Year+1+Science

SCIENCE Year 1 || =Sorting materials=

Information ||

Objectives
• To make and record observations about materials and ask questions • To know that objects are made from materials, and different objects can be made from the same materials • To identify criteria which can divide a set of objects and to group materials using appropriate vocabulary • To use a word bank to create sentences

Prior learning
To benefit from this lesson, children should: • know about the five senses and the vocabulary associated with the senses; • understand that materials have characteristics.

Vocabulary
rough, smooth, shiny, dull, bendy, hard, soft

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • software with a (speaking) word bank facility (in this Example, //Write Away!//) • objects made from different materials

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use a word bank within the relevant software

Preparation for this lesson
Before the lesson set up the word bank files on the computers to be used and check that they are working. Prepare the software on your own computer ready for display. Have to hand a range of objects showing different qualities and made from different materials (e.g. plastic, wood, metal – rough, smooth, shiny, dull, bendy, hard, and soft; avoid glass or sharp objects).

Lesson extract ||

Starter
Explain to the children that they are going to look at a range of objects and write about them. Select an object and ask the class about its characteristics. Focus on the material that the object is made from. Q What can you tell me about this object? (rough, smooth, shiny, dull, bendy, hard, soft, heavy, light) Q What is it like? (children describe how it feels and looks)

Main activity
Show the children how to use the word bank by dragging and placing text to write a sentence about the characteristics of one object. Ask them to write a sentence in the same way to describe a material they have chosen. Alternatively, create the word bank on screen in response to what the children suggest during the starter activity. If available, a speaking word bank would enhance this activity. An additional paired activity could include recording a description of the material, recording this on a tape or mini-CD recorder. The descriptions could then be played back to the rest of the class who have to identify what is being described.

Plenary
When the children have finished ask them to print their work and cut out their sentence. Read each sentence aloud and ask the children which material this describes; then use the sentence to label the appropriate material on a display table.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA Science Unit 1C: Sorting and using materials QCA ICT Unit 1B: Using a word bank QCA ICT Unit 1D: Labelling and classifying

Context of this lesson
QCA Science Unit 1C includes handling and describing materials and objects, identifying materials without looking, grouping different materials, properties of materials, magnetic and non-magnetic objects, choosing materials for a purpose, waterproof materials and testing fabrics and paper. In this lesson children are encouraged to write sentences about the characteristics of a range of materials using appropriate vocabulary.

Subject links
The lesson also links to QCA Science Unit 2D: Grouping and changing materials.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • Using a word bank allows children to quickly describe objects without being hindered by the constraints of the keyboard. • Children can match images to text easily and spend time focusing on important characteristics of materials rather than being distracted by writing on paper. • The teacher is able to share the writing process with the children. • Using a speaking word bank enables children to listen to words before committing them to a sentence.

SCIENCE Year 1 || =Growing plants=

Information ||

Objectives
• To understand that plants have leaves, stems, flowers and roots • To understand that there are different plants in the immediate environment

Prior learning
To benefit from this lesson, children should: • be aware that a computer mouse controls the on-screen cursor; • know that they can drag pictures and text into place.

Vocabulary
plant, stem, root, leaf, leaves, flower, branch, petal

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • clip art images and digital photographs of plants • software that can display images and allows for the dragging and dropping of text (in this Example //PowerPoint//) • two or three real plants in water in a transparent container showing the roots

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • combine digital images with text and move them around the screen; • use simple tools on an interactive whiteboard; • use a digital camera and load images from it into the computer.

Preparation for this lesson
Prior to this lesson children could have observed plants in the school grounds or in the classroom and talked about them, e.g. ‘dandelions have yellow flowers’. Have one or more real plants for children to look at. Also display images of plants. Prepare a software file with labels already on the screen ready for children to place.

Safety
Some children are allergic to some plants, e.g. hyacinth bulbs. Some plants are poisonous; see ‘Be safe’ section 12.

Lesson extract ||

Starter
Remind the children of when they observed plants in the school grounds. Q Where were the plants growing? (on the path, in the pond, between slabs, in the crack in the playground) Q Why is it important not to pull up plants?

Main activity
Explain to the children that they are going to label pictures of plants. Show the children how to do this and ask individuals to come up and label the various parts. Q What are the parts of a plant called? (stem, root, leaf, flower, branch, petal) Q How many leaves are there on the plant? Q How many petals does it have? Q How many branches does it have? Q Are there any parts we have not labelled? Ask children to work at the computers to label their own plant parts. If appropriate ask the children to type in a sentence about their plant.

Plenary
Consolidate what the children have learned about plants by asking open-ended questions. Remind the children that plants are easily damaged and should be treated with care.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA Science Unit 1B: Growing plants QCA ICT Unit 2A: Writing stories: communicating information using text

Context of this lesson
This lesson comes at the beginning of the QCA unit on growing plants.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • Use on a network allows all children to work independently or in groups with minimum resource implications. • The interactivity of the software is motivating and stimulating.

SCIENCE Year 1 || =Pushes and pulls=

Information ||

Objectives
• To understand that there are many sorts of movement which can be described in many ways • To understand that pushing or pulling things can make objects start or stop

Prior learning
To benefit from this lesson, children should: • know the names of parts of the body.

Vocabulary
push, pull, lift, swing, spin, turn, faster, slow

Resources
• digital still camera and/or a digital video camera • computer, monitor or data projector and screen • software that can display digital images with accompanying text (in this Example, //Easiteach//) • software that allows the dragging and dropping of diagrams (in this Example, //Easiteach Studio//)

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • take images with a digital camera or a digital video camera; • load a digital image into a program; • combine images and text to create an electronic book.

Preparation for this lesson
Prior to this lesson the class will have visited a playground with a range of play equipment. They will have observed others playing on these and discussed how they move. Digital photographs will have been taken illustrating a range of movements such as pushing, pulling, lifting, swinging, spinning and turning around. Ensure that digital images from the camera can be loaded into the software on the computer and that these can be seen clearly by the children.

Safety
All off-site visits must be carried out in accordance with LEA/school guidelines.

Lesson extract ||

Starter
Explain to the class that they are going to look at the different types of movement they experienced in the children’s playground. Show digital photographs taken of the visit.

Main activity
Each photograph or movie clip is loaded into a word processing program and viewed by the children. The type of movement in each is discussed with them. Q What type of movement is happening here? (push, pull, lift, swing, spin, turn) Q How could we describe this movement? (swinging, turning, going round, going faster, slowing down) Ask the children to suggest a sentence to go with each image and type this in. Alternatively use computer software to record the children speaking and combine the sound files with the images.

Plenary
Explain that you will create an electronic book so that the children can review their work.

Next steps
Create an electronic book or presentation linking all the pages together so that the children can view the images. The use of recorded sound, explaining different kinds of pushes and pulls, adds value.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA Science Unit 1E: Pushes and pulls QCA Science Unit 1C: Sorting and using materials QCA Science Unit 2A: Health and growth

Context of this lesson
This is the start of a series of lessons on pushes and pulls, which enables the children to describe different movements.

Subject links
Links can be made to types of movement in physical education.

Why use ICT?
The advantages of using ICT are as follows. • Digital photographs and/or movie clips from activities outside the classroom can provide a useful record of evidence. This record of evidence can then be ordered, interpreted, analysed and evaluated back in the classroom. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • The presentation of events as an electronic book enables children to consolidate their learning about different types of movement.