Section 4
Support Topic Planners
Support Topic Planners
N.B.
The following topic exemplars are included as excellent additional support materials for schools.
It is recommended that schools wishing to use these materials transfer the contents to Stirling
Council’s Planning Formats.
ENVIRONMENTAL STUDIES
SCIENCE
Topic:
Component:
GROWING THINGS
Stage:
Level A
Understanding Living Things and the Process of Life
Key Features:
 Sorting living things into broad groups according to observable characteristics
 Changes which occur in plants/animals/humans indicative of growth and maturation
 Simple life cycles of plants and animals to illustrate development
 Caring for living things
 Living things depend on each other
Learning Outcomes:
By the end of the topic children should know:
 What it means for a thing to be alive
 Parts of green flowering plants
 Plants grow by adding to themselves/make the food they need to grow and live
 Importance of light and water to growth
 Understand life cycles
 Part played by flowers, pollen, fruits and seeds
 Appreciate that continued changes occur in humans, plants and animals
 Some creatures change completely during their growing time
 The different stages in life cycle of frog
 Similarities/differences between their growing up and that of animals
 How their actions can help protect environment e.g. recycling – link to school compost
Knowledge and
Understanding
Skills/Strands
Continual changes occur in
animals, plants and humans
Pupil Activities
1.
Collecting Evidence
2.
3.
What is means for a thing to be
alive
Collecting Evidence,
Interpreting/Evaluating
4.
5.
Interpreting and Evaluating
6.
7.
Sorting living things into groups
Collecting Evidence
Dependence and
Interdependence
8.
9.
Introduce idea of continual change and growth through
reference to recent relevant topics e.g. My History, Baby’s First
Year, Seasons.
Record examples with children under headings
changes in time i.e. events in day, days of week, seasonal
change etc.
changes in us i.e. growth (body, nails, hair, size etc.) tired,
hungry, changing clothes with season etc.
changes in nature i.e. plants, animals, temperature etc.
Set up a ‘trail’ in playground (or room) with synthetic objects,
e.g. plastic toy, mixed with plants and natural materials e.g.
wooden spoon. Number each. Working in pairs children list
each under their headings natural/synthetic.
Discuss and display results on board.
Show children cut flower/artificial flower of similar type. Can
they tell which is alive. What are the differences – encourage
children to use the senses. Needs of a flower. Show children
pot plant. What are differences and needs?
Show children pictures of plants of different shapes, sizes and
use these for discussion.
Flowering plants have certain structures – flower, stem, root.
Video – Mr. Rotivator: showing different plants growing in all
kinds of conditions. Food, furniture, clothes can originate from
plants.
Plant hunt in school grounds to find largest/smallest plant or
leaf. Find a plant growing in an unusual place. Use a hoop to
circle grass and find how many different plants live there. Make
a bar chart.
Children plant a bean seed. They will choose soil, drainage
and plant seed. They will decide the best
Assessment
Children’s responses during activity.
Discuss the children’s findings. Look
at their recordings.
Oral discussion
Responses/discussion
Work sheet
Observation/discussion
Display
Recording
Responses and discussion
Knowledge and
Understanding
Caring for living things
Skills/Strands
Planning/designing
Changes which occur in
plants
Changes which occur in plants
Care for living things
Life cycles
Investigating & Collecting
Evidence
Pupil Activities
place to put it. Children to begin A Bean Diary.
10. Design drip techniques to show how water can creep
along wool to a plant for watering when children are not at
school.
11. Discussion – which plants do children eat. Where do
plants get their food? What do plants need to grow? How
plants make their own food.
12. Video of Mr. Rotivator showing how a plant grows. What
each part of a plant does, inside and out.
13. The importance of water and light
(a) Put a cut plant in coloured water. Cover jar with cling
film and observe changes in water level. Cut stems and
observe colour inside
(b) Germinate cress seeds on window sill and show how they
seek light.
(c) Grow a plant with too little water/light
(d) Children make their own greenhouse with plastic bottle
to make plants grow better with more light, air and
water.
14. Look at different types of seeds – apples, beans,
peas,
nut dandelion
(a) Seeds are made by plants and are alive
(b) Seeds are meant to travel and start a new life –
dispersal.
15. Video Mr. Rotivator – flowers are an important step to
making a seed which will grow into a new plant. The
importance of pollen
(a) Draw a complete life cycle from flower to flower on a
plate or large circle.
(b) Drawings to show different ways of pollen and seed
dispersal. Design different size/weight of spinners.
16. How children grow – increase in size/weight. Need food
/water and changes of appearance – become old.
Assessment
Children’s records
Work sheets
Recordings
Observations/recording
Discussion/observation
Drawings and display
Knowledge and
Understanding
Life cycles
Skills/Strands
Pupil Activities
17. look at animals and their babies.
18. Life cycle of a butterfly.
Assessment
‘Turnaround’ books to illustrate
cycle.
ENVIRONMENTAL STUDIES
SCIENCE
Topic:
SEASONS
Key Features:
Level: A
Earth in Space
On Planet Earth
Interaction of Living Things with Their Environment
Learning Outcomes:
By the end of the topic children should:
 By able to name the seasons
 Describe some seasonal effects in terms of weather and lifestyle
 Understand that the sun gives us light and its absence causes darkness
 Appreciate that the sun gives us heat
 Appreciate that the sun is in different positions during the day
 Know that shadow lengths change during the day
 Know that the moon and stars can be seen at night
 Understand why we see the moon as different shapes
 Understand how the life cycles of some plants and animals are adapted to the seasons
Knowledge and
Understanding
Names of Seasons
Skills/Strands
Recording/Presenting
Interpreting/Evaluating
Pupil Activities
1.
2.
3.
Seasonal effects
Collecting evidence
4.
Recording/Presenting
5.
Planning Collecting evidence
Interpreting/Evaluating
6.
7.
8.
The sun gives us daylight and its
absence causes darkness
Interpreting/Evaluating
Interpreting/Evaluating Planning.
Recording and presenting
construct a class birthday chart to show months of birthdays.
Sort birthdays into seasons: Autumn (Sept. – Nov.) Winter
(Dec. – Feb.) Spring (March – May) Summer (June – August).
Children name other significant events throughout the year and
add to above chart e.g. Christmas, Halloween, holidays.
Display names of seasons and under each create a simple
wordbank of the seasonal effects of seasons on weather and
lifestyles that children have observed.
Children write about when their birthdays fall, the season it is in
and what the weather is like. Use this activity to promote
emergent writing. Give children access to the wordbank.
Discuss the season in which this topic is being carried out.
With the children plan a simple observation sheet that they can
use in the playground to collect evidence of seasonal weather
of lifestyle. End the sheet “it is the season of ….. because …”.
Go into school grounds to complete the worksheet.
Using catalogues, children cut out and classify pictures of
clothes into summer/winter.
Discuss the differences between daylight and darkness with the
aim of getting children to conclude that it is the sun that gives
us light even when we cannot see it in the sky.
Children cover the end of a torch with circles of tissue paper
held in place with a rubber band. How many pieces does it take
to hide the light? With teacher guidance can they devise a way
of recording their findings? When is the torch at its brightest?
What happens to the light as more tissue is added? The
teacher uses this analogy to explain how we still get light from
the sun when there is cloud cover.
Assessment
Children can name seasons
Look at children’s stories to assess if
they know their birthday, the season it
falls in and the weather features of
that season.
Discuss children’s classification to
see if they understand concept of
seasonal change in temperature
Knowledge and
Understanding
The sun gives us daylight and
its absence causes darkness
Skills/Strands
Pupil Activities
Intepreting/Evaluating Planning
Recording and presenting
9.
Interpreting/Evaluating
Recording and presenting
10.
Interpreting/Evaluating
Recording and presenting
11.
12.
The sun gives us heat
Planning Interpreting and
evaluating
Interpreting and evaluating
13.
A challenging extension of this activity for some children
would be to find out if the colour of the tissue makes a
difference to the amount of light shining through the paper.
Can they devise a way of recording this with teacher help?
Make a cylinder about 60 cm high from card. Place a
brightly coloured object on floor and cover with cylinder.
Ask children to look down cylinder with cloth over their
heads to block out all light. Can they see the object? Why
not? Cut out or punch holes in side of cylinder starting at
top. How far down the cylinder do we have to go before the
object can be seen. What happened. To allow a number of
children to take part in this activity a large cardboard
carton could be used with a larger cloth.
Using the term daylight and darkness children draw line
drawings under each of these headings to show activities
they do during each period of time. With a partner they
describe what they have drawn and give reasons for the
activities they have chose. “I do …. in summer because ….”
The closer we are to a light source the more heat we get.
Using torches or low wattage bulbs plan with children how
we could find out if this is true, taking due safety
precautions.
Discuss with children possible reasons for it being hotter in
summer making reference to previous activity. Explain that
in this country there is a shorter distance between us and
sun (Teacher information: it is a common misconception
that the earth is further away from the sun in winter and
nearer in summer. This is not the case and we do not want
to give children this idea. In summer we in the northern
hemisphere tilt towards the sun).
Assessment
Discuss the findings of this activity
with children. Look at their
recordings.
Discussion and observation
Look at children’s drawings and
listen to their explanations to see
if they can explain and reason and
if they can present relevant
information.
Teacher questioning to elicit level
of understanding
Knowledge and
Understanding
Skills/Strands
Interpreting and evaluating
The sun is in different
positions during the day
Shadow lengths change during
the day
Collecting evidence
Interpreting/Evaluating
Recording/Presenting
Collecting evidence
Interpreting/Evaluating
Recording/Presenting
Pupil Activities
14. place metal objects outside on a sunny day, some in full sun
and others in shade. Using touch let children get an idea of
how hot they are then touch again after period of time to
see if there is any difference to temperature. Is there a
difference between those left in sun and those in shade?
Where did the heat come from?
15. Observe the position of the sun through a classroom window
at different points throughout the day. Record its position
with sticky circles stuck onto the window on which the
teacher records the passage of time in terms that the
children will understand e.g. 11 o’clock – after playtime. At
the end of the day join the circles with thread or paint and
observe the line pattern (curve).
16. Discuss activity 15 with children. What do they think is
happening? Most will say that the sun is moving. Tell them
the sun is not moving and ask what else could be moving.
The earth moving is a difficult concept to grasp particularly
as we experience no sense of its movement. Although most
will not understand this concept it is important that
children have OBSERVED and MEASURED the position of
the sun during the day and know that the earth moves and
the sun doesn’t (relatively speaking).
17. Using a globe with a dot of blu-tack to mark where children
live show them the earth spinning in relation to the sun,
represented by a torch. Show how we spin towards the sun
and then away giving us darkness and light; the passage of
day into night. Children draw and discuss their
understanding of this process.
18. Children play with shadows in the school yard. Can you
escape from your shadow? Can you make your shadow taller,
wider etc? Discuss their observations about
Assessment
Questioning and observation of
children carrying out activity
Teacher questioning to elicit level
of understanding and children’s
observation skills.
Observe children’s drawings and
discuss in groups or with class.
Teacher questioning to elicit level
of understanding
Knowledge and
Understanding
Skills / Strands
The moon and stars can be seen
at night
Collecting evidence
Interpreting/Evaluating
Recording/Presenting
We see the moon as different
shapes
Interpreting/Evaluating
Planning
Recording/Presenting
The stars are arranged in
patterns in the sky
Interpreting/Evaluating
Pupil Activities
shadows and record for display
19. with a partner, children draw around each others shadows
with chalk. Repeat. Throughout day using a different
colour of chalk each time. What happens to the shadow?
20. Devise a weekly recording sheet that children can use at
home. Write accompanying information sheet for parents.
Children record what they see, such as, clouds, stars and
moon. If they saw the moon did it always look the same?
Was it always in the same place. Record individual
information onto class record using pictorial representation
of moon, stars and clouds.
21. Show children different images of the moon. Use
vocabulary – the full moon and crescent. It is important we
do not reinforce the wrong idea that the moon changes
shape. It is always spherical we only see those parts that
are lit by the sun and not shadowed by earth and these
appear as different shapes. We can illustrate by analogy.
In a very dark room shine a torch (small penlight is best) on
a child’s face, feet etc. we only see the part illuminated but
we know the rest of the person is there. Also shine torch
on white football (representing moon) cast shadows using
tennis ball (representing earth) held between the football
and torch.
22. Get children to make representations of the shapes of the
moon and put into sequence (frieze or worksheet). See
teachers’ notes for Earth in Space for phases of moon.
23. Discuss with children observation of stars or use pictures.
Establish that stars make the same pattern every time we
see them. Many of the patterns have legends attached to
them. Children make simple
Assessment
Observe children’s activity and
class discussion.
Observe children’s work
Questioning
Knowledge and
Understanding
The life cycles of plants and
animals are adapted to the
seasons
On planet earth interaction of
living things with their
environment
Skills / Strands
Planning
Interpreting/Evaluating
Recording/Presenting
Pupil Activities
‘telescopes’ using tube of cardboard as viewers with
cards on which children’s own star patterns are
punched with pencil. Hold viewers to light and
observe own and each others star patterns.
24. As in activity 5 discuss the season in which this topic is
being carried out. With the children plan a simple
observation sheet that they can use in the playground to
collect evidence of how plants and animals are affected by
seasons. (No leaves on trees/bulbs showing through
earth/buds on trees/ etc.)
25. Reinforce this activity with stories or pictures to show
ideas relevant to seasons e.g. hibernation, migration, colour
changes of plants and animals.
26. Create a seasonal display ‘Nature Table’.
Assessment
Look at individual observation
sheets and display.
Talk to children about their
findings
ENVIRONMENTAL STUDIES
SCIENCE
Topic:
TOYS
Key Features:
Level:
A and B
Forces and their effects
Learning Outcomes:
By the end of the topic children should know:
 Pushes and pulls are forces
 The forces of pushing and pulling can cause movement (energy)
 The heavier the object the greater the force required to move it
 We can measure forces
 Friction causes moving objects to slow down
 Some materials cause greater friction than others
 Friction can be useful or undesirable
 The forces of pushing and pulling can hold objects in balance
 The effects of twisting and turning
 Floating is a farce
 The vocabulary: push, pull, movement, force, friction, energy, speed, slower, faster, balanced, floating, twisting
Knowledge and
Understanding
Skills/Strands
Pupil Activities
Interpreting and evaluating
1.
Collecting evidence
2.
3.
Moving Toys
Interpreting and evaluating
Interpreting and evaluating
4.
5.
Planning
Recording and presenting.
6.
Pushes and pulls are forces
Interpreting and evaluating
Collecting evidence
Recording and reporting
7.
Interpreting and evaluating
Recording and reporting
Discuss children’s favourite toys and what they ‘do’. Establish
difference between toys designed to move and others that
are not. Classify toys or pictures of toys into these
categories.
Using toy catalogues children cut out pictures of moving toys.
With whole class establish ways in which moving toys work i.e.
pushing, pulling, balancing, turning/ twisting, floating
(teacher may have to provide examples of toys that fit into
these categories).
In small groups children ‘play’ with one of the toys. Decide
how it works and into which of the above categories it fits.
Group reports back to class.
With children plan how the results of above classification can
be recorded e.g. by displaying and labelling toys, by making a
pictorial representation on a graph etc.
Give small groups of children a toy car and a piece of string.
Can they get the car to move? Discuss findings as class.
Establish that the car can be moved by pushing or pulling.
Was it easier to move it by pushing or by pulling? Why? Did
the string help? Why? Can you push using the string? Why
not? Establish that a push and a pull can cause a movement.
Tell the children that a push and a pull are forces. Display
flashcards of these key words.
From everyday life, discuss examples of other pushes and
pulls that cause movement e.g. pushing a pram, pulling a sledge.
Can children see examples of these forces in the classroom
and in their toys and demonstrate them to others e.g. pull
open the door and push it shut, pull the cord for the venetian
blinds to close or open them etc.
Assessment
Responses of children in
discussion show understanding.
Children classify their toys
correctly.
Children allocate toy to correct
category. Teacher elicits level of
understanding from report back
to class.
During feedback to class,
question children in group to
ascertain their level of
understanding. Do all children
understand difference between a
push and a pull?
Children’s examples demonstrate
that they can apply their
knowledge to everyday situation.
Knowledge and
Understanding
Skills/Strands
Interpreting and evaluating
Collecting evidence
Recording and reporting
Recording and reporting
The heavier the object the
greater the force required to
move it
Planning
Pupil Activities
It is important that the teacher distinguishes between
The force (the push or pull) and the energy it creates
(movement, roll, spin, turn, speed).
8. In the gym children use balls and beanbags to explore
Pushes and pulls. Can they change the speed of the force or
its direction? How? Using other gym equipment can they give
other examples of pushes and pulls and the movements they
cause e.g. push the ball and it rolls; pull the mat and it slides,
push the ball into the air and it throws; push the hoop on its
end and it rolls; push the hoop flat on the floor it slides; push
the hoop around your waist or arm and it turns.
9. Children record one of their activities in drawing and
can write “I (pushed/pulled) the …… and it ….. (movement) .
10. Remind children of activities they have carried out. How can
you make the car or ball go faster? Are all forces of the
same amount? Can you get a small force and a big force?
Using their index finger children push their pencil across the
desk. Did this require a big or small force? Do the same
activity with their reading book? Did this require a greater
force? Why? (the object is heavier or on a surface that is
not as slippy).
11. Do heavy/bigger objects require a greater force (a harder
push or pull)? How could we find out? Teacher discusses with
children how they could investigate. Help children plan a test
using a car or truck that can hold bricks. In this planning
lesson focus on only a few elements of investigation how the
test will be carried out and collecting and recording
evidence. At the end of the activity or, if it arises, discuss if
the test was fair?
In groups children carry out test
Assessment
Do children’s recordings
demonstrate the relationship
between the force (push or pull)
and the movement it cause.
Knowledge and
Understanding
Skills/Strands
Interpreting and evaluating
Collecting evidence
Recording and presenting
Interpreting and evaluating
Collecting evidence
We can measure forces
Interpreting and evaluating
Collecting evidence
Recording and presenting
Interpreting and evaluating
Friction causes moving objects
to slow down
Pupil Activities
Children record in words and drawing as appropriate to
their abilities the following:

I need to find out

This is what I will do

This is what I will measure

Here is what happened

Now that my test is finished I know that
Teacher can use recording sheet attached.
12. Discuss with children different examples to illustrate
above e.g. How many children does it take to pull
one/two/three friends across the gym on a mat? How many
children does it take to push the piano or computer trolley?
Why?
13. Discuss with children if the activity with the truck and bricks
was fair? Explore the idea of a fair test. What could be
unfair e.g. different degrees of push or pull by individuals; the
test could be carried out on different surfaces such as the
desk and the carpet; the bricks could be of different
sizes/weights etc.
14. Using a thick rubber band looped around the handle of a small
basket or plastic bag children observe whether the pulling
force is bigger or smaller for different objects held in the
basket or bag. The heavier the object the greater the pull to
the ground and the greater the stretch of the rubber band.
15. Using a large spring try pushing objects of different
weight/size. The greater the weight the greater the push
required and the greater the compression of the spring.
16. Help children devise a simple table for recording this
information.
17. Roll a ball. Discuss the pushing force required to start it
moving. Ask children to observe what happens to the ball (it
slows down and eventually stops). can
Assessment
Observe children and question
during task
Knowledge and
Understanding
Skills / Strands
Interpreting and evaluating
Collecting evidence
Some materials cause greater
friction than others
Friction can be useful or
undesirable
Planning
Interpreting and evaluating
Collecting evidence
Recording and presenting
Interpreting and evaluation
Pupil Activities
children suggest why this happens? This is a difficult
concept at this stage and it is important that the
teacher does not compound children’s ideas that the
force becomes weaker or runs out. It is the force of
friction caused by the object moving over a surface
that eventually slows down the object.
18. Put a metre stick on the floor. Children push a toy
car from one end, trying to get it to stop at the other
end. What do they find out? Double the distance by
placing another metre stick end-to-end and ask them
carry out the same activity. Is there any difference
in the push? Does the car cover the 2 metres? If
not why not? If it does, extend the distance with
with another metre stick until the car cannot cover
the distance.
19. Plan with children how they could find out if the surface
material will make a difference to how far the car will travel.
Remind them of the idea of a fair test. Can they suggest what
things in the activity should stay the same to make the test
fair (same car, same push/force)? What should change or
vary? Carry out this activity on different surfaces. Record
on sheet.
20. Can children think of times when it is good to have friction
(for things not to be able to slip)? e.g. tyres keep cars on
road; tread on our gym shoes stop us slipping on gym floor;
rubber stoppers on bottom of ladder stop it slipping, rubber
tread on school stairs. Can children think of times when
friction is not helpful? I.e. it makes it difficult to pull or push
things along the floor. How can we reduce friction? e.g. by
using wheels; by using smooth material; or by making surfaces
slippy. From children’s experience elicit what makes surfaces
slippy (ice, water on the floor, smooth metal on chute).
Assessment
How well can children plan the
activity?
Are they beginning to understand
the idea of a fair test?
Knowledge and
Understanding
Skills / Strands
Interpreting and evaluating
The forces of pushing and
pulling can hold objects in
balance
Interpreting and evaluating
Pupil Activities
21. Get children to rub palms of hands together. What happens?
(they become hot and can become more difficult to rub
together). What happens if they wet their hands and then
when they place a small blob of hand lotion on their hands and
rub. We use lubricants to reduce friction.
22. Look at a balancing toy. Why does it balance and not fall
over? This is a difficult concept but it can be explained by
analogy. In the gym, partner children with someone of roughly
the same size. Establish clear rules for behaviour before
starting activity.
Working in pairs on a gym bench children to exert enough of a pull
or push to get their partner off the bench. Now working together
can they exert an equal force on each other to keep them
balanced. Children stand facing each other (a reasonable distance
apart) and push each other with their hands on each others
shoulders. What happens if one of them pushes too much?
Establish that they each have to push with an equal force and
balance on the bench.
Standing close to each other on the floor children hold hands and
lean back pulling away from each other until they are balanced.
What happens if one pulls too hard?
Children should understand that forces working together can keep
things balanced or still.
The effects of twisting and
turning
Interpreting and evaluating
23. Look at toys that spin or make simple spinners by folding card
circles in half and then quarter to find the centre. Flatten out and
pierce centre with a cocktail stick. Let children play with them.
Are they making it work using a push or a pull? What kind of
movement are they using (twisting/turning)?
24. In the gym or open space can children spin or turn on different
parts of their bodies (feet, bottom, knees).
Assessment
Question children during activity
to see if they understand idea of
balance being created by equal
forces.
Knowledge and
Understanding
Skills / Strands
Interpreting and evaluating
Interpreting and evaluating
Floating is a force
Planning
Interpreting and evaluating
Collecting evidence
Recording and presenting
Pupil Activities
Get them to observe each other and decide what kind of
force they are using and its direction.
25. Children loop a pencil though a rubber band and turn the
pencil repeatedly (wind up the band). Holding the free end of
the band let go of the pencil and observe what happens. The
pencil turns round and round. Look at wind-up toy such as
bath toy which works on the same principle (the winds of the
toy or twists of the pencil ‘store up’ lots of energy. When we
let it go the energy is released). If the toy is on the ground
or in the bath it moves forward.
26. Give children small piece of card with a hole punched at
opposite edges. Thread a rubber band through each hole and
then through its own loop to attach. Hook one band around a
coathook or door handle. Pull the other band with one hand
while you twist the card. When the bands are ‘wound up’ let
go. Can one group present their findings to the class and
describe what happened and why.
27. Make a simple boat by cutting out hull shape from corriflute
(laminated corrugated cardboard) or thick card.
Stretch a rubber band between two paper fasteners stretched
across the boat. Using a piece of lolly stick or card make a paddle.
Put this between the rubber band and twist. In water it should
paddle.
28. Teacher demonstrates to children. Using a wide glass vase or
bucket filled with water push a table tennis ball down to the
bottom. Ask children what they think will happen when teacher
lets go? Repeat. Can children explain why ball constantly comes
to surface. (teacher information – force thrusting it up is greater
than the force of the object pushing down). Children try out
objects/toys in water tray to see if they float
Assessment
On questioning reporting group
can present their findings to
class.
Children can describe how their
boat works.
Knowledge and
Understanding
Skills/Strands
Pupil Activities
or sink. What do all of the sinking/floating objects
have in common? With teacher help can children plan
and make their own table to record their findings.
29. Using card, wooden wheels, dowling, glue, paper fasteners and
junk modelling materials can children relate the science they
have learned to making simple toys such as windmills, pull along
trucks, push-up or pull down clowns, boats, spinners etc. Can
they look at real toys to see how they work. e.g. how wheels
are fitted etc.
Assessment
ENVIRONMENTAL STUDIES
Topic:
The Shepherd’s Year
Stage:
1/2
Component: Understanding Living Things and the Processes of Life
Earth in space
Key Features:
Changes in Environment related to seasons
Properties of wool and material for clothing
Interaction of living things with their environment
Technology and human needs
Learning Outcomes:
By the end of the topic children should:
 Be able to name seasons
 Identify effects of seasonal change on environment and lifestyle
 Understand the distinction between man made and synthetic fibres
 Appreciate properties that make wool good fabric for clothing
 That most of our wool comes from sheep
 That sheep farming is a feature of this area
 That work of sheep farmer changes with seasons
 Understand the processes involved in making fleece into yarn
 Understand and use correctly vocabulary e.g. fleece, shearing/clipping, carding, rolag, spinning etc.
 How to find information from labels on clothes
 How to test effectiveness of materials/conduct a fair test
 Making and using appropriate tools and equipment
Knowledge and
Understanding
The distinction between
synthetics and natural
materials.
Skills/Strands
Collecting Evidence and
Recording
Collecting Evidence
Presenting and Interpreting
Properties that make wool good
material for clothing.
Each breed of sheep has its
own type of fleece.
Planning and Recording
Interpreting
Recognise the sheep they are
most likely to see locally.
Understand how seasonal
changes affect work on sheep
farm.
Know in which season their
birthday falls.
Effects of seasonal change on
environment and lifestyles.
Recording, Presenting and
Evaluating
Recording, Presenting and
Evaluating
Pupil Activities
1. Show the class a selection of children’s jumpers. Ask them
to try to identify the one made of wool by looking only.
Record choices on graph.
2. Identify the woollen jumper by looking at labels inside
jumpers. Show the children ‘woolmark’ symbol explaining
that this means the garment is made of pure wool. Ask
them to look inside own jumpers, cardigans etc. Is anyone
wearing wool?
3. Set up a labelled display of man-made/woollen clothes in
class.
4. Tell the children they are going to carry out tests on these
items to find out the differences between man-made and
wool fibres (see attached sheets).
5. Record findings
6. Establish that most of our wool comes from sheep. Show
class poster of different kinds of sheep. How many
differences can they spot?
Establish that each type of sheep has its own kind of
wool/fleece. Identify the sheep children would be most
likely to see locally e.g. blackface, Suffolk, Texal.
7. Establish that sheep have to be cared for by a
farmer/shepherd whose work changes with the seasons.
8. Read ‘The Shepherd Boy’ to class. Discuss the seasonal
changes observed in story.
9. To revise (Primary 2) reinforce (P1) this concept make a
class birthday chart showing months of birthdays – colour
coded into seasons. Use ‘The Shepherd Boy’ as reference
point to discuss chart.
10. Primary 1 make ‘My Birthday Book’ drawing/writing about
when their birthday falls, what weather is like, possible
activities etc.
Assessment
Knowledge children bring to task.
Can children ‘sort’ garments
correctly?
Look at their recordings.
Questioning to elicit level of
understanding.
Questioning to elicit level of
understanding.
Questioning to elicit level of
understanding.
Children can name seasons.
Children’s stories.
Do they know which season their
birthday falls?
Knowledge and
Understanding
Skills/Strands
Collecting Evidence and
Interpreting
Pupil Activities
11.
12.
Process of producing yarn from
fleece
Collecting Evidence
13.
Collecting Evidence
14.
Recording
Interpreting
Presenting








Primary 2 make ‘turnaround’ books recording a
shepherd’s year.
Remind the children that the sheep on James’ farm were
clipped in the summer. Discuss why this is best season to do
this. Establish that sheep’s coat is fleece and this what is
used to make the woollen garments they tested.
Establish that long process has to be gone through to turn
the fleece into something we can wear.
Visit Scottish Wool Centre at Aberfoyle to see ‘A
Shepherd’s Yarn’. Make photographic record of visit to use
in follow up activities. These will depend on availability of
resources and suitably skilled helpers.
Follow up visit with practical activities. These might
include:
Carding wool to make rolog
Making a hand spindle
Spinning wool
Observing/trying to spin using spinning wheel
Knitting and weaving yarn to make fabric
Dying yarn with natural dyes e.g. onion skins, brambles
Set up a Killearn Infant’s Sheep & Wool Centre
Organise demonstrations for another class telling story
from fleece to yarn.
Assessment
Weather features etc. of that
season.
Discussion.
Observation and discussion during
activities.
STRUCTURED PLAY OPPORTUNITIES
P1/2 THE SHEPHERD’S YEAR
-
 Set up James’ sheep farm in class for role play i.e.
Home corner as farmhouse
Backdrop fields, farmyard, trees etc. use to explore seasonal changes during topic

Create family characters Mum, Dad, sister and James. Discuss their responsibilities

Give ‘clues’ to changing seasons e.g. leaves on trees, notes/calendar in farmhouse, lambs appearing etc.

How quickly do children spot changes? Can they identify season?

Set up “Killearn Infant’s Sheep and Wool Centre”

Farmhouse Tea Room
ENVIRONMENTAL STUDIES
Topic:
THE SENSES
Component:
Science
Key Features:
 Variety and Characteristic Features
 The Processes of Life
Learning Outcomes:
By the end of the topic children should know …..
 There are a number of observable characteristics in people
 There are similarities and differences in people
 Every single person is unique
 We have a range of senses
 Our senses allow us to gather information about the world around us
 Our senses are used to keep us safe
 One sense can affect another
 Dangers from tasting unknown liquids, berries etc.
Level:
B
Knowledge and
Understanding
Variety and Characteristics
Similarities/Differences
Skills/Strands
Planning, Collecting Evidence
Recording, Presenting,
Interpreting, Evaluating
Pupil Activities
1.
Discussion – all the things that make people different from
each other. Collect information from class e.g. hair colour,
eyes, right handed/left handed and foot size.
Plan best way to represent this information block/picture
graphs, tables.
2.
Through discussion establish with children that every single
person is unique, although there are similarities. Make
finger prints on sellotape stuck to paper and examined with
a magnifying glass. Compare with other prints of their own
and other children.
Similarities/Differences
3.
Processes of Life
Investigating and Recording
Use of Senses to Keep Body
Safe
Investigating
Planning, Collecting Evidence
Recording, Presenting,
Interpreting and Evaluating
Sight
Awareness of use of eyes playing blindfold games. Drawing
pictures, identifying objects, walking in a straight line when
blindfolded. How eyes see and what they can see.
Children find out about animal and insect eyes.
Children identify parts of the eye using mirrors.
Children look at objects and pictures through telescope and
multi-image magnifier and describe what they see.
Use light refracting laser glasses.
Compare different rainbows.
Colour mixing with colour paddles.
Discuss colour deficiency.
Children, with teacher direction plan an investigation – How
can we test eye sight?
Carry out an activity to find the advantage of using 2 eyes
to judge distances.
Assessment
By listening to children’s responses
do they know there are similarities
and differences.
Children can see every person’s
finger print is different.
Children’s discussion answers
Can child/teach help plan a simple
approach to finding the answer.
Knowledge and
Understanding
Skills/Strands
Pupil Activities
4. Hearing
How ears can hear
Knowledge & Use of All the
Senses to detect information &
Keep Body Safe
Skills, Collecting Evidence
Recording & Presenting
Children explore – talking, whispering, singing, snorting,
sneezing, laughing, clapping etc. Follow up with other
sound making things around us, closing a door,
crumpling paper etc.
Find ways of making different sounds using a selection
of sound makers to shake, beat, blow, pluck
scrape.
Children plan how they could record their findings.
Use tuning fork, plastic tube to show sound waves.
Listen to tape of animal sounds, machine sounds,
nature sounds, musical instrument sounds, silly sounds.
Assessment
Children suggest an appropriate
method of recording.
Can children tell that sound travels
away from objects in all directions
and become fainter as they travel
further from the source.
Discussions, recordings.
Go on a listening walk inside and outside school. Listen
for soft and loud, near/far sounds.
Experiment with musical sounds (Music lesson) high,
low, different levels of water in jars.
Experiment to find two sounds alike (substances in
jars).
Does everyone hear equally well?
Two ears are better than one using sound block.
Children to recognise each others voices on a tape.
Sound games.
Why hearing is important in communication, pleasure,
safety. Link this with animal, bird sounds.
Describe smells and use
appropriate language to say
whether they like or dislike them.
Knowledge and
Understanding
Skills/Strands
Use all of the senses to detect
information and to keep the
body safe.
Pupil Activities
5. Smell
How we smell. Sense of smell has a lot to do with sense of
taste e.g. when you have a cold. Experiment to show sense
of smell on sense of taste. Nose can even warn you of
danger. Some odours are dangerous.
Classify scents into following categories: cooking/antiseptic
smells.
Find out how dogs, cats and other animals use their sense of
smell.
6. Taste
How we taste things. Different taste buds taste different things.
Use mirrors to examine tongues for taste buds. Some tastes are
dangerous.
Collecting Evidence, Recording,
Presenting, Interpreting &
Evaluating
Knowledge. Use of Senses to
detect information and to keep
the body safe.
Assessment
Collecting Evidence, Recording,
Presenting, Interpreting &
Evaluating
Experiment with substances to find which is sweet, sour,
salty, bitter and spicy.
Show children how saliva is needed to taste.
Teacher to help children to describe liquids.
Experiment repeated with crisps.
What happens if you smell one flavour while eating another?
Did any taste sweet?
Emphasise safety: don’t touch ‘unknown’ liquids and food.
Collect a variety of white substances, icing sugar, flour, salt,
talcum powder etc. Children look and smell but do not taste.
To stress the importance of knowing what a substance is
before trying.
7. Touch
How your skin helps you to touch and feel and also when you
are in danger.
Use a set of “feely bags”.
Children identify objects by touch
Children describe how they feel (in pairs).
Children know and use terms bitter,
salt, sour, sweet, spicy.
Record findings.
Through discussion children know
smell and taste are related.
Children suggest reasons why.
Knowledge and
Understanding
Skills/Strands
Pupil Activities
Teacher describes item and child finds it.
Classify objects in “feely bags”.
Try wearing gloves.
Braille Alphabet Cards and how it originated.
Take a textured walk and find as many different
Textures as possible.
Make a list of things and ‘sense clues’ which keeps us
safe. Record pictorially.
Assessment
Identify through drawings if
children are aware of how a variety
of our senses are used to keep the
body safe.
ENVIRONMENTAL STUDIES
SCIENCE
Topic:
BUILDINGS AND MATERIALS
Component:
Science/Technology
Key Features:
Materials from Earth
Level:
B
Learning Outcomes:
By the end of the topic children should know………..
 There are similarities and differences between materials
 Materials have different properties e.g. waterproof, magnetic, flexible, rigid, hardness, transparency
 Materials are chosen because of their properties
 Some materials come from living sources e.g. wood, cotton, rubber
 Some materials come from non-living e.g. stone, sand, slate
 Some materials can be changed through processes e.g. mixing, heating, melting
 We build with bricks because they are strong
 The reasons builders need plans to follows
 Through observation, understand the stages followed in the construction of a building (i.e. their school)
 How to plan a building to be made with construction kits
 Evaluate their plans and models – was there differences? Why?
 Identify the properties and practical uses of different building materials – bricks, tiles, glass, wood etc.
 Understand why site workers wear protective clothing e.g. hard hats, goggles, boots etc.
 Understand the dangers associated with a building site and importance of safety fencing and warning notices
 Diversity of skills on building site – architect, bricklayer, carpenters, plasterers etc.
 Importance of teamwork
 Understand design and purpose of heavy machinery and vehicles – cement mixers, diggers, dumpers etc.
 Vocabulary associated with building – bricks, tiles, cement, foundations etc.
Knowledge and
Understanding
The Properties and qualities
that make good building
materials
Idea of fair test
Skills/Strands
Collecting evidence
Pupil Activities
Throughout all activities the building works in
school will be used as resource and reference
point.
1.
Collecting evidence/interpreting
information
2.
Collecting evidence
Interpreting and Evaluating
3.
4.
How bricks must be laid to
make strong structure
Applying skills
Collecting evidence
5.
6.
Variety of materials used in the
construction of a house
How building materials and
methods were used in building
their house
Applying skills and presenting
solutions
7.
Tell the children the story of the Three Little Pigs.
Have straw, twigs and bricks at hand to illustrate story.
Tell the children they are going to test these materials to
see which really is strongest by checking which will support
the greatest weight.
Use handfuls of straw and twigs and a brick as a
bridge between chairs.
Make bridges of straw and twigs as close to size of
Brick as possible to introduce idea of fair test.
Let the children touch and feel the straw, twigs and bricks.
Discuss the properties that make good building materials i.e.
strong, waterproof, stable etc. What was wrong with straw
and sticks? What qualities made brick best?
Compare buildings in other countries
Look at brick walls being built in school grounds. Discuss
the pattern they see. Let the children experiment/role play
with Duplo and Lego bricks to reinforce understanding that
this pattern makes structures stronger. (Children can test
“the strength” of their “walls” by rolling soft sponge ball at
them.)
If possible – with parent/builder volunteer! Children help
build a real, low wall (plant container?)
Go on an ‘I Spy’ walk to look at houses near school. Discuss
which building materials are being used for roofs, walls,
doors and window frames. Record findings by labelling
drawing of house (group leader scribe)
Ask the children to look very carefully at their own house
when they go home. Is the roof tile or slate?
Are the walls brick, roughcast, wood? Etc. (Note to
parents explaining task). Next day discuss findings
with children and ask them to make detailed drawing
Assessment
Responses during task.
Observation of children carrying out
activity. What knowledge do children
already have?
Responses in discussion.
Observation of children during task.
Responses during walk.
Label glass, brick and wood
Knowledge and
Understanding
Skills/Strands
Pupil Activities
of front of their home.
Using lists as reminders, discuss what children have learned
about outside and inside of houses. Explain that decisions
about building materials, positioning of windows, doors, rooms
etc. have to be made before building begins. Establish that it is
the job of the architect to draw up this plan. Visit by architect.
9. Set up a ‘building site’ in the room, (builders, architects,
plumbers, electricians) incorporate construction kits, junk
materials, plastic tools, sand tray, pencils and paper for
planning etc. All Aboard books.
10. Tell the children before their “building site” opens officially it
must be inspected to make sure it is safe for workers and
others. Using the building works in grounds establish – safety
procedures to keep those not working on site safe i.e. fences,
warning signs etc.
11. Establish the different jobs on a building site (observe ongoing
work) – architect, bricklayer, carpenters, plasterers, electricians,
plumbers etc.
12. Include an ‘office’ in building site. Set the class builder’s tasks
involving planning/building/evaluating work. e.g.

make house for toy figure, consider door size, windows at right
height to see through etc.

build a wall high enough to hide/low enough to step over etc.

plan and build house for fairy tale/ nursery rhyme characters

writers’ table
8.
Plans must be drawn before
building starts
Procedures followed to keep
workers/members of public
safe.
Dangers associated with
building site
Planning a structure to meet
certain criteria
Collecting evidence
Assessment
Children’s drawings
Observation. What knowledge and
understanding are the children
bringing to task
Completed book
Observation, responses and
completed buildings.
Did the children appreciate the
importance of planning?
Did they follow plan?
Knowledge and
Understanding
Design and purpose of heavy
machinery and vehicles
Stages involved in
construction of building
How weather and seasonal
factors affect progress
Skills/Strands
Collecting evidence
Collecting evidence
Applying skills and
presenting solutions
Pupil Activities
13. Discuss and list the heavy machinery and vehicles
which are used on building sites - cement mixers,
diggers, fork lift trucks etc.
Observe these in action and photograph. Ask children to
draw these for display. Add toy examples and working
models made by children in class builder’s site.
14. Activities to be continued over session:
 Record in photographs and pictures the progress of new
school building
 Visits to class by site workers to report on progress?
 Implication of weather on building work.
Clothing of site workers
changes to suit weather
ENVIRONMENTAL STUDIES
Assessment
Completed pictures.
Worksheets, pictures etc.
included in record.
SCIENCE
Topic:
ELECTRICITY AND MAGNETISM
Key Features:
Level: B and C
Forms and Sources of Energy
Properties and Uses of Energy
Forces and their Effects
Learning Outcomes:
By the end of the topic children should know:
 Electricity is a form of energy
 The mains supply is a source of electricity
 Batteries are another source of electricity
 Be able to describe, simply, how electricity reaches their homes
 About the wide use of electricity in our daily lives
 Electricity can produce different forms of energy, heat, light, sound and movement
 Be able to classify electrical equipment into the energy forms they produce
 Be able to construct a simple circuit to operate a bulb or buzzer
 Explain and demonstrate that a circuit must be complete before the bulb or buzzer will work
 Know and use the terms component, circuit, bulb, buzzer, battery, wires, energy
 Be able to describe about the dangers of electricity
 Know and give reasons for safety rules when using electricity
 Magnets attract
 Magnets attract certain things and not others
 Magnets attract things made of iron
 Magnets exert a force known as ‘magnetic force’
 Some magnets have a strong force of attraction, others less
 Magnetic force is strongest at the magnets’ end
 The ends of magnets are known as the poles
 The two poles are known as north pole and south pole
 Like poles of magnets repel each other and unlike poles attract each other
 Magnetic force exerts itself through materials
 Magnets have many uses in everyday life e.g. buzzers, electric bulbs, fridge magnets
Conversion and Transfer of Energy
Knowledge and
Understanding
Skills/Strands
Pupil Activities




Planning, Collecting evidence,
Recording and presenting,
Interpreting and evaluating
Recording and presenting
Collecting evidence

Give children an x-ray outline of the interior of a
house ask them to draw the different electrical items in the
appropriate rooms. Drawings should have lots of details
including sockets in walls and flexes and plugs.
Play a miming game where children mime using an electrical
item and others guess what it is. Use flashcards e.g. house,
school, shops to prompt replies. Discuss the wide use of
electricity in our everyday lives.
Talk to the children about what it would be like without
electricity. How would a power failure affect them?
Set children task of interviewing at least two people about
which electrical items they would miss most without
electricity to power them and why. Plan together how they
will record their research. (H/W task?). Share findings with
class.
Role play someone using an electrical item and then create
drawings with a speech bubble depicting what they might say
if the power was suddenly cut e.g. Dad ironing and saying ‘Oh
no now I’ll have to wear a crumpled shirt if this iron wont
work’.
Assessment
During miming game assess
children’s knowledge about the wide
range of electrical items used in
different settings.
Through discussion determine if
children have an understanding of
our dependency on electricity.
How electricity reaches our homes
Ask children if they know where the electricity we use comes
from and how does it get into our homes. Show picture of pylon
discuss its function of holding up the wires which carry the
electricity. Can they suggest why the wires are so high up ? –
safety reasons. Discuss with the children in a simple way how
electricity reaches our homes i.e. power station – pylons – substation – underground cables – house.
Draw a simple picture sequence of the journey of electricity or
devise a 2D display with annotated detail.
Check children’s drawings to
establish their understanding of
Knowledge and
Understanding
Skills/Strands
Pupil Activities

Forms and sources of energy
Conversion and transfer of
energy
Properties and uses of energy
Collecting evidence
Planning
Recording and presenting
Interpreting and evaluating
Recording and presenting
Interpreting and evaluating
Talk with children about where the electricity comes into
their homes, establish meter, find meter in school. If it’s in
an appropriate location take children to see it. Tell them this
measures the amount of electricity we use. Can they offer a
reason for measuring the electricity? Set H/W task of
finding own meter at home and have them explain to their
parent why we have electricity meters.
Assessment
the journey of electricity.
Listen to children describing how
electricity reaches their homes.
Safe use of electricity
Discuss with children safe practice when using electrical items,
no wet hands when touching sockets and plugs. No knives near
toasters, don’t overload sockets, don’t pull flexes. Staying out
of sub-stations, demonstrate plugging in school electrical
equipment safely.

Watch and discuss a safety video (Scottish Power produce a
number of good videos e.g. Power House)

Plan and design posters to promote the safe use of
electricity.
Use published pictures of unsafe
practice in the home to check
children can identify dangers. Ask
children to list do/don’t when using
electricity.
Heat, light, sound and movement
Demonstrate the use of the following or suitable substitutes:
hairdryer, radio, light, moving toy e.g. roamer. Discuss with
children the energy that makes them work. Explain that the
electricity produces another kind of energy with these items
heat, light, sound and movement. Show flashcards. Ask children
to identify which flashcard matches each item.

Play power game (see Teacher Help sheet for details of
interactive class game)

Create visual displays of the different types of energy by
cutting and pasting catalogue pictures of electrically powered
items, in a collage format, under appropriate headings.
Observe children’s responses to
Power Game to determine
knowledge and understanding of
different forms.
Knowledge and
Understanding
Skills / Strands
Collecting evidence
Recording and presenting
Interpreting and evaluating
Properties and uses of energy
Recording and presenting
Interpreting and evaluating
Pupil Activities
Sources of Power
Recap where the electricity comes from: power station – to
their homes, tell them this is called mains supply. Discuss that
we access the mains supply by plugging items in.

Show them a lamp and a torch, ask if any of these are
powered by mains supply, how do we know. Discuss the torch
being powered by a battery. Explain simply that energy is
stored inside the battery and will produce electricity. List
other items which use batteries.

Set up a collection of different batteries and discuss what
they might be used for.

Make a display of items powered by battery.

H/W task: make a list of items from home which are
powered by battery.

Discuss why some item can be powered by battery while
others require mains supply.
Battery operated circuits
Recap that some items are powered by battery, but to make it
work the equipment needs to be arranged in a certain way to
allow the electricity to flow.

Introduce circuit role play activity (see Teacher Help
sheet)

Display circuit components mentioned in drama activity.
Show children flashcards of names, play game of holding up
card and child selects components, encourage pairs to ask
each other to identify components.

Having played the circuit game and familiarised themselves
with the different components children could be encouraged
to have a go at connecting a circuit by themselves.
Assessment
Knowledge and
Understanding
Skills / Strands
Pupil Activities
You could give children a diagram to help them connect
properly if they continue to struggle, rather than do it for
them.

In pairs, have children explain steps to connect a circuit
while partner follows their instructions, ensure correct
component names are used.

Draw labelled diagrams of their circuits.

Predict which circuits will light, from a given set of some illconnected circuits (could be pictorial on worksheet) pupils
would predict and then test.

Planning
Collecting evidence
Recording and presenting
Interpreting and evaluating
Planning
Recording and presenting
Assessment
Observe children connecting a circuit and
have them explain why some incorrectly
connected circuits wont light.
Circuit Training
Through discussion remind children about the other sources
of energy produced by electricity, focus on sound. Introduce
buzzers and ask children to find a way of connecting a buzzer
into a circuit instead of a light bulb.

Play the Circuit Game with buzzers and bulbs.

Allow the children to explore with a number of bulbs and
batteries, e.g. adding another bulb into the circuit or joining
their partner’s circuit to theirs. The Investigation Sheet will
provide a guided activity. Plan with the pupils how they will
carry out and record their investigation, the Investigation
Planning sheet could be used.

Check that despite the addition of extra
bulbs/wires children can still follow the
rule and demonstrate that the circuit must
be complete.
Model making with electricity
Discuss with the children the different circuits they can make
i.e. a simple circuit with one or two bulbs and a circuit with a
buzzer.

Challenge them to design and make a model/game which
contains an electrical circuit. Possible suggestions are a
clown’s face with bulbs for eyes, a monster’s faced with a
middle eye which lights up,
Observe and listen to children explaining
how their model works.
Knowledge and
Understanding
Skills / Strands
Pupil Activities
a lighthouse.
Encourage children to discuss ideas in small groups, record
ideas as drawings, share ideas, list resources needed and then
make and present models to other children.


Assessment
Using wall and/or table displays and
electrical equipment, as an aid, children
could carry out peer assessment using the
Electric Detective Worksheet as a guide
and recording sheet.
Knowledge and
Understanding
Skills/Strands
Forces and their effects
Planning, Collecting Evidence,
Recording, Presenting,
Interpreting, Evaluating
Most metals are not
attracted to magnets but
iron, steel (which contains
iron), nickel and cobalt are
attracted to magnets.
Pupil Activities
1. What do magnets attract?
Introduce children to a range of different magnets e.g. bar
magnets, horse shoe magnets, round magnets etc. Alert them to
the fact that they can be different shapes and sizes. Most
children will have had some experience of a magnet, through
questioning discuss what they know about magnets. Establish
word attract.

Explain to children that you would like them to find out
which types of material are attracted to magnets. You may
need to discuss the meaning of ‘material’. Plan with the
children how they could find this out, establishing what they
will do and how they will record their findings e.g. table,
pictorial or other.

Working in pairs, children could test items around the room
and/or test a given set of items.

Through discussion encourage children to make conclusions
about the types of materials that are attracted to a
magnet. Explain these are called ‘magnetic materials’ and
that magnets exert a magnetic force, which is invisible.

Having established that some metals are magnetic the
children could investigate which metals are, by using a
selection of commercially produced discs.
Safety ensure that magnets are kept away from watches,
computer discs and computers as they can cause damage.
Forces and their effects
Planning, Collecting Evidence,
Recording, Presenting,
Interpreting, Evaluating
2. How strong is the magnetic force?
Explain to children that they have to design a test to find out
how strong the force of a magnet is. Introduce the
Investigation Recording sheet and allow children in small groups
to plan their own test. A range of materials should be available
for them to select e.g. two or three magnets, paperclips, brass
fasteners, thread card, paper etc.
Assessment
Can children identify from a set of
given materials which ones are
likely to be magnetic and those that
are not? This could be carried out
by peers and discussed as a class.
Can children explain that items with
iron in them will be magnetic?
Knowledge and
Understanding
Skills/Strands
Pupil Activities
Assessment
Informally discuss with children if their test is fair.

Children should report/demonstrate their tests to each
other and class could discuss the fairest methods.

Plan with the children how they will display their findings.

Children could also investigate if the magnetic force will
work over a distance, they can design their own test in groups.
One way of carrying out this task is to slide a bar magnet
along the side of a ruler towards a paperclip and note how
close to the paperclip they need to be before it will move.
Encourage the children to find own ways and ensure they
understand the need to carry out a test more than once.
Introduce them to recording their findings in a table.
Planning, Collecting evidence
Recording, Presenting
Interpreting and evaluating
Planning, Collecting evidence,
Recording, Presenting,
Interpreting and evaluating
Investigation – Which materials will allow magnetic forces to
pass through?
Allow children to carry out this investigation independently of
the teacher in small groups, using the Investigation Planning
Sheet to structure their activity. They should be directed to
test a range of different materials e.g. card, wood, plastic,
paper, water, metal etc.
Attraction and Repulsion
Demonstrate to the class a magnet moving towards a paperclip
and how it suddenly jumps towards the magnet. Invite children
to explain why this happens. The change in speed of the
paperclips proves that there is a magnetic force at work. Ask
children if they think it matters which end of the magnet is
used. Allow children to demonstrate, carry out test a number of
times and
Can the children conclude that a
magnet can attract through other
materials like wood, card, paper,
plastic, water and metal?
Knowledge and
Understanding
Skills/Strands
Pupil Activities
discuss why, ask children to make a conclusion.

Introduce the terms north and south pole and conclude that
both ends will attract a magnetic item. Ask pupils to find out
what will happen if two magnets are brought near to each
other. They should investigate N-N, N-S and S-S, allow
children to plan how they will record their findings. Ensure
children understand that opposite poles will attract while like
poles will repel.
Magnetism is strongest at the
poles of a magnet
Planning, Collecting evidence
Recording, Presenting,
Interpreting and evaluating
Collecting evidence
Presenting, Interpreting and
evaluating
Planning, Collecting evidence
Recording, Presenting
Interpreting and evaluating
In pairs children could be set the task of finding out which part
of a bar magnet is strongest. They should plan their test and
record findings in drawing format with a written conclusion
about what they found out. Share findings with class. Have
paperclips, pins etc. available for tests.
Assessment
Ask individuals to demonstrate and
explain their understanding of
attraction and repulsion using two
bar magnets.
Check drawing to see if children
accurately draw items around the
ends of the magnets.
Uses of magnetism
Discuss with children any experience they have of magnets being
used in everyday life e.g. fridge magnets, badges which use
magnetic bar to attach to material, magnetic football game,
fridge doors, handbag clips, magnetic letters for boards,
clipboards with magnetic strips to hold pen, toys etc. Set up a
display area in the classroom. Look at the different magnets
used in items e.g. small round magnets or magnetic tape. Discuss
with children the importance of the magnetism in the different
items, what difference does it make.
Design and make using magnetism
Allow children the opportunity to design and make an item or
game that uses magnetism. They should design and plan before
making and then present item to class. The children will have
their own ideas, but they could consider fridge magnets made
During the ‘making sessions’ discuss
with children their use of
magnetism and how it helps or
improves their designs.
Knowledge and
Understanding
Skills/Strands
Pupil Activities
from corriflute or card, badges, games such as car race, ski
game, football etc. Encourage children to evaluate the degree
to which magnetism is important in their item.
Assessment
ENVIRONMENTAL STUDIES
SCIENCE
Topic:
WOODLAND/PARKLAND
Key Features:
The variety and characteristics of living things
The interaction of living things with their environment
Stage:
B and C
Learning Outcomes:
By the end of the topic children should know:

That the term species denotes a group of plants or animals which are alike, and which reproduce

The differences in the structure of individual parts of plants e.g. root, leaf shapes, number of flowers

That the plan kingdom is divided into flowering and non-flowering plants

Flowering plants produce seeds

Non-flowering plants do not produce seeds

Fruit is part of a flowering plant containing the seed or seeds

Plants respond to the sun; leaves growing towards the sunlight, flowers opening or closing in response to light intensity

All plants require sunlight for good growth

That light, warmth, water and fertiliser are required to keep a green, healthy plant

Changes in plants which indicate growth

Seeds can be dispersed in a variety of ways, eaten by animals and then expelled, animals transporting them on their fur, animals carry away and bury, carried by
the wind and self dispersed through ‘explosion’ or splitting

How to identify plants, trees and animals using simple classification keys

Vertebrate are animals with backbones

The main distinguishing features of vertebrates i.e. fish, amphibians, reptiles, birds and mammals

Invertebrates are animals which do not have backbones

The main distinguishing features of invertebrates i.e. worms, molluscs, insects and spiders

About seasonal changes and how plants and animals react, e.g. leaf fall, hibernation, migration, nesting flowering periods of plants and shrubs

Have a basic understanding of simple food chains

The food eaten by animals contains stored energy

The real source of energy for all food chains is sunlight

Animals that eat plants are called herbivores

Animals that eat animals are called carnivores

Those that eat both are called omnivores
Knowledge and
Understanding
Skills/Strands
Variety and characteristics of
living things
Collect Evidence, Recording,
Presenting, Interpreting,
Evaluating
Collecting Evidence, Presenting,
Interpreting
Processes of life
Collecting Evidence, Recording,
Presenting, Interpreting
Pupil Activities
Assessment
1. Setting the scene
The focus suggested for this topic is a local woodland or park.
Children should read news article (support sheet) about plans to
build an industrial unit on the woodland/parkland as it is rarely
used by local residents.

In groups brainstorm the different repercussions this
would have. Record on large sheet of paper, report back
to class and discuss the main issues.

Focus on the effect on plants, wildlife etc. Ask groups
to list the flora and fauna which could be affected.
Establish: trees, wild flowers, plants, minibeasts,
animals, food chains.

Explain to children that they are going to present a case
for conserving the woodland/parkland, but first they will
have to carry out an investigation of the area and will
have to learn about plants and animals to enable them to
do this job properly.
2. Plants
Have ‘bring a plant day’ or collect all available in school.

In groups children should observe plants and discuss
ways of classifying them through sorting into different
categories. Present ideas to class and discuss
differences and similarities e.g. leaf shapes, number of
flowers.

Children should use books to identify and name plants
and flowers.

Teacher should emphasis that the main division of plants
is flowering and non-flowering.

Discuss and identify with the children the main parts of
a plant and their function; root, shoot, leaf, bud, flower.
(see support sheet). Explain that all flowering plants
produce seeds and
Can children describe some
similarities and differences
between plants?
Knowledge and
Understanding
Skills/Strands
Pupil Activities


Collecting Evidence, Recording,
Presenting, Interpreting,
Evaluating
Planning, Collecting Evidence,
Recording, Presenting,
Interpreting, Evaluating
examine different plants to identify the position of
the seeds.
Make annotated sketches of the plants and detail each
parts main function.
Use gardening/seed catalogues to introduce children to the
term ‘species’. Species denotes a group of plants or animals
which are like each other, and which can reproduce to
produce fertile offspring. With plants we would use term
‘variety’.
3. Seeds
Collect and examine a variety of fruits and seeds. Pupils should
know that a fruit is part of a flowering plant which contains the
seed or seeds. There are many kinds of fruits; some are dry and
burst open, some are fleshy and have to be eaten by animals to
be set free. Explain that the fruits we eat are really the seed
pods of a plant. Display and classify collected fruits/seed pods
into ‘fruits we eat’ and ‘fruits we don’t eat’.

Discuss how and why seeds travel (see support sheet).
Children make annotated drawing of how seeds are
dispersed.
Assessment
Check children’s labelled sketches
for correct naming of plant parts.
Check detail of children’s
drawing/notes for accurate
information.
4. Plant Growth
Discuss with the class what they think helps a plant to grow.
Can they prioritise these needs?
Investigation (see Investigation sheet)
Plan with the children an investigation into factors affecting
germination, e.g. light, water, temperature, food/fertiliser. The
Investigation planning sheet will structure your task.
In small groups ask the children to consider what happens
Are the children able to
hypothesise? Can they identify
what is necessary to make their
test fair?
Knowledge and
Understanding
Skills/Strands
Pupil Activities
Assessment
to a plant where the light is only coming from one direction. Can
they predict what would happen if the plant was turned 90
degrees or 180 degrees? Ask them to plan how they could test
their prediction. Discuss ideas as a class and set the
experiment up. The key thing for the children to discover is
that plant leaves will grow towards sunlight and that flowers will
open or close in response to sunlight.

Children could grow a variety of seeds in different
containers e.g. seed heads, hanging baskets, bucket
gardens, jam jar herbs etc. Challenge children to be
innovative in their choice of growing container. You
could have a display of items and give certificates to the
most colourful, most imaginative, fullest bloom etc.
Collecting Evidence, Recording,
Presenting, Interpreting,
Evaluating
5. Trees
To prepare children for a tree survey during a visit to the
woodland/parkland carry out a mini study of some local trees
if possible. This could also be done as a homework task.
Each child should:
 Observe a tree and sketch the outline of the tree
shape
 Take a rubbing of the texture of the tree
 Sketch a leaf, take one example of a leaf
Information should be displayed on an A4 sheet, cut bark
rubbing to fit outline of tree trunk and stick leaf onto paper.

Introduce children to the main parts of a tree and their
function: crown, trunk, roots, branch, leaf, flower.

Use information books, charts or computer to identify the
type of trees which they surveyed.
Can children identify and name
trees in the local area?
Knowledge and
Understanding
Skills / Strands
Planning, Collecting Evidence,
Recording, Presenting
Pupil Activities
Prepare for visit to woodland/parkland.
This could be a good time to have a talk on trees and plants
from the Ranger Service. They might also accompany you on a
visit to the woodland. Discuss with the children the information
which they will gather:

Physical description of trees

Overall shape

Does the tree have fruit

Description of buds/twigs

Description of leaves
Plan with the ch7ildren how they will record their
findings during the visit e.g. photographs, video, notes,
Assessment
Ask children to describe some
differences and similarities
between trees.
sketches, tape recordings etc.

Collecting Evidence, Recording,
Presenting, Interpreting,
Evaluating

During the visit you might also want to consider gathering
information about the different types of plants/flowers
which grow there.
In pairs record and present their findings to the class.
6. Animals
Revisit, with the class, their original suggestions about what
would be affected by the proposed development of the
woodland.

Focus on the animals and list these. Encourage children to
suggest different classifications for these, e.g. birds,
insects, worms, amphibians, wild animals etc.

Explain that animals can be sorted into two main groups:
vertebrates and invertebrates. Introduce using
classification keys (see support sheet) and set children task
of identifying whether specific animals are vertebrates or
invertebrates. Discuss the main features of each group of
animals e.g. birds – feathers, fish – scales and fins etc.
Observe children using a
classification key successfully.
Knowledge and
Understanding
Skills / Strands
Pupil Activities
Assessment
Talk from Ranger Service on Minibeasts/Animal habitats.
Variety and characteristics of
living things
Processes of life
Interaction of living things with
their environment
Planning, Collecting Evidence,
Recording, Presenting,
Interpreting, evaluating
As well as learning about the different types of minibeasts
likely to be found at the woodland this should prepare the
children for a visit to carry out a mini beast hunt. This could
include:

Minibeast hunt using an identification sheet to record type
and number of minibeasts found

Using tree sweeping nets to gather and observe minibeasts

Observing a sectioned area (using a large hoop) to identify
minibeasts

Habitat hunt – finding examples of minibeasts habitat

Collecting ‘safe’ minibeasts to take back to class
for closer observation
A variety of minibeasts could be collected e.g. worms,
snails/slugs, caterpillars, beetles, etc. to be observed, sketched
and information about them researched and recorded. This
could involve finding about their food preferences or how they
react to light, this data should be collected through
experimentation. Children should plan how they are going to
record and present their findings.
7. Food Chains
Discuss with the class the idea that destroying the woodland
would interrupt food chains. What do they think this means?
Allow groups to discuss and report back. (See Teachers’ science
notes for details)
Establish an understanding of the concept of food chains and
that the sun is the main source of energy. Give an
Can children recognise and name a
variety of minibeasts?
Knowledge and
Skills / Strands
Pupil Activities
Assessment
Understanding
Variety and characteristics of
living things
Processes of life
Interaction of living things with
their environment
Recording, Presenting,
Interpreting
Example that food chain diagrams use arrows to indicate the
direction of the energy flow and that the arrows can be
replaced by the phrase ‘is eaten by’ e.g.

Leaf – snail -- thrush - hawk/cat

Grass -- rabbit – fox

Leaf – greenfly – ladybird larva – wasp – spider
Children make simple food chains in words/pictures.
8. Seasonal Considerations
Review with the class the work they have produced so far,
paying particular attention to visual/pictorial work. It is likely
that this will all be representative of the current season of the
year. Ask the children to think about issues which may arise at
different times of the year and how the woodland would look in
different seasons. This could include: leaf fall, hibernation,
migration, nesting, courtship behaviour of the animals, flowering
periods of flowers and shrubs. Children should be reminded
that their presentation should take account of the woodland all
year long.
Planning, Collecting Evidence,
Recording, Presenting,
Interpreting, Evaluating
9. Conserving the Woodland
In groups children should discuss and list reasons for conserving
the woodland. Report back to class. Explain to children that
they are now in a much more knowledgeable position to be able
to hold a meeting and presentation to convince the public to
conserve the woodland. Plan with the class a structure for the
presentation.

Groups should then have responsibility for
reporting/presenting on a specific issue, remembering to
give consideration of the area throughout the year. The
presentation should include: posters, overhead
transparencies,
Check children’s drawings to
ensure their understanding that
simple food chains are based on
energy from the sun.
Check presentation details to
ensure that children show an
awareness of the seasonal changes
affecting plants and animals.
Compare children’s reasons with
those first suggested to see if
they display an increased
awareness of environmental issues.
Knowledge and
Understanding
Skills / Strands
Pupil Activities
Assessment
Photographic displays, clips of video, sketches, drawings and oral
presentations. Invite an audience to an assembly for the
presentation.
Observe displays and listen to
presentations for accurate detail of
the flora and fauna studied.
It should be noted that the context of this topic is likely to
involve the children highlighting the loss of the
woodland/parkland for public use. This could provide a
meaningful context for a wide variety of cross curricular
activities. This need not be ignored, however if you wish to
capitalise on these opportunities then this should be part of the
language or drama programme and not substitute science
activities.
ENVIRONMENTAL STUDIES
SCIENCE
Topic:
SOUND AND LIGHT
Key Features:
Level:
C
Forms and sources of energy
Properties and uses of energy
Learning Outcomes:
By the end of the topic children should know ….
 Sound is produced by vibrations
 The louder the sound, the greater the distance at which it can be heard
 Sound can travel through solids, liquids and gases
 Large vibrations produce loud sounds with more energy
 Small vibrations produce soft sounds with less energy
 High pitch has many vibrations per second
 Low pitch has few vibrations per second
 Light is reflected from many surfaces (causing us to see)
 A reflected image is laterally inverted if the mirror is flat
 Curved surfaces produce distorted reflections
 A wide range of shiny surfaces can produce reflections (including mirrors)
 Light always travels in straight lines
 Light can change direction when it passes through different materials (e.g. glass, water, perspex)
 Convex lens brings light rays to a point (focus)
 Convex lens can produce an image
 White light can be split into a range of colours known as a spectrum
Knowledge and
Understanding
Sounds from a variety of
vibrating sources
Skills/Strands
Pupil Activities
Collecting evidence. Interpreting
and evaluating. Recording and
presenting.
Brainstorm with children what they already know about how
sounds are made and now we hear them. This will inform your
approach. Invite children to pose questions about sound they
would like answered in the course of the topic and display these
along with the learning outcomes outlined on a previous page.
Listen to sounds – in classroom, outside classroom, in playground
and at home. Categorise sounds: animal, human, mechanical.
Display findings.
Children have a talk on hearing and simple structure of human
ear (possibly from school nurse) or research this information
for homework.
Collecting evidence. Interpreting
and evaluating. Recording and
presenting. Planning.
Sources of Sound
Soundmakers
As a class examine a selection of soundmakers e.g. bells,
whistles, paper crumpling, rattle, percussion instruments etc.
Ask children to identify how a sound is made and how they hear
the sound. Do they notice any sensations when the sound is
made – vibration, tingling, shaking etc.? Can they categorise the
sound as high, low, loud, soft? Before starting this activity, plan
with children how they will record their findings.
Vibrations
Demonstrate to class the twanging of a ruler on the side of a
desk. Encourage explanation of what they hear and see i.e.
wobbling, quivering, quick movement, noise.
Explain that sound is caused when an object vibrates and
sometimes we can see or feel vibrations from a source of sound.
Set up the following group tasks to explore:
How is sound made?
Are vibrations visible?
Assessment
Assess pupils’ ability in identifying
high, low, soft, loud sounds to
establish input for activities 5 and 6.
Knowledge and
Understanding
Skills/Strands
Pupil Activities
Plan with the children how they will record their findings.
Activities: Put rice grains on a drum – beat the drum and watch
what happens to the rice. Gently put fingers on your throat, hum or
sing, what happens? Blow/hum on a comb placed inside paper.
Place the tip of a struck tuning fork on the surface of a tray of water.
Watch the ripples (strike fork on side of one of prongs not both
prongs hit flat). Hum against the side of a balloon, partner puts ear
to other side. Strike a tuning fork, hold it close to a ping pong ball
and watch what happens to the ball. Share findings and encourage
children to draw conclusions about sound being produced by
vibrations.
Pitch and volume of sounds
Loud sounds have more energy.
Loud sounds are produced by
large vibrations. The bigger the
vibration the more energy and
the louder the sound.
Sound Travels
Seat children scattered around a large hall. Strike a triangle with
varying degrees of force. Do this from different locations in the hall.
Each time pupils put up their hand when they can hear the sound.
Establish that sound travels in all directions and becomes fainter as
it travels away from the source.
Seat children in a circle with one child in centre with eyes closed.
Another child drops object on floor and child in centre identifies
source of sound. Repeat with child in centre covering one ear and
then with ear to floor. Discuss quality of sound, faint, loud, soft,
vibrations etc. Record findings.
In school yard or large hall, get one child to gently and continuously
beat cymbal or set off ringing alarm clock whilst standing in centre.
Other children walk away in all directions and stop when they can no
longer hear the sound (or it becomes very faint).
Conclude that sound travels in all directions and becomes
Assessment
Knowledge and
Understanding
Skills/Strands
Pupil Activities
Assessment
fainter as it travels away from the source.
Planning. Collecting evidence.
Recording and presenting.
Interpreting and evaluating.
Sounds can have a high pitch
and a low pitch. The pitch can be
changed. The rate of the
vibrations determines the pitch of
the sound. Faster vibrations
cause higher pitched notes than
slower vibrations. Changes in
thickness, length or tension of
materials will affect the pitch of
the sound.
Pitch and volume of sounds
Planning. Collecting evidence.
Recording and presenting.
Interpreting and evaluating.
Planning. Recording and
presenting. Interpreting and
evaluating.
Louder and softer sounds
In groups explore a selection of musical instruments to discover the
different sounds they make. Categories as loud or soft. How will
children measure this – discuss. Describe and compare sounds and
discuss what you can do to change the sound, e.g. make louder or
softer. Suggestions might be to try different beaters or vary the
force of the beat. Does the size of instrument make a difference?
(see Support Sheet 1) Point out that more energy is needed to
make loud sounds and therefore sounds have more energy.
Ask children to demonstrate how they
can change the loudness and
softness of sound.
High and Low Sounds
Discuss high and low notes – use word ‘pitch’. (see Teacher’s
Notes) Reinforce that sound is made when materials vibrate.
Make high and low notes with voices, hold finger to throat. What
changes?
Invite pupils to play different notes on the glockenspiel, xylophone.
What do they notice about the bards that make the high/low notes?
In groups allow children to explore the sounds made by different
musical instruments. Focus on high and low sounds and the
correlation between size of instrument and pitch. Record findings in
graph or table format.
Ask children to identify the items
which vibrated quickest/slowest and
describe the pitch of these sounds.
Soundmakers
In groups, design and make a set of soundmakers which can give
high, low, soft and loud notes. Consider what you need to change
about each instrument to change the sound. Compose a sound
story with a variety of types of sounds. Present to others.
Children can make a range of
soundmakers and explain how they
achieved high and low sounds.
Knowledge and
Understanding
Skills / Strands
Pupil Activities
Planning. Collecting evidence.
Recording and presenting.
Interpreting and evaluating.
Sound from a variety of
vibrating sources
Sound vibrations travel through
solids, liquids and gases. Sound
travels best through solids such
as metals, wood and string. It
also travels through liquids better
than through gases.
Assessment
Collecting evidence. Interpreting
and evaluating. Planning.
Recording and presenting.
Planning, Collecting evidence.
Interpreting and evaluating.
Recording and presenting
Investigation: ‘Does the pitch of a sound change with the
length of the soundmaker?’
(See Topic Invesigation: Topic Information)
Areas to explore could be the sound made by plucking rubber
bands, twanging of varying lengths of ruler or blowing across bottles
with varying amounts of water in them. Once an area of
invesigation is identified the children could plan this task
independently.
Does sound travel through solids, liquids and gases?
Begin by inviting children to demonstrate the following soundmakers
to the class:
Beating a drum
Blowing across a comb and paper
Plucking a stretched rubber band
Consolidate that sound travels outward from source into the air Tell
children that sound needs a material through with to travel. In
space it is silent, because there is virtually no air for sound to travel
through.
Show children how to use tuning forks (beat the side of one tine or
prong on a surface – do not strike both prongs on the surface) and
allow them to experiment with a variety of material to discover if
sound does travel through solids, liquids and gases. (See Activity
Support Sheet 2).
String Telephone Challenge
Challenge children to design and make the ultimate string
telephone. They should investigate the best design e.g. different
types of material, length and tautness of string and variety of
containers. Groups should carry out investigation independently of
the teacher and could use the ‘I am a Scientist’ recording and
planning sheet. (Activity Support Sheet 3).
Compile annotated drawings of telephone with justification for
design.
Observe and question children on their
planning process to establish use of
fair testing.
Listen to presentations to establish if
children explain
Knowledge and
Understanding
Skills / Strands
Pupil Activities
Present telephones to other class/assembly explaining
Assessment
accurately how telephones work.
choice of materials and how the phone works.
Sun as the main source of light
Collecting evidence. Interpreting
and evaluating. Recording and
presenting.
Collecting evidence. Interpreting
and evaluating. Recording and
presenting.
N.B. safety issue: If using tin cans then an adult should tape the
sharp edges.
What do you know about light?
Brainstorm with children what they already know about light and
how we see things. Ask children to give examples of sources of
light e.g. sun, fire, electrical bulb, candle flame etc. remind them
that the moon, cat’s eyes, bicycle reflectors etc. are not sources of
light but reflectors and therefore secondary sources of light.
Establish the sun as the main source of light. Ask children to list
common sources of light in school, at home and in the street. List
sources of light.
Encourage children to pose questions they would like o find
answers to in the course of the topic.
Display in classroom alongside list of learning outcomes for topic.
How does light travel?
Darken a room. Ask children what they can see immediately and
over the next few minutes. As they will see some objects in the
‘dark’ establish there must be some light in the room and that they
are not in total darkness. Establish where the light is coming from.
Ask them to describe how objects look in the dark. Are colours the
same as when there is more light? Can they explain why they
cannot see well. Light room. Compare with what they can now
see. Establish that more light enables us to see colour and detail
clearly.
Light always travels in straight lines
In a darkened room have a shoe box with a small hole at either end.
Shine a torch light through one end onto a wall. Look closely at
how the rays travel. Establish that they travel in straight lines. Use
Activity Support Sheet 4 to show the same principle.
Make drawings and notes about how light travels from a source of
light.
Assess children’s existing knowledge
about light to establish progress of
future work.
Question them to ensure
understanding of light sources as
opposed to reflectors.
Examine children’s drawings for
evidence of understanding that light
travels in straight lines
Knowledge and
Understanding
Skills / Strands
Pupil Activities
Assessment
Mirrors and Reflections
How we see things
When rays of light from a
source fall on an object, the
light is reflected sharply from a
shiny surface or scattered from
a matt surface. The reflected
or scattered rays of light enter
our eyes enabling us to see the
object.
Collecting evidence.
Interpreting and
evaluating.
Recording and
Children use mirrors to look closely at their eyes. Draw and label. Establish
that the pupil is an opening that lets light in. messages about what you see
are carried from the back of the eye to the brain.
Sitting in pairs in a dark room, children observe each other’s eyes, and when
light is switched on. Ask if they can see how the pupils change from
darkness to light. In darkness pupil expands to allow more light to enter.
Light a nightlight/small candle for children to look at, in the dark. Ask them to
explain how they think we can see the flame. Can they see items in the room?
Why is this? Establish this is because the items reflect the light from the flame
which then enters our eyes sending a message to the brain. Ask children to
make a sequence drawing showing how we are able o see things. Remind them
that light travels in straight lines.
Examine drawing for accurate
detail on how we see.
presenting.
Light will pass through
transparent materials which
means we are able to see
clearly through these.
Translucent materials will allow
some light through but we
cannot see shapes or detail
clearly through them. We
cannot see through opaque
materials. They do not let the
light pass through them.
How well does light travel through materials?
In groups ask children to find out which materials best let light pass through.
First, establish the meaning of the terms transparent, translucent and
opaque. Provide samples such as net, felt, wool, tissue paper, tracing paper,
matt black paper, cellophane, acetate, foil etc. Plan with the children how
they will record their findings. Use the investigation planning sheet ‘I am a
scientist’ to help children structure the enquiry.
Forming shadows
In groups ask children to devise a test to find out what kinds of shadows
are made by transparent, translucent and opaque materials. Children
could plan this investigation by themselves using the investigation planning
sheet.
Question children to ensure
their understanding of
transparent, translucent and
opaque.
Children can work together to
plan and test materials.
Conclude that light travels in a straight line and when something
Sunlight and shadows
Planning. Collecting
evidence. Interpreting
and evaluating.
Recording and
presenting.
Children can conclude where
Knowledge and
Understanding
Skills / Strands
Materials which block the light
make shadows. Light travels in
straight lines.
Mirrors and reflections including
curved mirrors
Simple applications of mirrors and
lenses
Collecting evidence.
Planning. Interpreting
and evaluating.
Recording and displaying
Pupil Activities
Assessment
Blocks its path a shadow is formed. Move the light source in relation to the
object. Can children identify where the shadow will fall?
shadows will fall.
Reflections
When questioned children can
conclude that shiny surfaces
reflect more light than dull
ones.
Discuss with class what a reflection is. Ask them to collect data on the different
places you can see reflections at home, in school and outside. Ask children to
plan with a partner how they will record and then display their findings. Establish
that reflective light is best seen on shiny surfaces.
Ask children to compile information or create a display on the use of
reflectors in everyday life, e.g. bicycle reflectors, cat’s eyes, road signs,
safety clothing and mirrors etc.
Mirrors
Discuss the fact hat left and right are transferred when we look in a mirror,
i.e. Lateral Inversion.
Play mirror game: stand in front of children; hold out right arm, right foot,
etc. Ask them to do the same. Note if they are mirroring you rather than
following y9our instruction, i.e. if you hold out you right arm do they do the
same as directed or do they mirror you by holding out their left arm. Discuss
difference; allow them to use large mirror and see same effect. This is made
easier if children wear an identifying feature on one side of their body, e.g.
badge, glove.
Investigate mirror reading/writing and identify letters which look the same
or are symmetrical.
Explore different kinds of mirrors: flat, plastic, wide-angle, rear mirrors,
magnifying, dental, make-up mirrors, etc. Use Activity Sheet 5.
In groups explore using a mirror or mirrors to see behind, above, back of
head, round corners, over a high object etc. Groups could share findings with
class.
Find out about the pathway of light using a mirror, e.g. shine a torch
Ask children to explain why
letters look different.
Observe children at designing
Knowledge and
Understanding
Skills / Strands
Pupil Activities
on a mirror in a darkened room – what happens to the rays? Can the direction of
the beam be changed?
Ask children to make annotated diagrams of how a mirror works, i.e. show the
pathway of light bouncing off objects to the mirror and bouncing off the
mirror and into their eyes.
Recap with children how we can use mirrors to see round corners and over high
objects. In pairs or small groups set them the task of designing and making a
periscope.
Mirrors and reflections, including
curved mirrors
Simple applications of mirrors and
lenses
Lenses bend light rays by
refraction. Light travels more
slowly though water, glass and
Perspex than air. When
travelling slowly through these
materials, it changes direction
or bends a little.
A convex lens can make things
look bigger and smaller while a
concave lens makes them look
smaller.
Collecting evidence.
Interpreting and
evaluating. Recording
and presenting.
Assessment
Stage to determine their
understanding of use of
mirrors.
Ask them to explain their
designs.
Curved Mirrors and Lenses
Introduce children to the idea that reflections are different in curved
mirrors. Allow children opportunities to examine themselves in concave and
convex mirrors. It is not necessary that they know these names. The inside
of a spoon is like a concave mirror and the outside like a convex. Children
could draw themselves as seen in each side of a spoon and with a partner try
to explain why they look different.
Examine a variety of items in which lenses are used e.g. hand magnifier, map
reader, microscope, spectacles, telescope, OHP, camera etc. Discuss with
children their experience of these and how we use the lenses to help us.
Allow children to view a variety of objects with different lenses e.g. examine
detail of hair, skin, an insect, a coin, print on a page etc. Encourage them to
describe how things look close up or at arm’s length. Select an item and
sketch with descriptions of how it looks to the naked eye and through a
magnifying glass (stress that they have to show more than increase in size
but show detail).
Experiment with OHP, discuss and demonstrate how moving the lens can
create a sharper focus and thus a sharper picture. Objects far away from
the lens provide a smaller image and objects close to the lens (not too close)
produce a large image.
Discuss children’s drawings
with them eliciting their
understanding of how lenses
can change an image.
Knowledge and
Understanding
Colours in sunlight, visible
spectrum formed by a prism
Sunlight (or white light)
appears colourless to the human
eye, however it is made up of a
spectrum of colours. these
different colours can be seen
when light passes through a
transparent material, such as,
water or glass at an angle. All
the colours travel at slightly
different speeds through
material and this is what causes
the light to split into different
colours. The violet colour
bends most and the red light
bends least.
Skills / Strands
Planning. Collecting and
evaluating. Interpreting
and evaluating.
Recording and
presenting.
Pupil Activities
Colours in sunlight
As a class discuss children’s experiences of seeing a rainbow.
Talk about weather conditions necessary to see a rainbow. Explain that a
rainbow is formed when sunlight falls on drops of water. The drops of water
cause light to be split into six colours. These are red, orange, yellow, green, blue
and violet. This is called the spectrum. Discuss other occasions when children
have seen a spectrum. Introduce the prism. Explain that water too can act like a
prism. Demonstrate, by using some of the following activities, how sunlight splits
as it goes through a prism.
Group activities
Blow bubbles, preferably outside on a sunny day (in front of a projector’s light
would do), observing the colours in the bubbles (Activity Support Sheet 6).
Turn the prism until the light from the sun or projector casts a spectrum on a
wall/board/white paper. Can the children identify the different colours of the
spectrum (Activity Support Sheet 7).
Observe different coloured objects though coloured filters. Describe their
apparent colour (Activity Support Sheet 8).
White light contains all of the colours of the rainbow, but when we shine a torch
on to a coloured perspex or cellophane, only light o the same colour passes
through it. All the other colours are blocked.
Assessment
Have each group of children
report back on one experiment
and listen for accurate
explanations and conclusions.
ENVIRONMENTAL STUDIES
SCIENCE
Topic:
THE HUMAN BODY
Stage:
Key Features:
Learning Outcomes:
By the end of the topic children should know ……….
 Skeleton is made up of bones which give the body shape
 Bones protect the soft parts of the body
 Importance of joints, ligaments and muscles in the human body
 Identify the main organs of the human body
 Describe the broad functions of the organs
 Role of the heart
 Role of the lungs in breathing
 Process of digestion
 Excretion/waste removal
Level C
Knowledge and
Understanding
Skeleton is made up of bones
which give the body shape.
Bones in the skeleton have
special jobs. Skull, ribcage,
backbone . bones have red
marrow inside to make new
blood. Bones store minerals to
make the body work.
Understand importance of
joints, ligaments and muscles.
Muscles come in different shapes
for different jobs. Long muscles
move skeleton. Smooth muscles
line the blood vessels and
organs. Cardiac muscles form
the heart.
Tendons hold muscles to bones.
Nerves in the muscles take
messages to brain.
Skills/Strands
Pupil Activities
Assessment
Collecting Evidence
Examine models of The Human Body: Make a Skeleton.
Correctly assembled skeleton.
Collecting Evidence and
Evaluating

Discussion. Children can name the
main bones of the skeleton.


Recording
Collecting Evidence, Evaluating
and Recording
Collecting Evidence, Evaluating
and Reocrding








Why are bones hard? Chicken bone in vinegar in jar. Leave for
two weeks. Try to bend bone, what happened.
Match bones to put on body
Measure the long parts of arms and legs to find the longest
bones
Bones to skeleton using word box
Name the parts. Raw chicken leg, look at muscles. Find where
the muscles are attached to the bones. Pull on tendon. Does
bone move? Break bone open. What can be seen inside the
bone?
Feel the muscles in arm, leg, face and abdomen as you pull.
The muscles tighten then relax
Exercise to keep your muscles strong.
Colour the muscles in picture
Picture of people using muscles. Put “x” on muscles that are
pulling and “y” on muscles that are relaxed.
Look at tendons in the back of your hand. Wiggle fingers to see
them move. Feel the large tendon at back of ankle.
Worksheet distinguish by use of different colours, bones,
muscles and tendons
The main organs of the body and
their functions
Collecting Evidence, Recording
and Presenting


Draw round pupils on lengths of lining paper
Play a game of ‘Pin the Organ’ on the body. On the outline of
body, place shapes of the main organs for each body system
Ascertain through questions if
children understand the importance of
muscles, joints and ligament.
Children complete support sheets
correctly.
Completed worksheet . show
understanding.
Children can name the main organs
and place correctly on body outline.
Knowledge and
Understanding
The function of the heart
circulation of blood in arteries
and veins
Skills/Strands
Collecting Evidence, Recording
and Presenting
Pupil Activities

Make and add name labels and simple descriptions of
functions.
Display


Label diagram of heart
Children record how often heart beats in one minute when
sitting down
How often does heart beat in one minute after taking some
exercise
Mark graph recording heart rate before and after exercise
Discuss what happens to the heart
after exercise.
Through questioning, children
understand why by their responses.


Function of lungs and windpipe in
breathing process. Lungs
expand when air is taken in
importance of clean air.
Collecting Evidence, Interpreting
and Evaluating





Collecting Evidence, Presenting
Assessment





Look at diagram of the lungs
Experiment to show how lungs expand when air is taken in by
demonstrating with an old shower attachment for a bath and
two balloons
Blow down cut-off end of shower attachment, balloons expand,
stop blowing – balloons contract
Discuss why exhaust fumes, cigarette smoke and dust make
breathing difficult. Do lungs get MORE or LESS air if the
trachea, bronchi, and broncioles get clogged up with dirt.
Encourage children to describe how it feels when they have
difficulty in breathing and talk over ways in which to avoid dirty
air.
Experiment to find out how much air do lungs hold
Record results on bar chart
Children measure how big their chests are and compare their
chest sizes with their lung capacity results. What do they
notice?
Discuss with an asthmatic child what he/she has to do to control
the problem, how he/she uses an inhaler.
Design an anti-smoking poster
Each child can carry out practical task
Question display
Children show by responses an
understanding of results of graphs
display
Knowledge and
Understanding
The process of Feeding and
Digestion. Digestive system
converts the food we eat into
energy and nutrients needed for
body to function.
Skills/Strands
Collecting Evidence
Pupil Activities




Excretion/waste disposal
Importance of Kidneys
Collecting Evidence


Assessment
Children take bite of biscuit into mouth. What happens? Lips
and tongue rush around mouth – gullet and into stomach –
small intestine – large intestine
Have chart showing passage of food
Draw diagram of what happens during digestive process and
label the important parts of the digestive system.
Discuss how a healthy diet, especially one with enough fibre,
could help digestion.
Display
Discuss the importance of getting rid of waste from the body
Looking at chart of body and noting two different passageways.
Discussion
Display
Exemplar 1
SCIENCE TOPIC
Topic:
Energy
Stage:P7
Component:
Science
Key Features:
Properties and Uses of Energy
Energy and Forces
Levels C and D
Learning Outcomes:
By the end of the topic children should know…
Energy



That there are eight forms of energy
That they are called Heat, Light, Kinetic, Potential, Sound, Electrical, Chemical and Nuclear
That energy cannot be created or destroyed and is only transferred
Specific examples of energy transfer between Heat, Light, Potential, Sound, Chemical and Electrical

Heat






How to use and read a thermometer
That temperature and heat are not the same thing
That heat can flow by conduction, e.g. along a metal bar
That some materials are good conductors of heat and some are poor, e.g. steel is good, polystyrene is poor
That heat can travel by convection, e.g. hot air rising from a heater
That heat can travel by radiation, e.g. warming your hands at an electric fire.
Electricity and Magnetism











How to construct simple circuits from their symbols
A circuit can be used to transfer electrical energy to other forms e.g. buzzer : electrical – sound; bulb: electrical – light
The strength of current flowing through a bulb is indicated by its brightness
Current is measured in amps
How to use an ammeter to measure current flowing around the circuit
The scientific name for a battery is a ’cell’
The more cells the larger the voltage (push of charge)
Components in circuits have resistance to currents e.g. bulbs, buzzers, motors
The larger the resistance in a circuit the lower the current
How to describe the structure of a simple electro-magnet and apply this in order to construct one
How to give an example of an electro-magnet in everyday life e.g. door bell
Knowledge and
Understanding
Skills / Strands
Introduction to the eight forms of
energy.
Preparing for task
Transfer of energy.
Carrying out task
Pupil Activities
Introduction



Potential to Kinetic
Lead class discussion on the meaning of the word energy drawing on
pupil’s prior knowledge. Establish the correct terms for the eight
forms. Use flash cards to produce an illustrated list as reference for
further study.
Pupils complete a circus of experiments illustrating energy transfer.
At each activity the types of energy transferred are recorded.
Workcard details experiments:
Finger on desk. Kinetic to Heat.
Shaker. Kinetic to sound.
Twisted Rubber band. Potential to Kinetic.
Falling weight. Potential to Electrical.
Hand Generator. Kinetic to Light.
Class discussion to introduce the idea that all types of energy can be
transferred to any other type, if you have the correct equipment.
Along with the conservation of energy. i.e. The total amount of energy
in the universe is always the constant. We cannot create or destroy
energy, only change its form.
Preparing for task

Carrying out task


Class discussion of the concept cartoon on the model car. Define
types of energy transferred and prepare for investigation. e.g.
Number of turns against speed or distance travelled. Speed can be
time taken to travel fixed distance.
Clockwork car experiment.
Pupils carry out investigation and collect results in table and draw
graph or chart.
Assessment
Ability to list types.
Ability to apply names to new
situations.
Transfer activities has led to use
of key terms.
1. Energy transfer
2. Heat energy
3. Potential energy
4. Light energy
5. Sound energy
6. Kinetic Energy
Ability to choose variables to test.
Control of variables in a fair test.
Ability to construct suitable tables
and axes for line graph or bar
chart.
Knowledge and
Understanding
Properties and uses of energy.
Skills / Strands
Reviewing and
reporting
Knowledge and
understanding.
Preparing for tasks.
Reviewing and
reporting on tasks.
Properties and uses of energy.
Knowledge and
understanding.
Preparing for tasks.
Carrying out tasks.
Reviewing and
reporting on tasks.
Pupil Activities
Pool groups conclusions in whole class context.
Heat
2.1 How to use and read a thermometer.
 Familiarise the children with a thermometer and discuss its uses.
 Discuss how you would read and obtain information from a
thermometer.
 Talk about the scale and tell the children it is in degrees Celsius (°C).
 Emphasise return to starting point on scale before taking a second
reading. (They may have seen a doctor or nurse shake the
thermometer to do so.)
 In small groups measure the temperature in different places in and
around the school, e.g. the playground, different classrooms, hall,
office etc. and record findings in a table.
 Worksheet: 2.1
2.2 Distinguish between heat and temperature.
 Through discussion establish that temperature tells us how hot an
object is.
 In small groups, measure the temperature of warm water in a cup
and at regular intervals as it cools and record findings.
 Establish that the drop in temperature is due to the loss of heat
energy.
 Explain that temperature and heat are not the same thing, e.g. Pour a
cup of warm water into a bowl. Tell the children that this water has a
temperature and a certain amount of heat energy. Measure the
temperature of the water. Add another cup of water with exactly the
same temperature. Measure the temperature of the hot water in the
bowl now. The temperature should remain the same. However the
heat energy has now doubled.
Assessment
Pupils contribute to discussion.
Observe accurate reading of
thermometer.
Can children describe the
difference between heat and
temperature.
Observe children’s level of
participation in discussion.
Knowledge and
Understanding
Properties and uses of energy.
Properties and uses of energy.
Skills / Strands
Pupil Activities
Links with Functional
Writing.

Knowledge and
understanding.
Preparing for tasks.
Carrying out tasks.
Reviewing and
reporting on tasks.
2.3 Heat can flow by conduction.
 Through discussion establish that conduction is when heat energy
travels through materials.
 Tell children that heat energy always moves from hot objects to cold
objects.
 In small groups carry out various experiments to show conduction of
heat in a variety of materials, e.g. Stand a few rods of metal, plastic
and wood in a beaker. Smear a blob of vaseline on the end of each
rod and use this to stick a small bead on each blob. Carefully pour
hot water into the mug with the help of an adult. Watch the butter
and the bead. Which bead falls first? What does this tell you about
how well heat travels along the different materials.
 Further examples can be found in BBC Factfinders – Energy page
32, Flying Start Science – Heat page 22 & Background Science for
Primary Teachers – Energy page 23.
 Investigate conductivity in a variety of materials. Record whether
objects conduct heat or not.
 Children should write up experiments in a structured format.
Worksheet 2.3.
Knowledge and
understanding.
Preparing for tasks.
Carrying out tasks.
Reviewing and
reporting on tasks.
Children should write up the experiments in a structure format using
the worksheet guide 2.2
Assessment
Accuracy of Written work in
structured format.
Observation of correctly handling
materials.
Children to explain their findings
in their own words.
Level of participation during
experiments and discussion.
2.4 Some materials are good conductors of heat and some are poor.



Introduce the term “insulator” (bad conductor). Explain that an
insulator is a material which slows the loss of heat and keeps the
heat in and/or the cold out.
Discuss and make a list of insulators of heat used in the home, e.g.
clothing, bedding, lagging for pipes etc.
Identify uses of good conductors of heat used in the home,
Can children give examples orally
of good/poor insulators.
Knowledge and
Understanding
Skills / Strands
Pupil Activities
Assessment
e.g. metals in radiators, cooking utensils etc.


Properties and uses of energy.
Properties and uses of energy.
Knowledge and
understanding.
Preparing for tasks.
Carrying out tasks.
Reviewing and
reporting on tasks.
Knowledge and
understanding.
Preparing for tasks.
Carrying out tasks.
Reviewing and
reporting on tasks.
In small groups discuss, plan and carry out and investigation to find
out what materials will keep a container of hot water warm for the
longest time. Worksheet 2.4.
Children should write up experiments in a structured format.
2.5 Heat can travel by convection.
 Tell the children that convection is heat which travels in currents of
warm air or water.
 Establish that hot air rises, e.g. Hot air balloons. (Hot air balloons
could be made to demonstrate this).
 To demonstrate convection hold a spiral of paper over a heater
and/or tissue paper streamers tied to the end of a stick and held
above a heater.
 Further examples can be found in Essentials for Science – Energy
page 13, Science Experiments pages 48 & 49 and Background
Science for Primary Teachers – Energy page 23.
 Children should explain what is happening in each of these
experiments.
 Discuss how air currents circulate in a room. A labelled diagram can
be drawn to show this.
 Children should write up experiments in a structured format.
Worksheet 2.5.
2.6 Heat can travel by radiation.



Tell the children that radiation is heat which travels in rays through air
and space, e.g. The sun’s rays travel in straight lines called heat
rays. When the sunlight hits the earth its radiation is absorbed or
reflected.
Children to list examples of radiated heat in their homes, e.g.
radiator, cooker, electric fire etc.
Establish through discussion that darker surfaces absorb more
Accurate labelled diagram
showing how air circulates in a
room.
Observing children’s level of
participation during discussions
and experiments.
Children give examples of
radiated heat and describe best
conditions for radiation.
Knowledge and
Understanding
Skills / Strands
Pupil Activities




Construction of simple circuits
from their symbols
Transfer of electrical energy
Reviewing and
Reporting
Assessment
of the radiation and lighter surfaces reflect the radiation, e.g.
light or white clothes makes you feel cooler in summer as they
reflect heat rays.
Investigate the loss of heat from hot water through a brightly shining
can and through a dull black can. (Black can loses heat much faster
because it is a good radiator. Polished surfaces are poor radiators so
keep the water warm for longer). Worksheet 2.6.
Children should write up experiments in a structured format.
Tell the children that heat travels most quickly by rays – radiation.
Tell that heat rays are known as infra-red rays.
Discuss dangers and benefits of the sun’s rays.
The children will take responsibility, in groups, for planning and producing
a pictorial display to show that heat energy comes in three forms –
Conduction, Convection and Radiation.
Selection of appropriate
examples to depict heat energy.
Electricity and Magnetism
Identifying equipment – crocodile
clips, switch, bulb, buzzers
3.1 Revision of electrical equipment
 Question from already set-up circuit on equipment names
 Question on concept of circuit using key terms
Follow up – hold up flashcards showing terms, children to explain
concepts.
 Revise related symbols. Task: in pairs children to make up circuit
using symbols shown on workcard 3.1
Preparing for task
3.2 Electrical Energy
 Lead discussion on effects of electrical energy in home and outside
e.g. television, streetlights, and hairdryer. Individually
Key terms being explained
correctly – flow; energy; circuit;
voltage; conductor; battery and
cell.
Ability to create correct circuits –
peer assessment
Knowledge and
Understanding
Skills / Strands
Assessment
Pupil Activities
brainstorm further examples on worksheet 3.2

As class look at circuits. Select children to explain which energies
are being transferred within given circuits :
a) bulb b) buzzer c) motor
 Question children on any other effects within the circuits observed.
Carrying out task
Reviewing and
reporting

Establish these are 5 key energies. Introduce concept of ‘movement
energy’ being known as ‘kinetic’ energy.

Look at a battery. Question children on what is inside a battery to
create electricity. Identify term ‘chemical ‘ energy.

Return to brainstormed list on worksheet. Children to use a colour
coding system to identify different energies produced by electrical
items
Extension
Children create energy transfer diagrams :
Battery
Chemical -----------
Electrical
Brightness of bulbs indicate
strength of current
Preparing for the task
Lamp
light / heat
3.3 Series and Parallel Circuits
 Gather children around to observe different circuits :
a) simple 1 bulb circuit
b) series 2/3 bulbs
c) parallel 2/3 bulbs
Task for children to identify which circuit has the brightest shine from the
bulb.
Five forms of energy correctly
identified as –
1. Electrical
2. Light
3. Sound
4. Heat
5. Movement
Colour coding which provides
evidence of understanding
Children to correctly identify the
main energy changes, which
have taken, place, within chains
diagrams created.
Knowledge and
Understanding
Skills / Strands
Assessment
Pupil Activities
Teaching point – elicit from children through questioning that the brightest
bulb tells us that this is where the strongest current is flowing.
 Task – children to suggest /experiment how to increase current
(make bulbs shine brighter) in series and parallel circuits.
Adding more cells to the circuit

Preparing for task
Question children on why ‘brightness of bulb’ is not a completely
effective way of measuring electrical current. Encourage variety of
responses.
As class briefly brainstorm different measuring devices e.g.
Metre stick – length – m/cm
Scales – weight – kg/g
Watch – time – hrs/mins
Through discussion establish that electrical current can also be measured
accurately. Show children an ammeter.

Current is measured in amps
How to use an ammeter
Scientific name for a battery is a
cell
The more cells the larger the
voltage
Carrying out task

Focus children’s thoughts on the word ammeter and encourage
suggestions regarding what unit of measure is appropriate for an
electric current. Establish ‘amps’ as a unit of measure.
Qualitative not quantitative form
of measuring.
Ability to explain job of an
ammeter using terms amps and
current appropriately.
Model use of an ammeter within a basic circuit. Select children to
create different circuits and measure currents.
Develop discussion through questioning on how to increase
current within a circuit. Encourage variety of ideas.

If children suggest that adding batteries increase current
encourage them to consider why this is so.
Teaching point: A battery is made up of cells. A ‘push’ is needed in order
to get the electrons, which form the electrical current, moving this push
can be provided by a battery and is measured in volts. (After Allessandro
Volta’s first battery in 1794) The higher the voltage the larger the current.
Through questioning children’s
ability to explain concept of
increasing current.
Skills / Strands
Pupil Activities
Assessment
Knowledge and
Understanding

Children study range of batteries to identify their voltage.
Preparing for task
Children to plan how this information linking voltage and current could be
tested.
Carrying out task
Circuits available for testing with ammeter :
- single cell
- 3 cell battery
- 2 x 3 cell battery
Circuits to include bulb with switch
Reviewing and
Reporting
Recording of experiment to include:
- diagram with symbols
- voltage of batteries used in each circuit
- current flowing
Justified and clear planning
Accurate recording with
appropriate conclusions drawn
Gather together to share group results. Consolidate understanding from
previous sessions through oral discussion – to include concept of
increase in current.
Components in circuits have
resistance to currents
Preparing for task

Development
Ask for suggestions as to how to reduce current within circuits, apart from
reducing number of cells within circuit. Encourage variety of ideas.


Appropriate planning and carrying
out of test
Provide range of circuit equipment.
Task in groups:
- Write hypothesis (teach concept if necessary)
- Plan and conduct an experiment in order to investigate how
to reduce electrical current.
Gather groups together. Establish that something had to be added
to circuits including – light bulbs, motors, or buzzers.
Question to ascertain
understanding of resistance
Knowledge and
Understanding
Skills / Strands
Assessment
Pupil Activities
Using group recording sheets (pro forma section) establish which
component had the greatest resistance.
Carrying out task
 Lead discussion on reasons for reduction in current.
Teaching point: All these components slowed down, not stopped, the flow
of current in the circuits in order that they could be provided enough
energy to create light, movement or sound. Each component therefore
had some resistance to the currents.
The larger the resistance in a
circuit the lower the current
Reviewing and
Reporting

Revision of magnetism
Preparing for task
Magnetism
Children to use electrical equipment including ammeter, to create a
rule for the relationship between components with resistance and the
current within circuits.
Gather groups together. Select children to show their circuits and
explain the rule derived. Ensure rule within ‘Knowledge and
Understanding’ section is confirmed.

Magnetic field
- Unlike poles attract
- Like poles repel
Link between electricity and
magnetism
Preparing for task
As class use and observe magnets revise effects and related terms –
‘attract’ and ‘repel’
 Develop understanding of magnetic patterns, through use of paper
held over magnet and sprinkling of iron fillings – illustrating strength
nearest the ‘poles’
Children observe – use discussion to establish understanding.
(Workcard option, only if necessary)
Consolidation workcard ‘Magnetic Patterns’
Extension workcard ‘Making a Compass’

As class observes electrical circuit explain that wire carrying electrical
current produces a ‘magnetic field’. This field is weak therefore wire
needs to be wrapped around steel or iron many times. When current
passes through, a stronger magnetic field is created.
concept.
Appropriate planning, conducting
and recording of experiment.
Appropriate rule established and
explained
Knowledge and
Understanding
Skills / Strands
Pupil Activities

Electro-magnets in everyday life
Carrying out task
Workcard ‘ Electricity and Magnetism’ to act as consolidation of
teaching point.
 Class analysis of an electrical doorbell.
Dismantle bell, focusing children’s thoughts on identifying the
electro-magnet/ how does it ring?
Reinforce that movement is needed to make sound. Children to identify
other types of electro-magnets.
Listing and justifying:
- Speakers
- Bells
Buzzers
Making an electro-magnet
- Teacher illustrates/models
- Children in groups of 3 or 4 attempt workcard
- Write up task
Ability to make electro-magnets
from card – explaining
appropriately why the creation is
considered an electro -magnet
Workcard resource ‘Making an electromagnet’.
Reviewing and
Reporting
Assessment
ENVIRONMENTAL STUDIES
SCIENCE
Topic:
MATERIALS
Key Features:
Materials from Earth
Forces and their Effects
Level:
C and D
Learning Outcomes:
By the end of the topic children should know:
 Materials have specific properties, e.g. hard, strong, flexible, conductive, water resistant
 How to link the properties of materials to their every day uses
 How to classify materials into natural and manufactured
 The properties of some materials can change if we alter the shape, e.g. newspaper becomes more rigid if we roll it into a
tube
 The properties of some materials can change by adding liquid or heating, e.g. adding hot water to a jelly cube makes it
liquid, firing a clay pot makes it hard
 We can increase or reduce the effects of friction
 Certain structures withstand the effects of the earth’s gravity better than others
Knowledge and
Understanding
Local Buildings
Skills/Strands
Pupil Activities
Collecting evidence
Children sketch details of local buildings, paying particular attention
to the materials used. Sketch windows, walls, roof, chimneys,
doors, railings, etc. It would be too time-consuming and daunting to
sketch whole building so concentrate on specific features. Label
drawings. Discuss materials used and why? Can children name the
materials accurately e.g. do they know the difference between tiles
and slates or between stone and brick.
Choosing Materials
Assessment
Display children’s labelled sketches
and observe how wide and accurate
is their knowledge of materials.
A display of building materials would be useful for children to
examine.
Using Activity Support Sheet 1 help children ascertain
differences between natural and manufactured materials.
In groups children plan and conduct a survey of the materials
used in the school building. List these and their uses and in
groups sort into natural or manufactured
Set children an ongoing research task to find out the original
source of chosen materials, e.g. brick, slates, plastic rubber,
aluminium etc., using reference books and CD Rom.
Display vocabulary used, e.g. materials manufactured, synthetic,
natural.
Planning, collecting evidence.
Recording and presenting.
Interpreting and evaluating
Investigating Physical
Properties of Materials
Using Activity Support Sheet 2 to introduce the children to the
idea that materials have particular properties and we take
account of these in deciding how we use them. Display work
‘properties’ and continue to add to wordbank key vocabulary
from rest of topic.
Discuss survey plans with group to
ascertain if children can decide on a
sequence of tasks or procedures and
can propose methods for recording
their findings.
In using reference books and CD
Roms can children successfully
identify and select appropriate
sources of information and produce
facts they were looking for.
Knowledge and
Understanding
Skills/Strands
Pupil Activities
Assessment
In small groups children plan how they can investigate properties
of various materials.
Activity Support Sheets 3-7
(i)
hardness
(ii)
strength or rigidity
(iii)
insulating properties
(iv)
waterproof/absorbency
(v)
stability of material (with weight, water, heat etc.)
(vi)
change to properties by changing shape or state of
materials.
Allocate investigations to groups.
After discussion among themselves children should come up with
their own ideas for investigating materials. Before embarking on
the task they should discuss their ideas with the teacher.
Guidance should be given on need for
(i)
fair test
(ii)
practicalities and safety
(iii)
what and how they will measure
(iv)
collecting data and results
(v)
recording and presenting their findings
(vi)
part they each will play in team
the ‘I am a scientist’ Investigation Planning Sheet will help guide
children through the process.
It is not practical nor necessary for every group to carry out
each investigation. Concentrate in this activity on the process
of investigation rather than acquiring knowledge of materials.
Before starting go over all of the investigations with the whole
class so that they all have an understanding of the properties of
materials to be investigated.
Observation of children’s ideas and
implementation of investigation
Observation of presentation of the
results of investigation:
 oral report back
 graph.pie chart
 small frieze.
Review of ‘I am a scientist’ recording
sheets
Knowledge and
Understanding
Skills/Strands
Pupil Activities
Assessment
Similarly at the end of the investigations give children adequate time
to prepare a report on their findings. These should be (over a period
of days) presented to the whole class. It is important that the
teacher
a) reinforces the process of investigation e.g. fair tests; collecting
data and results
b) draws conclusions from the various investigations by listening
and questioning others.
Explaining what you have learned is a very powerful aid to learning
and memory.
Forces and Structures (Building
Strength and Stability)
Interpreting and evaluating.
Recording and presenting.
Collecting evidence.
To explore strength and stability get children to make a square from
4 art straws, joined at each corner with paper fasteners or with small
lengths of pipecleaner inserted into straws to make bends. Hold the
top and move the bottom. What happens? Add one or more straws
to make the structure rigid. (if using adhesive tape use small
quantities. If children use too much it is difficult to tell whether it is
the tape or structure that is creating strength and stability.) Make
different 2D shapes with straws and test if some shapes are more
stable/stronger than others? Children record their findings in a
manner of their choosing. They compare these with peers for
effectiveness.
Children fold 2 art straws into V-shapes and join them together at
folds with a length of straw to make a stepladder shape. When a
force is pushing down on this ladder what happens? How can we
make the structure more rigid? What features give strength and
stability? (resisting force to stop feet of ladder from slipping, such as
rubber stoppers on feet; connection between the parts of the ladder
to stop it opening too wide, cross-piece to stop rectangular frame
moving.)
Children demonstrate in the record of
their findings an understanding of
features that make structures stable
and strong.
Knowledge and
Understanding
Skills / Strands
Recording and presenting.
Interpreting and evaluating.
Forces and Structures
(Strength and Stability) cont’d.
Planning. Interpreting and
evaluating.
Planning. Collecting evidence.
Recording and presenting.
Interpreting and evaluating.
Collecting evidence.
Interpreting and evaluating.
Pupil Activities
Assessment
Look at DIY magazines, builders catalogues etc. and look at
different types of stepladders. Cut out and mount on paper.
Label to show features that make stepladders stable.
Children demonstrate an
understanding of features that make
structures stable and strong.
Children investigate which materials would be best attached to
bottom of step-ladder for creating friction on slippy surface.
Activity Support Sheet 8.
Children apply the knowledge of
structures to solving problems.
Using newspapers, rolled for rigidity, children in group make a
structure that is sufficiently strong and stable to withstand the
force of gravity. Activity Support Sheet 9.
Explore gravity further using Activity Support Sheets 10, 11 and
12. Children will have encountered some of these activities
earlier in the science programme. However, the concepts are
difficult to grasp and at an older age children will understand
them to a greater degree. The depth of the teacher questioning
should be more challenging than at an earlier stage and children
more accurate in carrying out and recording experiments.
After children have carried out experiments and watched
teacher demonstrations conclude that
 all objects no matter what their weight fall at the same
rate.
 the Earth pulls all objects towards its centre and this pull
is called the force of gravity.
 the force of gravity on an object is also called its weight.
 we measure the force of gravity in newtons.
Work on a square of cardboard placed on a table as a base.
Using a paper plate and 3 art straws support the plate (floor)
with the straw legs (columns) attached to the base, firstly with
columns vertical and then with
Observe children carry out
experiments. Listen to their
explanations of what is happening.
Listen at the answers given to
questions on worksheets.
Knowledge and
Understanding
Skills / Strands
Pupil Activities
columns sloping outwards (attach straws by making small bends
at ends and sticking down with tape). Push down gently on each
structure and see what children notice. Which is more stable?
Does it make a difference if you try to support a small tin of
food? What happens to tin if you lengthen or shorten the
columns. Children systematically record findings. Repeat the
above experiment exactly as above but in small tray of sand (of
reasonable depth) or in infant sand tray (you will not be able to
stick down columns to base). What can children deduce about
(a) widening of base (b) foundation material and how these would
relate to constructing a building. Can children find examples of
structures that are wider at base. Coat-stand in
staffroom?/Eiffel Tower/steeple.
Investigating Properties of
Materials – changing shape can
alter properties of materials
Using A4 size of cardboard, push sides together gently. The
card buckles. Children suggest ways of strengthening
(rolling/folding in half along length or breadth or folding into
concertina shape). Using simple push test decide which change
to shape makes cardboard most rigid. Glue a cardboard
concertina onto flat sheet of card. This is corrugated
cardboard. Show children manufactured examples. Look
through DIY catalogues for other examples of this method of
strengthening (corrugated plastic sheeting or iron).
Assessment
Children explain their results and
give reasons for what happened.
Observe children’s solutions to
strengthening materials.
ENVIRONMENTAL STUDIES
SCIENCE
Topic:
THE SOLAR SYSTEM
Key Features:
Level:
C and D
Earth in Space
On Planet Earth
Learning Outcomes:
By the end of the topic children should know:
 Our solar system is made up of the sun and its nine orbiting planets
 The relative sizes of the planets and their relative distances from the sun
 Planets nearer to the sun are warmer than earth and those further away are colder
 Space is vast
 The moon is a satellite of earth
 Stars are arranged in patterns or constellations
 We measure our day by the earth’s rotation over 24 hours which gives us day and night
 We measure our year by the earth’s 365 day orbit around the sun
 The tilt of the earth as it orbits around the sun is related to seasonal effects
 The length of shadows depends on time of day
 Space exploration has resulted in improvements in our lives
Knowledge and
Understanding
Our solar system is made up of
the sun and its nine orbiting
planets
Skills/Strands
Collecting evidence.
Collecting evidence. Planning.
Recording and presenting.
The relative sizes of the
planets and their relative
distances from the sun
Interpreting and evaluating.
Collecting evidence.
Interpreting and evaluating.
Recording and presenting.
Pupil Activities
To test children’s prior knowledge of planets, ask them to
brainstorm in small groups and write down everything they know.
Get them to differentiate between what they definitely know
(written in black) and what they ‘think they know’ (written in
another colour). Also write down things they don’t know but
would like to find out. Collate for class and add some important
ideas from the learning outcomes stated at beginning of topic if
these have been left out viz names of the nine planets.
In small groups children find out as many facts as they
can about an allocated planet using reference books,
Internet and CD ROM e.g. (Encarta). Allocate the sun
to one group for research. With their partners children
have to decide how they can present this information to
the class. Once they have their plan, they should
discuss with teacher before going ahead with their
presentation.
In the gym or playground choose children to represent each of
the planets and the sun. give each an identifying label. Two
children are given the task of measuring distances using a
surveyor’s tape. By doubling or trebling the centimetre distance
from the following table, we can give children a good visaul idea
of relative distance between planets. Standing in a straight line
children model distances of planets from the sun. (See
Teacher’s Notes).
To give children an understanding of comparative sizes of
planets, compare them to fruits and how these relate in size to
each other:
Mercury
Venus
Earth
Grape
Gooseberry
Strawberry
Assessment
Children can name the nine planets
in our solar system.
Children prepare a number of
flashcards each containing a fact
they have found out about their
planet. In turn, groups see if they
can allocate the correct fact to the
correct planet.
Knowledge and
Understanding
Skills/Strands
Pupil Activities
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Planets nearer to the sun are
warmer than earth and those
further away are colder
Interpreting and evaluating.
Recording and presenting.
Collecting evidence.
Assessment
Cherry
Watermelon
Melon
Grapefruit
Large Orange
Blackcurrant
Some children will not relate to these fruits so teacher
can use them as a gauge to collect spherical objects of
similar size viz beads, pin-pong ball, football, potato or
Plasticine. By doubling or trebling the scale, children
In discussion ascertain if children
understand that the sun is our main
source of heat and light.
can represent the planets on a frieze or 3D model.
Interpreting and evaluating.
The moon is a satellite of earth
Interpreting and evaluating.
Recording and presenting.
Ask children what energy forms we get from the sun (heat and light).
How do they know we get heat from the sun (feel it on skin etc.).
How could they prove that the heat comes from the sun? Fill a
number of labelled jars with water. Note temperature. On sunny
day stand in different locations in yard. Put one in full sunlight,
another in shade, another in partial shade etc. At the end of day,
measure temperatures. What can children conclude? What other
influences could have altered temperatures (wind, shelter, surface
jar was sitting on).
Establish that the sun is the source of heat for all planets; which will
be cooler than us and which warmer? Using reference books,
Internet and CD ROM, can a few children find out about
temperatures on other planets. Which planets are most likely to be
nearest to us in temperature?
In a darkened room, shine a torch onto a white football to show how
bright reflected light can be. Relate this to the amount of light from
the sun we can see reflected from
Question children.
Knowledge and
Understanding
Skills/Strands
Pupil Activities
the surface of the moon. (Children should know that the moon is
not a source of light, rather it reflects the sun’s light).
Working with a partner, one child (the earth) holds a
white football (the moon) at arm’s length in a darkened
room. Their partner moves some distance away and
shines the torch (the sun) in the direction of the earth.
Both keep looking at the moon as the child holding the
football slowly turns in a circle. They watch how some
of the moon is in shade due to the angle between the
earth (child holding ball), the moon (football) and torch
(sun). Children sketch the shapes of the moon that are
illuminated and compare these with the shapes of the
phases of the real moon. It is important that children
understand that the moon does not change shape; it is
always spherical and we see only those areas that are
illuminated.
Children make a sequencing game using cards to illustrate the
phases of the moon.
Take a strip of balsa wood or plastic about one metre long. At
one end, stick a hatpin with bead on end or cocktail stick with
bead-sized polystyrene ball to represent moon. At the other
end, use coathanger wire to pierce a tennis ball and pin onto
wood to represent earth. (Ball and bead can be stuck to either
end of metre stick – this works but will not be so effective).
Arrange this earth – moon system so that the moon (smaller
ball) is nearest to a light source representing the sun. now
observe the position of the moon’s shadow on a wall. Align the
earth, sun and moon until the shadow of the moon falls on the
earth’s surface. A person standing on that part of earth would
see a total eclipse of the sun. A
Assessment
Skills / Strands
Pupil Activities
Assessment
Knowledge and
Understanding
Person at the edges would see a partial eclipse. Now turn the
earth nearer the sun and try to represent an eclipse of the
moon.
N.B. A good strong source of light for this and other
activities is an old slide projector.
Stars are arranged in patterns
or constellations.
Interpreting and evaluating.
Recording and presenting.
Planning
We measure our day by the
earth’s rotation over 24 hours
which gives us day and night
Interpreting and evaluating.
Recording and presenting/
In discussion, establish that the stars are a light source and
although they are there night and day we cannot see them during
the daylight hours because of the sun’s light. Can children name
some of the star constellations? Do they understand that stars are
in specific patterns that seldom change? Using books, Internet or
CD ROM, can children identify and draw some constellations?
Can they transfer these in approximate scale to a large sheet of
black paper? Prick out star patterns and tape the paper to the
window.
Make simple ‘telescopes’ using cardboard tubes. Prick out star
constellations onto small cards that will fit over the end of the
tubes. Hold up to light and view or shine torch through and
view. Can children devise a game or quiz for constellation
recognition using these cards?
Using globes and torches, children model the rotation of the
earth to give a day. Mark Scotland on a globe with a small
bright sticker. Rotate globe in an anti-clockwise direction
when viewed from above north pole. Children observe the
sticker and note when it is in light and when in darkness. At
what period of the day is there partial light (dawn and dusk)?
Can they work out from which direction the sun rises and
where it sets? They should know that one rotation of the
earth takes 24 hours giving us night and day. Be clear about
vocabulary – the earth rotates on its axis. Get children to
record their findings in words and labelled diagrams. (Activity
Support Sheet 1).
Get children to repeat the activity but this time note some of
Using correct vocabulary, children
can explain to partner how we
measure our day.
Children complete support sheet
correctly.
Knowledge and
Understanding
Skills / Strands
Pupil Activities
Assessment
the Countries that are in darkness when it is daytime here. How
does this effect times around the world? How could children find
out about different time zones? (Discuss experiences of time
differences when going on holiday; talking to relatives who live in
other countries; using Internet sites of cities in other parts of
world.)
We measure our year by the
earth’s 365 day orbit around the
sun
Interpreting and evaluating.
Interpreting and evaluating.
Collecting evidence. Recording
and presenting.
The tilt of the earth as it orbits
around the sun is related to
seasonal effects.
Interpreting and evaluating.
Collecting evidence. Recording
and presenting.
To demonstrate the orbit of the earth around the sun, use a
globe and a lamp (torch is not suitable). Ask one child to hold
the globe and orbit it around the sun. As this happens, explain
that it takes 365 days for the earth to go round the sun and
as it orbits, the earth is rotating on its axis. Explain that
although the sun and stars seem to move across the sky it is in
fact us on earth that are moving. Let children try this activity
over a few days as it is a tricky concept for them to grasp and
continuous “hands on” may help them understand. Again be
clear about vocabulary – the earth orbits the sun.
Suspend a hoop from the ceiling with a ball suspended in the
centre to represent the sun. The hoop will represent the orbit
pattern of the earth. Get children to divide hoop into 12 equal
segments and in order label each with a month. Identify which
of the months we consider to be Summer (June to August),
Autumn (September to November), Winter (December to
February), Spring (March to May) and label on the hoop. Using
a table-tennis ball with a hook (metal or strong card) attached
to represent the earth, get children to orbit the earth, around
the sun and hang it onto the month of their birthday. Ask
them to research or name other significant events that happen
in this month.
Can children suggest why the globe is at a tilt on its stand?
Can they observe from the calibrated stand that the earth’s
tilt is 23.5 degrees?
Use a lamp to represent the sun. place the globe with
Scotland
Observation shows that children
can model the obit of the earth
around the sun and explain what is
happening.
Children should know in which
season their birthday falls and be
able to identify some of the
seasonal characteristics.
Knowledge and
Understanding
Skills / Strands
Pupil Activities
Assessment
Marked by a small sticker or Blu Tac about 2m away with its
tilt towards the sun. this is summer. Rotate the earth on its
axis to show day and night. What do children notice about the
lengths of the days and nights? (Activity Support Sheet 2.)
Now move earth one quarter around its orbit with the tilt pointing to
the side. This is the autumnal equinox. Rotate the earth on its
axis and compare lengths of night and day (they are the same).
Now move the earth one half of its orbit around the sun with its tilt
away from the sun. this is winter. Rotate the earth on its axis.
What do children notice about lengths of days and nights? Move
to last quarter of orbit. This is the spring equinox.
Planning.
Interpreting and evaluating.
Collecting evidence. Recording
and presenting.
The length of shadows depends
on time of day
How knowledge can be gained
by space exploration
Interpreting and evaluating.
Collecting evidence. Recording
and presenting. Planning.
Ask children how they could present this information to
another class. Working in groups, children plan their
presentation (e.g. mime, drawing, demonstration with globe
etc.). Before going ahead with their idea they discuss it with
the teacher. Explanation is one of the most powerful means of
learning and remembering.
Children can explain in a
presentation to others how the tilt
of the earth is related to seasons.
With children plan how they could investigate how shadows
move throughout the day. (See Investigation Sheet ‘Do
shadows change during the day? For information on how to
conduct this investigation).
In completing the Investigation
Planning Sheet ‘I am a Scientist’
children demonstrate an
understanding of investigation.
Draw shapes out of thin card and tape to window. Observe
change in location and shape of shadows throughout the day.
Pin large sheet of paper onto where shadow falls on the wall.
Draw around shadows and record time and location, using new
piece of paper each time. Repeat this activity throughout day.
With children discuss how you will record location of shadow,
e.g. distance from window etc.
Can children understand how a sundial works? Using card and a
pencil held vertically by Plasticine, make a sundial. Using the
information they have learned about shadows how will they
calibrate it? Test the accuracy of the sundial over a number
of days.
Children make sundials that work or
they can explain what went wrong.
Knowledge and
Skills / Strands
Pupil Activities
Assessment
Understanding
Children should know that space exploration makes a contribution
to our knowledge and understanding of the world we live in. can
they identify related technology that has improved the quality of
our lives? (Satellites, telephones, television transmissions,
weather satellites, taking pictures of cloud cover enabling more
accurate weather forecasting and detection of severe weather
patterns, ordnance survey). Use reference books, Internet and
CD ROMs on space exploration to research the benefits of space
exploration.
Space exploration is very costly. Should countries use the
money for other purposes and halt their space programme?
Debate.
Children exhibit knowledge and
understanding of space exploration
in their debate.
ENVIRONMENTAL STUDIES
Topic:
ELECTRICITY
Level:
D
Component :
Key features : FORCES AND THEIR EFFECTS
Learning outcomes :
By the end of the topic children should be able to………
 Know that static electricity can be caused by rubbing certain materials together
 Observe the effects of static electricity which is another source of electrical energy
 Construct a simple circuit and explain how it works
 Use a simple circuit to test if materials can conduct electricity
 That materials which allow electricity to pass through are called conductors (metals)
 That materials which do not let electricity pass through are called insulators (non-metals)
 Understand how to control the flow of electricity around a circuit by using a switch
 Recognise that switches come in many forms (button, knobs, rocker, multi-switch etc.)
 That mains supply and batteries are both sources of electrical energy
 Give examples of when electrical energy is changed to heat, light, sound and movement
 Construct and explain a circuit with bulbs in series
 Construct and explain a circuit with bulbs in parallel
 Give some examples of how these circuits apply in everyday life
 Wire a simple motor
 Display and understanding of the dangers of electricity
Knowledge and
Understanding
Forms and Sources of Energy
Skills / Strands
Collecting
evidence,recording,
presenting,
interpreting,
evaluating
Pupil Activities
1.





Properties and Uses of Energy
Recording, presenting
Static Electricity
Talk to the children about the discovery of static electricity or
set them a research task, to find out and report back. Set up a
variety of group tasks for children to discover the presence of
static electricity.
Try to stick a balloon to a wall, it will fall down, now rub it against
hair or woolly jumper. Try sticking it to a wall.
Turn a tap to get a thin flow of water. Rub a wooden spoon
against jumper then move it towards the flow water, what
happens? Now repeat with a plastic ruler, what happens?
Tear tissue or thin paper into very small pieces, hold a comb
above them. What happens? Now repeat above after combing
someone’s hair with comb.
All of the above activities should show that the items have
become charged with particles of static electricity causing the
reactions witnessed.
2. Sources of Electricity – Mains Supply
The Journey of Electricity
 Ask children to make back-track drawings to demonstrate how
they think electricity reaches their homes. Discuss ideas and
ensure all understand correct route i.e. power station – pylons –
sub-stations – underground cables – house/meter – sockets.
 Produce group posters/2d or 3d display showing the journey of
electricity.
Assessment
Can the children explain that
static electricity is a source of
electrical energy and describe
some of its effects and where
these can be found?
Check group work to assess
accurate understanding of
journey of electricity.
Knowledge and
Understanding
Conversion and Transfer of
Energy
Skills / Strands
Planning, recording,
presenting,
interpreting and
evaluating
Pupil Activities
3. The Wide Use of Electricity – Different Forms of Energy it
Produces.
 Discuss how electricity moves around our homes, wires from
meter, under floors, behind walls, above ceilings and then to
sockets. Emphasise the use of circuits i.e. component arranged in
a complete ring to enable it to work.
 Brainstorm the different electrical items in the home, school,
environment, industry etc. Make drawings of different settings
showing detail of wires, sockets etc.
 Discuss and identify the different types of energy produced by
electricity
 Set children the task of planning and producing a pictorial display
which will identify the different types of energy which
electricity produces: heat, light, sound and movement. They will
have to solve the difficulty of displaying items which produce
more than one kind of energy.
 Play Power Game use different themes e.g. leisure venues,
hospitals, shops, schools, transport, homes etc.
4. The Range of Different Energy Sources e.g. Fossil Fuels, Solar
Energy, Nuclear Energy, Hydro Power, Wind Power.
 Children organised in groups given task of researching one energy
source:
- create a group wall display
- produce information booklet/leaflet
- prepare and give short presentation to class
- presenting group ask audience questions at end of
presentation
 Teacher gives guidelines e.g. must contain:
- definition of energy source
- explain whether renewable/non-renewable
- advantages/disadvantages of source
Assessment
Observe children’s confidence
in naming items which
demonstrate the conversion
from electrical energy to heat,
light, sound and movement
Observation Peer Assessment
of match to criteria
Knowledge and
Understanding
Skills / Strands
Collecting evidence,
planning, recording,
presenting,
interpreting,
evaluating
Pupil Activities


Assessment
Teacher led follow-up discussion/questioning on the key aspects
of the different sources of energy
Children complete quiz on knowledge of different sources
5. Simple Circuits
 Do circuit role play activity.
 Have children name and identify the different components
needed to connect a circuit, using the knowledge gained from role
play
 Gather equipment and connect circuit
 Introduce the children to using wire (if crocleads have been used
earlier) and teach how to strip plastic insulation to reveal bare
wire which will be attached to the components in a circle.
 Make labelled drawing of the circuit
 Introduce circuit symbols for simple circuit only. Draw a circuit
diagram for the simple circuit. Emphasise the difference
between drawings and diagrams.
Observe children connecting a
circuit and have them describe
the steps they are taking and
why.
6. Conductors and Insulators. Explain to children that some
materials will allow electricity to flow through them – these are
conductors, while insulators will not let the electricity flow.
 Connect a simple circuit, disconnect leaving a gap, add third wire,
children bridge gap with different materials to elicit whether
conductor or insulator
 Encourage prediction first
 Children plan how they will record and display results
 Write up the experiment in a structured format
 Identify in everyday situations where conductors and insulators
are important
Can children list items which
will and will not conduct
electricity and conclude that
conductors are metals whilst
insulators are non-metals.
Knowledge and
Understanding
Skills / Strands
Pupil Activities
7. Switched On. Discuss with children the function of a switch and
why we need one i.e. to control the electricity and conserve
resources.
 Examine a variety of commercially produced switches e.g. rocker,
reed etc. and add these into simple circuits
 Discuss the wide variety of different switches which we use
regularly e.g. dimmer, light sensitive for street lights, pressure
switches, kettle switch. If possible, set up a display where
children can bring in a variety of switches for examination and
discussion
 With given materials e.g. cardboard, tinfoil, drawing pins, brass
fasteners, corriflute, clothes peg. Challenge children to design
and make a switch to control a simple circuit.
Assessment
Can children demonstrate and
explain how their switch works?
8. Investigation. Introduce the children to resistance wire as
Special wire. In pairs children should plan how they will
investigate if the length of resistance wire used in a circuit
affects the brightness of the bulb. The Investigation Topic sheet
will explain this activity fully. At this stage children should plan,
either independently or in pairs, how they will carry out the
investigation and how they will measure and record their
findings. Use the Investigation Planning Sheet.
9. Series and Parallel Circuits. In small groups set children the
task of connecting three bulbs and a battery in different ways
and observe any difference in how they work. Observe children
and look for examples of series and parallel connections. Draw
class together to look at someone’s example of a series circuit.
Go over the main points of connection. Draw attention to an
example of a parallel circuit or show one connected earlier by
self. Now compare the brightness of the bulbs and what
happens when one bulb is unscrewed in either circuit.
Can children explain the
differences between series and
parallel circuits?
Knowledge and
Understanding
Skills / Strands
Pupil Activities


Assessment
Make annotated drawings of the series and parallel circuits
Discuss with children the use of series and parallel circuits in
everyday life e.g. Christmas tree lights – series, street lights –
parallel.
10. Circuit Training. Give children opportunities to connect a
variety of different circuits: simple, series, parallel, with
switches, motors, buzzers.
Recording, Presenting,
Interpreting
Interpreting,
Evaluating, Planning,
Recording, Presenting
11. Circuit Symbols.
 Introduce children to further electrical symbols, match and
identify symbols to components
 Connect a variety of circuits and make diagrams of these
 Connect circuits from given diagrams
Use peer assessment to
evaluate the children’s accuracy
of connecting circuits from
given diagrams.
12. Electrical Safety. Through discussion and watching safety
videos, Power House and Flashback, ensure children have a clear
understanding of the possible dangers of electricity. Scottish
Power produce a wide range of videos (sometimes free)
 Prepare posters and leaflets
 Plan a presentation to other pupils on safety issues surrounding
the use of electricity.
13. Model Making with Circuits.
 Discuss/brainstorm the different models which could be made
 In small groups children draw diagrams/plans of model – detailing
the components they will need
 Make models
 Present completed models and plans to an organised audience and
explain how they work
Have children demonstrate and
explain how their model works?
Knowledge and
Understanding
Skills / Strands
Pupil Activities
14. Saving Energy.
 Discuss why we need to save energy
- costs
- shortage of resources
 Discuss how we measure the amount of electricity we use
- meters
 Locate school meter – take reading (with Janitor’s help)
 Plan and investigation to determine if electricity is being wasted
in school
 Having identified wastage ‘hot spots’, plan and implement a
campaign to encourage teachers and pupils to conserve energy
- posters
- jingles/raps at assemblies
- leaflets etc.
Assessment