Year+2+Science

SCIENCE Year 2 || =Health and growth=

Information ||

Objectives
• To make and record observations, including simple comparisons about the effect of exercise on the body • To know how different kinds of exercise affect the body

Prior learning
To benefit from this lesson, children should: • have basic ideas about the needs of animals; • know that animals grow.

Vocabulary
comparative expressions, e.g. most, more; expressions of time using when, after

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • digital camera and/or camcorder • photographs and/or video from a previous PE lesson • software with a word bank facility (in this Example, //Write Away!//)

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use a digital camera and load images into the computer; • import digital photographs into a word processor document.

Preparation for this lesson
Before the lesson, set up the relevant software on the shared area of the network or on the computers that the children are to use. Prepare the software on your own computer ready for display. Set up the file containing the digital photographs/digital video of the children exercising and check that this works as expected on all computers being used, including that used for demonstration purposes.

Safety
Children should undertake usual PE activities and not attempt to test their stamina or strength.

Lesson extract ||

Starter
Remind the children of the previous PE lesson when they were involved in exercising their neck, their arms, their legs and their feet. Share the lesson learning objectives with them, relating these to the photographs or video taken previously. Show the children a range of projected digital photographs and/or video from the PE lesson and ask questions about each one, addressing individual pupils as appropriate. Q How did you feel before you started exercising? Q What did you feel like as you were exercising? (I was hotter after PE; I felt really tired after swimming; I felt thirsty after football) Q What did the different parts of your body feel like? Q How do your arms, neck, legs, feet, … feel, before, during and after exercise? Q Did you feel good or bad? Why? Q What did you feel like after you stopped? Q Do you think everybody in the class felt the same? (yes/no) Why?

Main activity
Explain to the children that they are going to produce a report combining digital photographs of themselves and text describing the effects of exercise on the body before, during and after exercise. Model the use of comparative language, for example: ‘My heart was beating faster when I was moving quickly than when I was standing still at the beginning of the activity.’ Q What is meant by exercise and being healthy? Q What statements could we make about the effect of exercise on different parts of the body? (I was hotter after the activity than at the beginning; I felt more tired afterwards than I did when I started the PE lesson; I felt thirstier after the activity than I did when I was moving quickly)

Plenary
Ask selected groups of children to present their work to the rest of the class. Q What have we learned about the effects of exercise on the body? Q Which descriptions do you think are more effective and why? Ask the children to consider that an adequate diet and exercise are necessary for them to grow and stay healthy. Ask them whether they think there would be differences between the needs of babies, toddlers and themselves.

Notes ||

Links to QCA schemes of work
QCA Science Unit 2A: Health and growth

Context of this lesson
During the previous PE lesson children will have undertaken a variety of activities involving exercising their neck, their arms, their legs and their feet. They will have discussed how they feel. The teacher or children will have taken still digital photographs and/or digital video clips. This activity focuses on analysing these images.

Subject links
This lesson has links to PSHE, PE and design and technology.

Why use ICT?
The advantages of using ICT are as follows. • Using images of the children personalises the activity and allows them to reflect on how they were feeling. • Printed stills can be used as a visual prompt/resource for the activity. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • ICT allows children to create labels and to present short reports, using a range of presentation styles.

SCIENCE Year 2 || =Variation=

Information ||

Objectives
• To be able to recognise, classify and explain what is different about a range of mini-beasts through an evaluation of data • To understand that a database can be used to help to find information

Prior learning
To benefit from this lesson, children should: • know the vocabulary relating to plants and animals from previous units.

Vocabulary
words related to scientific enquiry, e.g. observe, predict; words for comparisons, e.g. tall/taller/tallest, like, similar to, different from, living, non-living, alive, not alive, dead, healthy

Resources
• data projector and interactive whiteboard linked to a laptop • ICT suite • digital microscope and software • database software package (in this Example, //Information Workshop//) • range of animals

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use a digital microscope and software; • be able to use a digital projector in order to display the images; • create a data file within a chosen database; • enter data into a record and save it; • search and graph information from the data; • merge files into one file (if being developed on different computers).

Preparation for this lesson
Ensure that you have an appropriate collection of animals. Check that the digital microscope is connected to the computer and that the image can be successfully projected onto a screen or whiteboard. Load the database and check that all is working as expected including the computer used for demonstration. If creating a new file, the following fields can be used: • Name • Body covering (key words: feathers, fur, skin, spikes, shell, scales, hair) • Number of legs • How does it move? (key words: slithers, walks, flies, crawls, jumps, swims, jumps) • Does it have a tail? (key words – yes, no) • Where does it live? (key words: trees, underground, house, under stones/leaves/wood, water) • Size (key words: smaller than a 2p, same size as a 2p, larger than a 2p) Refer to the yearly teaching programmes in the //Framework for teaching mathematics from Reception to Year 6// to identify the aspects of data handling that can be drawn out in this lesson. This will help to make sure that the teaching and learning of mathematics and science are mutually reinforcing.

Safety
Children must wash their hands after handling animals, plants or soil.

Lesson extract ||

Starter
Remind the children about the mini-beasts they have previously collected. Say that they are going to build on this work by using a digital microscope to look closely at some mini-beasts to see what they are like and how they differ. Ask the children to explain what a microscope is and how they think a digital microscope might differ. Place a mini-beast under the microscope so that the children can see the projected image. Q What can you see? Q What can you tell me about the mini-beast? (name, body/head shape(s), number of legs, colour, tail, sections etc.) Repeat the process with several mini-beasts, asking the children questions that make them analyse the qualities of the animals. Q Where might the mini-beast live? (trees, underground, in the house, under stones/leaves/wood, water) Q How do you think the mini-beast moves? (slithers, walks, flies, crawls, jumps, swims, jumps) Tell the children that they are going to enter information about the mini-beasts into a database. Explain that a database is a tool to sort and group information and search for information quickly. Have the database already set up with a range of fields (see Preparation for this lesson).

Main activity
Show the children how to enter information by asking one group to describe their mini-beast and by entering their answers into the appropriate fields. Show them how to save the file. Ask the children to enter their own records about their mini-beasts and save them. Explain that the information stored in the database can be used to find out information. When the file is complete show the children how the data can be used to ask simple questions, to sort data and draw graphs of the information. Q How many mini-beasts have six legs? Q Which live underground? Q Which is the largest we found? Q Which is the smallest? Q How many of our animals have more than eight legs? Q What other questions could we ask?

Plenary
Discuss with the children what they have learned about the differences of the mini-beasts. Q What have we found out about our mini-beasts? Q Which has the most legs? Q Which is the most popular place to live? Q Do you think the database helped us? Why? Remind children to treat animals with care and to return them to their natural environment.

Next steps
The above activity could be extended through sorting digital images projected onto a whiteboard into a Venn diagram.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA Science Unit 2C: Variation QCA ICT Unit 2C: Finding Information

Context of this lesson
This lesson forms part of a series of lessons in which children consider the similarities and differences between animals and plants. Prior to this lesson children will have undertaken a survey of the local environment and identified mini-beasts. Experimental and investigative work focuses on making observations for which the use of a computer microscope is helpful and encourages feelings of awe and wonder.

Subject links
Links can be made to personal, social and health education: caring for living things.

Why use ICT?
The advantages of using ICT are as follows. • Using the digital microscope enables children to observe and analyse details of animals and plants which could not be seen easily with the naked eye. • Projecting the image onto a whiteboard enables all children to see and discuss an image at the same time. • A simple data handling program with graphing facilities takes much of the tedium out of sorting and presenting information. • Graphs and charts are produced more quickly and more accurately with ICT than those produced manually, allowing more time for analysis.