SUBJECT: Science: Seasonal Changes, Materials
Week Learning objectives
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4 to observe the changes across the four seasons to name the four seasons to put the months into the correct seasons describe each season to collect data from observations and use a simple record sheet to make a human graph associate the months of the year with correct seasons observe changes across the four seasons observe and describe weather associated with the seasons and how day length varies communicate what happened in speech and writing, by drawings, tables, block graphs and pictograms understand why the weather changes throughout the year observe and describe weather associated with the seasons and how day length varies
YEAR GROUP: 1
Activities (in brief)
TEACHER: Ewa Mróz
What are the four seasons?
Ask children if they know what we mean by seasons. Does Winter follow straight after
Summer?
Which months are part of which season? Share a book on seasons.
What do we associate with Autumn? Read the poem Seasons by Christina Rossetti and label four columns with the four seasons, note down ideas that children have for each of the seasons. Children draw a picture of something that they associate with each season in a circle. Children match the three months associated with that season in the outer circle.
Do you have Autumn birthday?
Ask children which month they were born in. Make a tally chart to show the distribution of birthdays in the class. Create a living pictogram. Put a label for each month in order along a line and ask children to come up a month at a time to sit in line by their birthday month label, take a photo of the pictogram. Which children have Spring birthdays? Which
Summer, Autumn or Winter? Children complete a birthday worksheet to mark which of their friends were born in the same season. Children fill in the tally chart showing the distribution of class birthdays and number per given month.
How do living things change across the four seasons?
Go outside to choose a tree, ask children to draw a picture of it or take turns to take a picture with a camera. Explain that they will each draw it/take a picture again in the other three seasons to see how it changes over the year.
Why is it cold in Winter?
Watch the video of a landscape through the four seasons. Discuss the temperature and the position of the Sun in the sky in Summer and Winter. Use a globe and a torch to demonstrate the movement of the Earth and the angle of sun rays. Discuss how the high
Sun is related with high temperature.

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8 use simple lists, tables and charts to sort, classify and organise information discuss what they have done and explain their results to consider the wind as a force to know that the wind is moving air to know that the wind can make things move to know that the wind is air that pushes on things in the environment and makes them move to know that the wind can exert a push on their bodies to share their ideas by presenting information in a variety of forms, such as text, images, tables or sounds to present their completed work effectively, for example, for public display. to make plans and investigate to share ideas and experiences to comment and report
Children create collages using scraps of suitable materials
Cloud spotting!
Read The Little Cloud by Eric Carle.
What are clouds and what are they made of?
In groups, use the Cloud Chart to tick off the ones children have spotted.
Use cotton wool and paint to create clouds seen during the walk.
How do clouds move across the sky? What is the wind?
Blow bubbles outside on a windy day and watch them being blown by the wind. Make ribbon streamers and consider how they blow in the wind. Make and fly carrier bag kites.
What can the wind push?
Go on a ‘windy day walk’ to observe how the wind blows trees, umbrellas and themselves.
Weather symbols
Look at weather maps and watch weather forecasts for the UK and Kraków.
Match BBC weather symbols with appropriate weather conditions.
Help Barnaby Bear put the correct weather symbols on his weather map.
Children design weather symbols representing given weather conditions and organize them into a class display.
Weather forecast
Set up a TV studio using maps and weather symbols created during the previous lesson.
Record forecasts by Y1 weather presenters. that every material has many properties Ask children to handle a variety of objects, e.g. spoons, keys, wooden objects, papers,

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12&13 which can be recognized using our senses and described using appropriate vocabulary to ask questions and to explore materials and objects using appropriate senses that there are many materials and these can be named and described that materials can be used in a variety of ways to group materials together and make a record of groupings to suggest how to test whether materials are waterproof to explore ways of answering the question to communicate what they did and what happened, making simple comparisons to use what happened to draw a conclusion and to say what they found out that some materials are magnetic but most are not to think about which objects they expect to be attracted to a magnet to make observations, communicate what happened, and with help, use results to draw conclusions saying whether their predictions were right fabrics and describe them together, e.g. hard, soft, shiny, dull, bendy. Introduce words children are not familiar with.
Ask children to suggest other senses they could use to find out what objects are like. Use feely bags or a blindfold game to encourage children to use senses of touch, hearing and smell to describe or identify materials.
Present children with a collection of familiar materials. Go on a ‘material hunt’ inside/outside the classroom and identify other objects made of the same material.
Record results by drawing in groups with labels.
Sort a group of materials according to given criteria and then to children’s own criteria.
Use a table/grid to sort materials according to their properties.
Carry out an investigation to find out which material is best for keeping the rain out. Ask children what the material for an umbrella would need to be like ? eg waterproof, won’t
let water through.
Help children to decide how to test the materials e.g. by exploring what happens using water. Ask children to describe what they did and help them to tell others what they found out. Test more materials and sort them into ‘waterfproof’ and ‘not waterproof’
Look at a range of magnets and discuss what they do.
Discuss the terms ‘attract’ and ‘repel’
Predict if various materials will be attracted to a magnet, then test.
Record findings.
Sort a collection of metal objects into ‘magnetic’ and ‘not magnetic’
Investigate whether a magnet works through card and other materials

14 to know that a range of materials are used in our environment to know that materials can be used in a variety of ways to know that different objects can be made from the same material
Walk around, inside school and outside, identifying materials and their uses. Place labels on drawings of a classroom and a playground. Sort a collection of objects according to type and then according to material.
Play ‘Materials Dominoes’ with objects. Complete a chart about what materials some objects might be made from. Discuss usefulness and limitations of certain materials in different contexts.
15 What do we know about materials?
To know that different materials have different properties
State some simple properties of common materials and list some objects made from these materials.
Identify some things that are or are not attracted to a magnet.