SCIENCE - LONG TERM PLAN - KEY STAGE 1

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1 SCIENCE - LONG TERM PLAN - KEY STAGE 1 YEAR AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2 A Y1 About Me and My Friends Y1 Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense Learn the names of the main body parts (including head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth) through games, actions, songs and rhymes e.g. 'Simon says' with emphasis on naming parts and on identifying that humans all have the same parts. Identify ways in which humans are all like each other; identify ways in which humans differ from one another Name and locate parts of the body using drawings and labels. Give children a series of short activities related to each of the five senses in order to compare different textures, tastes, sounds and smells e.g. listen and identify sounds, look at objects, such as an orange, with a magnifying glass, smell lemon, identify objects in a feely bag, taste salty and sweet foods. Pupils should distinguish between the sense and the organ associated with it e.g. the eye is for seeing, the ear is for hearing Starry Night Kung Hei Fat Choi NO SCIENCE Water World Y1 Identify and describe the basic structure of a variety of common flowering plants, including trees. Ask children to suggest why we grow plants. Plant seedlings e.g. pea, broad bean, mung bean and quick-growing seeds e.g. sunflower, marrow. Ask children to suggest how they will change as they grow. Help children to look after (recognising the importance of water in helping the seed to germinate and the plant to grow) and to observe the seedlings at regular intervals e.g. two to three days over the next week and to record, in drawings, how they have changed. As children observe the seedlings, consolidate knowledge of names of the parts of the plant. Investigate: Carry out a test in which some plants are watered and some are not. of everyday materials, including wood, plastic, glass, metal, water, and rock Investigate: Give children a different selection of materials (metal, wood, plastic, glass, rock, rubber etc.) and say you want to make an umbrella. Ask them what the material for an umbrella would need to be like e.g. waterproof, won't let water through, light to carry, foldable, strong. Pupils need to test which materials would be suitable revise the names of materials and properties such as: hard/soft; stretchy/stiff; shiny/dull; rough/smooth; bendy/not bendy; waterproof/not waterproof; absorbent/not absorbent; The Aliens Are Coming Everyday materials Y1 Distinguish between an object and the material from which it is made Y1 Describe the simple physical properties of a variety of everyday materials Aliens have landed on Earth and are very confused by some of our everyday materials e.g. wooden spoon, keys, plastic pens and rulers, pair of cotton socks, sandpaper, glass marble etc. Help the aliens to understand the properties of these materials by writing descriptions/recording key vocabulary e.g. hard, soft, shiny, dull, bendy round a picture of the object The aliens also have some strange materials/objects for you to explore Use feely bags to encourage children to use senses of touch, hearing and smell to describe or identify materials and alien objects e.g. metal ball, wooden egg, Ask children who are not blindfolded to ask questions e.g. Is it hard, smooth, rough? Does it make a noise? (Have unusual materials for the alien objects Investigate: Tell children you want to find materials that can be used to repair the damaged alien space ship that crash landed to earth. What material can be used to make the windows? The exterior of the spaceship? The interior seating? Ask children to suggest what the material would need to be like and sort out, from a variety of materials, which The Great Exhibition

2 A Y2 opaque/transparent. Help children to decide how to test the materials e.g. by exploring what happens using small quantities of water. Ask them to compare how waterproof the materials are. would be suitable and which would not. Ask them to explain the criteria they used e.g. bendy/not bendy, transparent/not transparent, rough/smooth. Record by drawing or sticking materials in sets and labelling or writing simple sentences. (DT Link: Food Technology) Y2 notice that animals, including humans, have offspring which grow into adults Assemble a collection of photographs of children and adults familiar to the children at a younger age, and ask children to suggest ways in which they have changed since they were born and to speculate about how they might change as they grow older. (Growing into adults can include reference to baby, toddler, child, teenager, adult). Ideas to Investigate: Ask children to predict whether the oldest people are the tallest and find out e.g. by lining up in order of birthday. Predict Do the older children in the class have bigger feet? Do the people with the biggest feet have the biggest hand span? Help children to answer the question e.g. by lining up in order of shoe size and then in order of hand span. Numeracy Link: Ask children to suggest ways in which they differ. Help them to collect data about themselves, e.g. eye colour, size of feet, hair colour and to represent this using models e.g. a brick tower or chart. Y2 Identify and name a variety of (plants and) animals in their Explore Nocturnal Animals owls, bats, foxes, hedgehogs, badgers (their key features, what they eat, how they adapt to their habitat etc.) Web cam- erect a bat box and a hedgehog house and film an activity Literacy Link: The Owl who was afraid of the dark; The Hodgeheg; Fantastic Mr Fox Y2 Observe and describe how seeds and bulbs grow into mature plants Y2 Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy Pupils should be introduced to the requirements of plants for germination, growth and survival, as well as to the processes of reproduction and growth in plants. Observe and record with some accuracy, the growth of a variety of plants as they change over time from a seed or bulb Observe similar plants at different stages of growth Set up a comparative test to show that plants need light and water to stay healthy Everyday materials Y2 Identify and compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard Link properties of materials to Victorian inventions explore mystery objects and the materials it is made from Identify and discuss the uses of different everyday materials so that they become familiar with how some materials are used for more than one thing (metal can be used for coins, cans, cars and table legs; wood can be used for matches, floors, and telegraph poles) or different materials are used for the same thing (spoons can be made from plastic, wood, metal, but not normally from glass). Invent You Own! Encourage pupils to think about unusual and creative uses for everyday materials. What object would they invent and what material would it be made of? Research people living in the Victorian era who developed useful new materials e.g. John Dunlop, Charles Macintosh

3 Investigate! Present pupils with a number of materials. Challenge them to build a bridge for an 1840s steam train to travel on think about the properties of materials that make them suitable or unsuitable for particular purposes - what materials will you use and why? (Paper, Card, Plastic, Wood, Meta, Glass) Forest School Link Seasonal Changes Y1 Observe changes across the four seasons Y1 Observe and describe weather associated with the seasons and how day length varies Make a display of what happens in the world around them, including day length, as the seasons change (Autumn into Winter) with a focus on the idea of colder, darker starry nights; leaves falling off trees/bare trees; frost etc. Y1 identify and name a variety of common wild and garden plants, including deciduous and evergreen trees Y1 Identify and describe the basic structure of a variety of common flowering plants, including trees. Compare and contrast familiar plants; describing how to identify and group them; draw diagrams showing the parts of different plants including trees. Y1 Become familiar with plant structures (including leaves, flowers (blossom), petals, fruit, roots, bulb, seed, trunk, branches, stem Seasonal Changes Y1 Observe changes across the four seasons Y1 Observe and describe weather associated with the seasons and how day length varies Make a display of what happens in the world around them, including day length, as the seasons change (Spring) with a focus on buds opening, blossom on trees, flowers growing from bulbs Waterproof Materials Challenge pupils to make a waterproof shelter

4 B Y1 Emergency! Emergency! (People Who Help Us) Jurassic Park Y1 Describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles, mammals and invertebrates, and including pets) Mrs Armitage s Vehicles Everyday materials Y1 Describe the simple physical properties of a variety of everyday materials Go on a materials hunt around school A Knight s Tale NO SCIENCE All Creatures Great and Small of common animals that are birds, fish, amphibians, reptiles, mammals and invertebrates Oh I do like to be besides the seaside Look at a range of animal skeletons. Which bones are similar to that of humans? Which are different? Look at dinosaur skeletons. of common animals that are carnivores, herbivores and omnivores Classify/group dinosaurs based on what they eat Link materials to objects related to vehicles/bus Present pupils with a collection of pictures and specimens of animals and plants e.g. bee, spider, worm, mealworm, snail, dog, horse, bird, snake, crocodile, butterfly, whale, grass, ivy, holly, cherry tree, daffodil, oak tree, human and ask them to group them into animals and plants. In what ways are all the animals like each other? Explore the characteristic features of each animal category - birds, fish, amphibians, reptiles, mammals (include adult and baby animals for each example) Introduce the concept of an invertebrate explore the features of a range of mini-beasts of common animals that are carnivores, herbivores and omnivores Compare and contrast animals, describing how to identify and group them e.g. grouping animals according to what they eat; grouping animals based on how they move (fly, swim, walk)

5 B Y2 Y2 Find out about and describe the basic needs of animals, including humans, for survival (water, food and air) Guided: Vets Surgery Role Play - discuss why we eat, what we eat and drink, the needs of our pets. Ask children for their ideas about the food and drink taken by different, familiar animals e.g. cats, dogs, birds, fish and humans and help them to record these, as a vet, in drawings or simple charts Caring for the KS1 guinea pigs Y2 Explore and compare the differences between things that are living, dead, and things that have never been alive Sort and classify things according to whether they are living, dead or were never alive, and record findings using charts. Identify the living things as those which feed, move and use their senses Explore questions such as: Is a flame alive? Is a deciduous tree dead in winter? Everyday materials Y2 Identify and compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard Y2 Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching Y2 Identify and name a variety of (plants and) animals in their, including micro Explore creatures that live in, on, & around different (polar region, rainforest, desert, ocean, woodland, mountain region etc.) and how they adapt to their habitat Visit to zoo or safari park Y2 Identify and name a variety of (plants and) animals in their, including micro Explore creatures that live in, on, & around the sea shore e.g. fish, jellyfish, crabs etc. and how they adapt to their habitat e.g. rock pool Look a animals that live in the ocean e.g. whale, shark, seal etc. Forest School Link Y2 Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. People Who Help Us The Dentist - discussion of dental hygiene and the damage sugary foods have on teeth Doctor s Surgery Role Play/Drama Keeping Safe - Talk with children about when they have been given medicines and why. Children generate questions about what the nurse/doctor does and about medicines How can we stay healthy - importance of exercise and nutrition Y2 Find out about and describe the basic needs of animals, including humans, for survival (water, food and air) Caring for a pet dinosaur! Introduce the idea that all living things have certain characteristics that are essential for keeping them alive and healthy. What will you give your dinosaur to eat? (Linked to it being a carnivore, herbivore, omnivore). Where will it live? How will you exercise it? Go on a living/dead/never alive hunt around the school Making a Dinosaur Den in the forest fetching water, food, creating shelter and camouflage of common animals that are birds, fish, amphibians, reptiles, mammals and invertebrates Introduce the concept of an invertebrate explore the features of a range of mini-beasts Find different ways of sorting mini-beasts e.g. legs/no legs, fly/walk/slither. Maths Link: Make charts/block graphs of mini-beasts found in the local area Seasonal Changes Y1 Observe changes across the four seasons Y1 Observe and describe weather associated with the seasons and how day length varies Make tables and charts about the weather Make a display of what happens in the world around them, including day length, as the seasons change (Summer)

6 C Y1 Shiver Me Timbers (Pirates) Y1 Compare and group together a variety of everyday materials on the basis of their simple physical properties Present children with a collection of materials e.g. wood, metal, leather, plastic, cotton and ask children to sort them, using their own criteria, and to explain what the criteria are. Explore properties and uses for the different materials put into context with the topic e.g. wooden ship, cotton sail, leather shoes, wooden water barrel. London s Burning Y1 Compare and group together a variety of everyday materials on the basis of their simple physical properties Present children with a selection of materials, some of which are found naturally and some of which are not e.g. twigs, unpolished/unfinished wood, sand, rocks, water, bone, clay, sheep's wool, glass, plastic, paper, cardboard and ask them to sort the materials into those which are found naturally and those which are not. Mad Hatter s Tea Party Y1 Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching Give children a variety of materials to explore e.g. plasticine, play dough, clay, Blu-tac and ask them to make a variety of shapes by twisting, stretching, bending, or squashing the materials. Ask children to try to do the same with other objects e.g. elastic bands, foam sponges, soft rubber ball and to describe what happens. Around the World in 80 Days Going Green What s Down in the Woods Today? Explore floating and sinking Explore what happens when materials are burnt which are more flammable, natural or man-made? Link the above to Food Technology when making cakes, biscuits and bread for the Mad Hatter s Tea Party. of everyday materials, including wood, plastic, glass, metal, water, and rock Recycling Party Rubbish according to an object s properties e.g. foil, plastic, cardboard C Y2 Y2 Identify and name a variety of (plants and) animals in their Y2 Identify that most living things live in to which they are suited and describe how different provide for the basic needs of different kinds of animals and plants, and how they depend on each other Pupils should compare animals in familiar with animals found in less familiar explore creatures associated with specific countries visited during the Y2 Observe and describe how seeds and bulbs grow into mature plants Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. Plant seeds e.g. broad bean, sunflower in soil, potting compost, sand or blotting paper. If children do not mention water, ensure that they consider whether the growing medium is Y2 Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. Construct a simple food chain that includes humans (e.g. grass, cow, human) SRE Male & Female; Life Cycles

7 topic e.g. Animals from the Brazilian Rainforest; Kenyan Safari animals; Animals from the Polar Regions wet or dry e.g. by having one set of 'wet' and one set of 'dry' containers. Discuss what they are going to look for e.g. shoots, roots when they observe their seeds and help children to make a day-by-day record of their observations. Use secondary sources and/or first-hand observation to illustrate to children that animals in their local environment e.g. birds, frogs, snails, butterflies produce young which grow into adults. Ask children to write about, and illustrate, changes in one animal. E.g. Egg, chick, chicken; egg, caterpillar, pupa, butterfly; spawn, tadpole, frog Forest School Link of common plants, including garden plants, wild plants and trees, and those classified as deciduous and evergreen Review children's understanding of where new plants come from. Use simple reference books or show children a series of pictures of plants in flower and with fruits e.g. apple trees, dandelions, horse chestnut trees and explain that the fruits which contain the seeds are produced from the flower. Introduce the term 'reproduce'. Present children with a collection of seeds and fruits of different shapes and colours and invite them to add to the collection e.g. tomato, apple, mango, pepper, grape, bean-pod, seed head from grass, conker, avocado. Challenge children to find the seeds in some plants e.g. old wallflower plants, honesty, sunflower, pea pod. School Allotment plants for food: grow own fruit and vegetables e.g. apple trees, tomato plants, sweetcorn, cabbages Y2 Identify and name a variety of plants and animals in their, including micro : Take children for a walk around the school grounds and challenge them to find (but not pick or pull up) plants growing in as many different places as they can.. Have a prepared, large, outline plan of the area visited and ask children to stick labels or pictures of plants where they were found e.g. on the path, in the pond, on the field, in the woodland area. With the children, draw some of the plants showing what they are like and where they grow and naming their main parts. Introduce the terms habitat (a natural environment or home of a variety of plants and animals) and micro-habitat (a very small habitat, for example for woodlice under stones, logs or leaf litter). Animals: Study a variety of animals within their habitate.g. turn over stones and lift plant pots to find woodlice, look under damp bushes or by damp walls for snails, dig up soil to find earthworms or observe a bird feeding area in

8 the playground Describe the conditions in different and micro (under log, on stony path, under bushes) and find out how the conditions affect the number and type(s) of plants and animals that live there Construct a range of mini-beast hotels e.g. Ladybird Lodge, Bug Tower, Hedgehog Hall Y2 Identify that most living things live in to which they are suited and describe how different provide for the basic needs of different kinds of animals and plants, and how they depend on each other Observe how living things depend on each other e.g. plants serving as a source of food and shelter for animal. Seasonal Changes Y1 Observe changes across the four seasons Y1 Observe and describe weather associated with the seasons and how day length varies