.Dark picturesLight picturesVirtual Experiments CD-ROM
2 · That sources of light show up best in the dark.· That a torch will enable an object in a black box to be seen.· The some torches are brighter source of light than others.· That objects can be seen best in brighter light rather than dull light. TI: Look at www.njagyouth.org/liberty-.htm on IWB. This is a fireworks display/ night scene of New York. Ask the children what time of day / night fireworks displays take place. Why? How would they look if they took part in the day? When do light sources show up best?Show the children a number of torches. Explain to them you need to find out which torch gives the best light to help you see when it is dark. Introduce the dark boxes. How can we find out which torch to use to look in the box?Using Science House Planning format, ask the children to help you design a ‘fair test’ investigation. Design a test, so a number of children test the torches for their brightness in the dark den.Activity: When the torches have been tested and ranked, each (mixed ability) group is given one of the torches to explore what is inside their dark box.Plenary: Discuss findings. Which group found it easy to see in their dark box? Why? (Discuss bright and dull light). www.njagyouth.org/liberty-.htmIWBTorchesDark boxesDark denScience planning house
3 · To recognise that a shiny object needs a light source if it is to shine.· That a shiny object will not shine in a dark place.· To predict whether they expect reflective materials to shine near a light source. TI: Read the story ‘Cinderella’ , but change the scenes where Cinderella gets a special ball gown so she has no coach and has to walk in the to get to the palace. How can we help Cinderella ‘stay safe’? how can we help her be seen by cars?Discuss the importance of being seen in the dark. (road Safety)Tell the children we need to design a dress for Cinderella which will keep her safe. Show the children a variety of materials – Which materials should they use to keep her safe?Using Science planning House, Model designing an investigation to find out which materials Cinderella should use for her dress.Activity: children design and carry out a ‘fair test’ investigation to design a dress for Cinderella which will keep her safe in the dark. (Teacher to support AA – encouraging fair testing, and trailing different methods o testing to get results)Plenary: Discuss findings – materials used, that shiny materials only sow up in the dark when a light source makes them shine. Discuss road safety at this time of year and give children the ‘Stay Safe’ stickers so they can be seen in the dark. CinderellaScience planning house / investigation sheets (Differentiated).Cinderella sheetMaterialsDark denTorches‘Stay Safe’ Stickers
4 · To identify changes when the sun goes down.· To explain the sun is a light source even when it is behind a cloud.· To know the differences between daytime and night time. TI: Look at www.bnsc.gov.uk/leanrningzone.aspx?nid=3300 (picture of when it is light) Ask the children what makes it light? Children predict what will happen when it gets dark? Click on the picture to find out. What did the children notice? Talk about things such as animals, stars, moon, electric lights… what happens when the sun goes behind a cloud? Predict – then look at the cloud pictures on the website (as above). Discuss the fact that the sun is still a light source even when behind a cloud. Encourage the children to use the correct vocabulary to describe how light changes – bright, duller… and the fact that darkness is the absence of light.Activity: Children to complete ‘My Daytime’ and ‘My Nighttime’ sheets, drawing pictures and describing what they do at each time of day. (Teacher to support BA)Plenary: How does light effect our lives? www.bnsc.gov.uk/leanrningzone.aspx?nid=3300BA My Daytime and Nightime sheetA / AA Other people’s daytime and Nighttime
5 Extension lesson – · To begin to understand how shadows are formed and the factors that influence their shape and size. TI: Ask the children what they know about shadows? Ask them to discuss with partner, then brainstorm together.(shadow facts – sunlight / light sources form shadows; shadows form because light travels in straight lines; light cannot pass through some materials and this leads to shadow formation; shadows can change position and shape and size depending on position of object in relation to position of light source).Where do they come from? How are they formed? Model main activity.Activity- In groups, children to make a shadow puppets of characters from a well known story to perform using Overhead Projector. Plenary: show shadow puppets in show. How are the shadows formed? Overhead ProjectorLolly pop sticks and card for shadow puppetCharacters from well know stories
1 · To know that a sense of sight can only be used when it is light.· To name a variety of light sources· To make comparisons between a range of light sources.· To know that the sun is the source of light for the earth.· To know the differences between day time and night time. TI: Read ‘The Owl Who was Afraid of the Dark’. What time of day is it in the story? How do you know when it is night time? How do you know when it is day time? Children discuss the differences between night time and day time with a partner.Ask the children if they know what a light source is? Discuss and name a variety, including the sun. Model the children’s activities (as below).Activities: Children take part in a carousel of activities exploring light and dark: 1. Dark den (Teacher to support this group) – with a range of objects inside for the children to explore in the dark which senses thy can use ~(books, instruments, food tasting, feely objects…); 2. Dark pictures – children to look at a range of night-time pictures and produce their own. 3. Light pictures – children to look at a range of ‘light pictures’ and then produce their own. 4. Computer group – Virtual experiments: sorting light sources.Plenary: discuss the children’s findings from the den. Which senses can you use in the dark? Look at some good examples of daytime and night-time pictures – what are the differences between day and night? ‘The Owl Who was Afraid of the Dark’Dark den and range of objects to explore senses.Dark picturesLight picturesVirtual Experiments CD-ROM
2 · That sources of light show up best in the dark.· That a torch will enable an object in a black box to be seen.· The some torches are brighter source of light than others.· That objects can be seen best in brighter light rather than dull light. TI: Look at www.njagyouth.org/liberty-.htm on IWB. This is a fireworks display/ night scene of New York. Ask the children what time of day / night fireworks displays take place. Why? How would they look if they took part in the day? When do light sources show up best?Show the children a number of torches. Explain to them you need to find out which torch gives the best light to help you see when it is dark. Introduce the dark boxes. How can we find out which torch to use to look in the box?Using Science House Planning format, ask the children to help you design a ‘fair test’ investigation. Design a test, so a number of children test the torches for their brightness in the dark den.Activity: When the torches have been tested and ranked, each (mixed ability) group is given one of the torches to explore what is inside their dark box.Plenary: Discuss findings. Which group found it easy to see in their dark box? Why? (Discuss bright and dull light). www.njagyouth.org/liberty-.htmIWBTorchesDark boxesDark denScience planning house
3 · To recognise that a shiny object needs a light source if it is to shine.· That a shiny object will not shine in a dark place.· To predict whether they expect reflective materials to shine near a light source. TI: Read the story ‘Cinderella’ , but change the scenes where Cinderella gets a special ball gown so she has no coach and has to walk in the to get to the palace. How can we help Cinderella ‘stay safe’? how can we help her be seen by cars?Discuss the importance of being seen in the dark. (road Safety)Tell the children we need to design a dress for Cinderella which will keep her safe. Show the children a variety of materials – Which materials should they use to keep her safe?Using Science planning House, Model designing an investigation to find out which materials Cinderella should use for her dress.Activity: children design and carry out a ‘fair test’ investigation to design a dress for Cinderella which will keep her safe in the dark. (Teacher to support AA – encouraging fair testing, and trailing different methods o testing to get results)Plenary: Discuss findings – materials used, that shiny materials only sow up in the dark when a light source makes them shine. Discuss road safety at this time of year and give children the ‘Stay Safe’ stickers so they can be seen in the dark. CinderellaScience planning house / investigation sheets (Differentiated).Cinderella sheetMaterialsDark denTorches‘Stay Safe’ Stickers
4 · To identify changes when the sun goes down.· To explain the sun is a light source even when it is behind a cloud.· To know the differences between daytime and night time. TI: Look at www.bnsc.gov.uk/leanrningzone.aspx?nid=3300 (picture of when it is light) Ask the children what makes it light? Children predict what will happen when it gets dark? Click on the picture to find out. What did the children notice? Talk about things such as animals, stars, moon, electric lights… what happens when the sun goes behind a cloud? Predict – then look at the cloud pictures on the website (as above). Discuss the fact that the sun is still a light source even when behind a cloud. Encourage the children to use the correct vocabulary to describe how light changes – bright, duller… and the fact that darkness is the absence of light.Activity: Children to complete ‘My Daytime’ and ‘My Nighttime’ sheets, drawing pictures and describing what they do at each time of day. (Teacher to support BA)Plenary: How does light effect our lives? www.bnsc.gov.uk/leanrningzone.aspx?nid=3300BA My Daytime and Nightime sheetA / AA Other people’s daytime and Nighttime
5 Extension lesson – · To begin to understand how shadows are formed and the factors that influence their shape and size. TI: Ask the children what they know about shadows? Ask them to discuss with partner, then brainstorm together.(shadow facts – sunlight / light sources form shadows; shadows form because light travels in straight lines; light cannot pass through some materials and this leads to shadow formation; shadows can change position and shape and size depending on position of object in relation to position of light source).Where do they come from? How are they formed? Model main activity.Activity- In groups, children to make a shadow puppets of characters from a well known story to perform using Overhead Projector. Plenary: show shadow puppets in show. How are the shadows formed? Overhead ProjectorLolly pop sticks and card for shadow puppetCharacters from well know stories
Melbourne Infant School - Science - Ourselves YEAR1
Lesson Number Objectives Activities Resources
1 · To name a variety of external body parts. TI: Begin with Assessment sheet. Then -Sing ‘Head, Shoulders, Knees and Toes’. Look at Virtual experiments – Body Parts. Model Activities.Independent Activities: carousel – 1. Newspaper People, 2. Paint a picture of yourself, 3. Label body parts on a worksheet, 4. ICT group – Virtual Experiments CDROM.Plenary: Name your friends body parts. IWBCDROMNewspaperPaint, Plain paper, brushesWorksheet of body partsAssessment Sheet
2. · To explore their senses.· To record some of their observations in a chart. TI: What are your senses? Tell a partner. How do you use them?Look at Virtual Experiments CDROM – Senses.Model activities and how to record on chart.Independent Activities: carousel – which sense are you using?:1. Guided group: Guess the food, 2. Reading books, 3. Listening to music and story tapes, 4. Instruments, 5. Smelling pots, 6. Feely bag. Record which sense you used on a recording sheet.Plenary – Compare results / discuss. IWBCDROMFood / Blindfold/ Tea towelBooks/ picturesMusic/ Story tapes/ instrumentsSmelling PotsFeely BagRecording Sheet
3. · To explore their senses.· To record some of their observations in a chart.· To be able to ask questions and make predictions.· To be able to collect, organise and analyse data. TI: Using Planning House on IWB, plan an investigation to find out: Which sense do we use the most?Independent Activity: carousel of activities – Children record which sense they are using:1. Tasting food, 2. Reading books, 3. Writing, 4. Listening to music and instruments, 5. Smelling pots, 6. Feely bag, 7. Looks interesting box as you walk around the school grounds (with parent helper). Plenary: Plot a graph on RM graph. IWB/Planning HouseFood / Blindfold/ Tea towelBooks/ Pencils and paperMusic/ Story tapes/ instrumentsSmelling PotsFeely BagLooks interesting boxRM Graph programme
4. · To measure their height.· To compare their height.· To collect, organise and analyse data.· To know the life cycle of humans.· To create a simple flow diagram as a way of recording work (link to life cycle of humans). TI: Discuss how the children started their lives. Play the true/false game e.g. Have you grown an extra leg? Children hold up true/false cards. Look at textease. Show children pictures of baby, toddler, teenager, adult, etc. Children to move pictures to create the life cycle of a human. Independent Activity: In groups children to sort themselves from tallest to shortest. Use wallpaper and mark on your heights. Complete the questionnaire e.g. Who is the tallest? Who is the shortest? Is the oldest person the tallest? Extension Activity: Compare size of feet and hands. Plenary: Discuss what you have found out. True/False cardsIWB / TexteaseQuestionaireWallpaper
5. · To know that humans are animals.· To name the body parts of a variety of animals.· To know the differences between young animals and adult animals. TI: Ask true/false questions about animals e.g. Do animals eat? Do animals have legs? Are humans animals? Discuss. Using textease, match words from word bank to parts of the body on animal pictures. Independent Activities: Children to make animal jigsaws. Match up the cut up pictures to create whole animals. Plenary: As a whole class, use textease to identify young animals and their parents – match up. True/False CardsTextease x2Animal jigsaws – laminated pictures
6. · To know that animals including humans are living.· To know that food and drink are necessary for life. TI: Show pictures of living things on textease and ask the children to identify what they have in common. How do you know they are living? There are two things that animals need to live, what are they? Food and drink. Look at worksheet – Who eats what? Explain how to complete this.Independent Activity: Children complete worksheet. Bring children back together and look at second sheet. Draw living and non-living things in the appropriate circles. TexteaseWorksheet – Who eats what?Worksheet – Sorting living and non-living things.
7. · That different parts of the body enable them to move and travel.· That different parts of their bodies move. TI: look at Virtual Experiments. Discuss the different body parts and how they move. Go out side and investigate how your body moves and how it allows you to travel. Back in the classroom model building a split-pin person. Identify the body parts put them in the correct places.Independent Activity: Children to make split-pin person.Plenary: All children to move like split-pin people and choreograph a dance Complete Assessment sheet. IWBVirtual Experiments CDROMSplit Pins / TemplatesCrayonsMusicAssessment Sheet.
1 · To name a variety of external body parts. TI: Begin with Assessment sheet. Then -Sing ‘Head, Shoulders, Knees and Toes’. Look at Virtual experiments – Body Parts. Model Activities.Independent Activities: carousel – 1. Newspaper People, 2. Paint a picture of yourself, 3. Label body parts on a worksheet, 4. ICT group – Virtual Experiments CDROM.Plenary: Name your friends body parts. IWBCDROMNewspaperPaint, Plain paper, brushesWorksheet of body partsAssessment Sheet
2. · To explore their senses.· To record some of their observations in a chart. TI: What are your senses? Tell a partner. How do you use them?Look at Virtual Experiments CDROM – Senses.Model activities and how to record on chart.Independent Activities: carousel – which sense are you using?:1. Guided group: Guess the food, 2. Reading books, 3. Listening to music and story tapes, 4. Instruments, 5. Smelling pots, 6. Feely bag. Record which sense you used on a recording sheet.Plenary – Compare results / discuss. IWBCDROMFood / Blindfold/ Tea towelBooks/ picturesMusic/ Story tapes/ instrumentsSmelling PotsFeely BagRecording Sheet
3. · To explore their senses.· To record some of their observations in a chart.· To be able to ask questions and make predictions.· To be able to collect, organise and analyse data. TI: Using Planning House on IWB, plan an investigation to find out: Which sense do we use the most?Independent Activity: carousel of activities – Children record which sense they are using:1. Tasting food, 2. Reading books, 3. Writing, 4. Listening to music and instruments, 5. Smelling pots, 6. Feely bag, 7. Looks interesting box as you walk around the school grounds (with parent helper). Plenary: Plot a graph on RM graph. IWB/Planning HouseFood / Blindfold/ Tea towelBooks/ Pencils and paperMusic/ Story tapes/ instrumentsSmelling PotsFeely BagLooks interesting boxRM Graph programme
4. · To measure their height.· To compare their height.· To collect, organise and analyse data.· To know the life cycle of humans.· To create a simple flow diagram as a way of recording work (link to life cycle of humans). TI: Discuss how the children started their lives. Play the true/false game e.g. Have you grown an extra leg? Children hold up true/false cards. Look at textease. Show children pictures of baby, toddler, teenager, adult, etc. Children to move pictures to create the life cycle of a human. Independent Activity: In groups children to sort themselves from tallest to shortest. Use wallpaper and mark on your heights. Complete the questionnaire e.g. Who is the tallest? Who is the shortest? Is the oldest person the tallest? Extension Activity: Compare size of feet and hands. Plenary: Discuss what you have found out. True/False cardsIWB / TexteaseQuestionaireWallpaper
5. · To know that humans are animals.· To name the body parts of a variety of animals.· To know the differences between young animals and adult animals. TI: Ask true/false questions about animals e.g. Do animals eat? Do animals have legs? Are humans animals? Discuss. Using textease, match words from word bank to parts of the body on animal pictures. Independent Activities: Children to make animal jigsaws. Match up the cut up pictures to create whole animals. Plenary: As a whole class, use textease to identify young animals and their parents – match up. True/False CardsTextease x2Animal jigsaws – laminated pictures
6. · To know that animals including humans are living.· To know that food and drink are necessary for life. TI: Show pictures of living things on textease and ask the children to identify what they have in common. How do you know they are living? There are two things that animals need to live, what are they? Food and drink. Look at worksheet – Who eats what? Explain how to complete this.Independent Activity: Children complete worksheet. Bring children back together and look at second sheet. Draw living and non-living things in the appropriate circles. TexteaseWorksheet – Who eats what?Worksheet – Sorting living and non-living things.
7. · That different parts of the body enable them to move and travel.· That different parts of their bodies move. TI: look at Virtual Experiments. Discuss the different body parts and how they move. Go out side and investigate how your body moves and how it allows you to travel. Back in the classroom model building a split-pin person. Identify the body parts put them in the correct places.Independent Activity: Children to make split-pin person.Plenary: All children to move like split-pin people and choreograph a dance Complete Assessment sheet. IWBVirtual Experiments CDROMSplit Pins / TemplatesCrayonsMusicAssessment Sheet.
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