Achievement of First Level Science
Significant aspect of learning: Knowledge and understanding of scientific ideas, principles and concepts of Biological systems.
Experiences and outcomes
 By researching, I can describe the position and function of the skeleton and major
organs of the human body and discuss what I need to do to keep them healthy. SCN 112a
 I have explored my senses and can discuss their reliability and limitations in
responding to the environment. SCN 1-12b
 I know the symptoms of some common diseases caused by germs. I can explain how
they are spread and discuss how some methods of preventing and treating disease
benefit society. SCN 1-13a
 I have contributed to discussion of current scientific news items to help develop my
awareness of science. SCN 1-20a
Learning statements
 The main bones of the skeleton; major organs of the body; position, name and
functions.
 The reliability and limitations of senses in responding to the environment.
 Common diseases caused by microorganisms.
 Microorganisms in the spread and prevention of disease.
 Contribute to discussion of current scientific news items.
Prior learning
The learner is able to:
 name some internal and external body parts and identify their position by pointing to his own body
 use the senses to acquire information, make simple connections between the senses and the world around them, apply knowledge of the senses to different contexts
 link the term ‘germs’ to some daily routines, name some common illnesses that they had experienced, such as the cold and the sick bug
 talk about science stories and ideas
Has this learner achieved this level? Inside the teacher’s head...
The learner has progressed through the first level experiences and outcomes for Biological Systems, using a range of different contexts to develop their knowledge and understanding of
the big scientific concepts. They have further developed inquiry and investigative skills by contributing to investigations as part of a collaborative group and taking part in discussion
relating to the concept being explored. The learner is able to respond to different levels of challenge, apply their learning in different contexts and provide solutions to scientific problems.
They are able to make connections between science and their own health and wellbeing.
Next steps
Based on the evidence of learning, the learner’s next steps are identified as:
 Body systems - function and potential problems
 Investigate the structure and function of sensory organs
 Investigate different types of microorganisms and how they produce and breakdown materials
 Report and comment on current scientific news items and demonstrate knowledge and understanding of topical science issues
Body Systems and Cells - The main bones of the skeleton; major organs of the body; names and functions
Building on previous learning, the class undertook an interdisciplinary project called ‘The Human Body’ during which they learned about the skeleton and major organs. The learner was
asked to recall their knowledge and understanding of the position and function of main bones of the skeleton and the major organs using different models. They carried out
collaborative, practical investigations, led by a specialist, which demonstrated the function of the lungs and the heart. To challenge the learner, the teacher facilitated a group
discussion, ‘Ways to keep my body healthy’, the focus of which was on whether the learner could apply their knowledge and understanding of the major organs and bones to keeping
them healthy. Learner comments were noted.
Describes the position and function of the
Learner comments
skeleton and major organs
In relation to wearing a cycle helmet - “You have to protect
Teacher comment
the protector. If you damage your skull, it won’t protect your
brain anymore. I decided to do some research to find out
The learner labelled the
more. Different parts of the brain help and support different
main bones in the skeleton
parts of your body. So if I damaged the front of my brain, it
would affect my personality. If I hit the back of my head, it
and described their
might affect my sight.”
function in relation to
protection and structure.
In relation to exercise - “Your heart rate goes up and your
Teacher comment
The learner placed the
major organs in the model
body to show their
position and described
their basic function.
Begins to recognise that organs are
part of a wider body system
Carries out collaborative,
practical investigations
Learner comment
So the heart is part of the
circulatory system and the lungs
are part of the respiratory
system. When I breathe in and
put my hands round my rib
cage, I can feel my rib cage
moving up and out as my lungs
expand and fill with air and
when I breathe out, I can feel my
lungs contract and my ribs go
back to normal.
lungs have to work harder to take in the air you need. We
were impressed when our teacher told us about the
intercostal muscles which get stronger the more you
exercise and help your lungs as they work harder.”
In relation to sleeping – “Getting a good night’s sleep gives
my body a chance to rest and this means that I’m not
grumpy and my concentration will be good and my brain will
be able to work well.”
Applies
knowledge
and
understanding
to keeping
healthy
Body Systems and Cells - The reliability and limitations of senses in responding to the environment
As part of their interdisciplinary studies on ‘The Human Body’, and building on their early level achievements in relation to the senses, the learner took part in a group discussion
about the reliability and limitations of the senses. The teacher recorded the responses. The teacher was able to challenge the learner by discussing the different responses with them
to draw out further information and provide an opportunity for them to make reasoned suggestions and explanations.
Discusses the reliability and
limitations of the senses in
responding to the environment
Teacher comment
During the group discussion the learner identified a number of ways that the senses may not be reliable or are
limited. They identified that illnesses and impairments have an effect on reliability e.g. having a cold or poor
vision, as well as environmental factors such as light, noise and temperature.
Makes the connection between the senses, including how
they might conflict with or help each other
Learner comments
In relation to not being able to taste when you have a cold “When you have the cold your nose is blocked and if your nose
is blocked you can’t smell. When you taste something a lot of
what you taste is actually through your sense of smell.”
In relation to crossing the road - “When you cross the road you
need to use more than one sense because if it is noisy you
might not be able to hear a car and so you need to use your
eyes to look carefully. But if you were blind, you would need to
use your hearing to help you. Some crossings have a beep that
tells you when it is safe to cross.
In relation to blurred vision - “My sister has blurred vision. She
can’t see in the distance and has to wear glasses which help her
to see in the distance.”
Applies knowledge and understanding to different contexts and
links to own experiences and the world around them
Learner comments
We did an experiment using fruit-flavoured sweets that have hard sugar shells. I had a partner who blindfolded
me. I had to hold my nose while my partner gave me a sweet to taste. I had to guess the flavour of the sweet.
It was really hard because I couldn’t see or smell the sweet. I ended up just guessing. I thought the lemon one
was orange. Then I was allowed to try tasting again without holding my nose. It became much easier to guess
the flavour. I’ve learned that being able to smell something changes the way you taste it. If you can’t smell it,
it’s really hard to taste the real flavour. I remembered when I had a bad cold and runny nose. I had a horrible
taste in my mouth, I found it hard to smell and my dinner didn’t taste right. We found that if we could see the
sweet we could guess its colour because of knowing other foods with that colour and how they taste like the
orange tastes like orange and the green tastes like lime.
Teacher comment
During the experiment it became apparent to the learners that
there is a connection between taste, smell and also sight. The
learner was able to discuss the importance of being able to see
what a food looks like which helps in identifying the real taste
of the food. The learner appreciated that without sight and/or
without the sense of smell, their ability to identify foodstuffs
correctly was hugely limited.
Microorganisms - Common diseases caused by microorganisms and microorganisms and the spread and prevention of disease
The class undertook a mini project on microorganisms. In one class-based activity, the learners were asked to identify some common illnesses that they had experienced. They were
then asked to think about symptoms relating to these illnesses. Questioning was used to draw out understanding of what might cause these illnesses and how they spread. To further
develop understanding of how these diseases are spread, the learner took part in a collaborative investigation to grow microorganisms which was led by a science teacher from the
secondary department. During the experiment, the learners took swabs from different places around the school and attempted to grow them in an agar dish. They recorded their
observations over time. Using what they had learned about where microorganisms might be found and the conditions they need to grow, the learner was then asked to consider how
we might prevent the spread of microorganisms through a learning conversation with a teacher.
Makes connections between
science and their own health
and wellbeing
Applies learning to preventing spread of illnesses.
Observes changes over time
Identifies where
microorganisms
might be found
Identifies common diseases and
symptoms caused by microorganisms
Teacher comment
The learner demonstrates a
good understanding of the
different aspects of how we
stop microorganisms from
spreading. In addition to
being able to recall what can
be done, the learner can
explain why each thing needs
to be done. He is able to link
this to how microorganisms
grow and spread.
Listen to a learner
conversation on
microorganisms.
Recognizes some
of the conditions
that
microorganisms
need to grow.
Begins to show an awareness that there are different
types of microorganism - virus, bacteria, fungus
As part of topical science, the learner discovered from a news report on the TV that a nasal spray flu vaccine was being offered to two and three year olds in Scotland
for the first time. As well as this, there were 100,000 primary school pupils in health board areas taking part in a pilot programme. This seemed like a perfect
opportunity to debate and discuss a real-life context in science that was related to our current learning.
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Does anyone know what the word vaccination means?
Yes, I get one at the doctors. It’s a jag.
Would you like to tell us more…?
I get it because I have asthma and it’s to help stop me getting the flu.
So, you saw something on the news about this. Can you tell us about it?
They said that you would get a spray up your nose instead of a jag.
Do you think that’s better?
It wouldn’t hurt so much, but it might be a bit cold.
Why do you think it would be cold?
When you spray sun lotion on, it’s cold on your skin.
So, who is the spray for?
It’s for boys and girls who are 2 and 3 and for lots of kids in primary school.
Why do they need this spray?
Flu can make you really ill, so they are trying to stop it spreading. Kind of like why I get my jag.
Learner comment
I learned that there are things humans can do to
help prevent diseases spreading. Giving people
jags or sprays is just one way.
Teacher comment
The learner was able to discuss the current
scientific news item. The learner related it to
their own experience. The learner had clearly
understood the main points of the news item
and could see the connection between his
previous learning and this real life situation.