Primary Curriculum
Support Programme
foghlaim agus forbairt
School Development
Planning Support
Curriculum Planning Template for drafting
a Whole School Plan for
Science
Scoil Chríost Rí,
Caherdavin,
Limerick.
G/01/06
AN ROINN
OIDEACHAIS
AGUS
EOLAÍOCHTA
DEPARTMENT OF
EDUCATION
AND SCIENCE
SCIENCE PLAN
Introductory Statement.
This Science plan was formulated on the 16th October, 2006 and reviewed in February 2010. All
of the staff of Scoil Chríost Rí were involved in formulating our Science plan. It is for the
information of our Teachers and others involved in the education process, i.e. our Board of
Management, our Parents, the Department of Education and Science and other interested bodies
in our school community. Scoil Chríost Rí is a surburban school on the northside of Limerick
city. Situated nearby are U.L., Limerick Institute of Technology, the river Shannon, Westfields
bird sanctuary, Cratloe woods, Ardnacrusha and slightly further afield is Curraghchase forest
park. Our classes range from Junior infants to sixth class.
Rationale.
We focused on this area of planning to ensure that the revised guidelines for science would be
introduced to the children of Scoil Chríost Rí in an organized and coherent manner. The plan
will help the teachers in their planning, teaching and reporting. It will also provide the boys with
opportunities to develop skills and understanding of the concepts as outlined in the new science
curriculum.
1
Vision and Aims.
a)
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To help the boys to work scientifically.
To develop a broad range of skills.
To cultivate positive attitude towards science.
To acquire knowledge about biological, chemical and physical concepts.
b)
We endorse the aims of the Primary School curriculum for science.
The aims of science education are:
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To develop knowledge and understanding of scientific and technological concepts
through the exploration of human nature and physical aspects of the environment.
To develop a scientific approach to problem solving which emphasizes understanding
and constructive thinking.
To encourage the child to think, explore, develop and apply scientific ideas and concepts
through “designing and making” activities.
To foster the child’s natural curiosity, so encouraging independent enquiry and creative
action.
To help the child to appreciate the contribution of science and technology to the social,
economic and cultural dimensions of society.
To cultivate an appreciation of and respect for the diversity of living and non-living
things, their interdependence and interactions.
To encourage the child to behave responsibly, to protect, improve and cherish the
environment and to become involved in the identification, discussion, resolution and
avoidance of environmental problems.
To enable the child to communicate ideas, present work and report findings using a
variety of media.
To encourage a fun rivalry amongst the children e.g. Who can grow the tallest sunflower?
Who can find and identify most mini-beasts?
2
Additional Aims (Local).
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To further develop our Memorial School Garden.
To encourage the boys to grow vegetables and flowers at home.
To visit and explore local scientific and natural sites E.G. Westfields Bird Sanctuary,
Curraghchase Forest Park, “Pats Bog”, The Cratloe Woods, Ardnacrusha Power Station,
University of Limerick and Limerick Institute of Technology.
To identify the trees (particularly the indigenous species) along with their seeds, leaves,
etc. and to be able to recognize and name the flora of the surrounding area.
To encourage the boys to grow their own trees e.g. Horse chestnut, Oak, Ash, Sycamore,
Hazel, Maple, Beech, etc and their own flowers e.g.. Daffodils, Tulips, Hyacinths,
Sunflowers, etc from seeds and bulbs.
To highlight an awareness of science through National Science Week.
To encourage children to visit science exhibitions at Limerick Institute of Technology
and in the University of Limerick.
To encourage the boys to be creative through the use of KNEX (L.I.T. initiative), Lego
and Meccano, etc.
To help the boys develop a scientific curiosity in and an understanding of the things we
use every day in our lives e.g. Mobile phones, Vacuum cleaners, Ballpoint pens,
Computers, etc.
To give the boys plenty of “hands on” knowledge by working with magnets, mirrors,
circuits, batteries, gears, seeds, prisms, torches, etc.
To promote and encourage an interest in science through events like Science Week.
3
CURRICULUM PLANNING
Science Programme.
Strands and Strand Units (Science Curriculum P.20 – 92) contains the content and objectives for
each of the four class levels, i.e.
1) Infants, 2) First and Second, 3) Third and Fourth, and 4) Fifth and Sixth.
All Strands of the curriculum will be covered each year, taking two years to cover the content
and objectives for each level – odd / even year system. Content objectives have been selected at
each of the four levels in a way that will ensure appropriate development through all classes (odd
/ even years).
Children’s Ideas.
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We will use children’s ideas and prior knowledge as a starting point for all scientific
activities e.g. brainstorming.
By questioning we can find out what children know already.
Children can pose their own questions; in pairs, in groups, in whole class situations.
Children’s ideas may be modified when challenged by their peers and by the teacher.
Recognize that some boys may have a particular interest in a scientific concept / lesson
and this should be encouraged and praised.
Practical Investigations.
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Practical investigations will be encouraged in all classes.
We will ensure that there is differentiation during investigations by allocating jobs to
different boys within each group and by using a wide variety of resources and materials.
We will arrange opportunities for children to engage in free exploration of materials by
providing the resources.
We will try to get the boys to link the lessons with everyday situations and scientific
concepts.
Children will be made aware of the important concept of a “Fair Test” by the teacher
asking appropriate questions, through discussion and by changing the variables.
4
Classroom Management.
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The teacher will use a variety of approaches and methodologies ( including the direct
approach).
The boys will work in a variety of situations; whole class, small groups, in pairs and
individually.
The teacher will vary roles regularly – Leader, Recorder, etc.
Children will be encouraged to work collaboratively and in co-operation NB.
Children will have easy access to the necessary materials / s but can sometimes provide
their own.
The boys will have plenty of opportunity where appropriate to share their ideas and to
communicate their findings through feedback and discussion.
The boys will occasionally have the opportunity to display models, projects and other
work to others, sometimes on our website – scoilchriostricaherdavin@scoilnet.ie.
Key Methodologies.
Science will be taught in Scoil Chríost Rí using the key methodologies that underpin the Primary
Curriculum, i.e.
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Active learning.
Using the environment.
Guided and discovery learning.
Free exploration of materials.
Acknowledging the importance of the “spiral” nature of the curriculum.
Learning through language.
Differentiation – we will adapt activities so that they will be suitable for all children in
the classroom.
Using the environment.
The local environment around Caherdavin should be utilized wherever possible when studying
plants, animals, birds, mini-beasts, etc. We are fortunate to have some highly valuable resources
on our doorstep e.g. The School Garden, “Pat Millane’s Bog”, Parish Field Hedgerow,
Westfields Wildlife Sanctuary, Cratloe Woods, Curraghchase Forest Park, The Shannon Estuary,
5
Aughinish Nature Trail, Buttercup Farm, Ardnacrusha Power Station, etc. We will use the green
flag project to heighten the children’s awareness of environmental issues. We will bring outside
experts such as Geoff Hunt (Author of Limerick’s Nature Walks) and the local wildlife officer to
the school to talk to the boys on environmental and wildlife issues. Children will be encouraged
to get “involved in Science” through events such as National Tree Day, Science Week, KNEX
Challenge and through visits to L.I.T. and U.L.
Balance between Knowledge and skills.
The Staff of Scoil Chríost Rí acknowledge the importance of having a balance between
knowledge and skills when delivering the science curriculum. The skills will be developed
through the four class levels, See curriculum statement.
Infants
P20, 21.
1st and 2nd
P36 – 38.
3rd and 4th
P55, 56.
5th and 6th
P78 – 80.
These will include; questioning, observing, predicting, investigating and experimenting,
estimating and measuring, analyzing, recording and communicating.
The boys will also be given opportunities on various occasions to design and make models
within specific Strand units. The skills are 1) Exploring, 2) Planning, 3) Making and 4)
Evaluating. e.g. Younger boys will experiment with plasticine, straws, magnets, lollipops, sticks,
etc. Middle and senior classes will design and construct using the KNEX challenges (L.I.T.)
cardboard construction, straw construction, Lego, etc.
These skills of designing and constructing will be developed through all four class levels.
6
Assessment.
The following are some of the assessment tools that the teachers in Scoil Chríost Rí will use to
monitor the progress of the boys in the area of science.
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Teacher observation.
Teacher designed tasks and tests.
Work samples, drawings, etc.
Oral, written and pictorial accounts of experiments.
Graphs and photographs of work.
Children with Different needs.
In Scoil Chríost Rí we aim to ensure that while working on scientific activities in the classroom,
all of the children are included. Our teachers will support and ensure that those children of
different abilities and those with special needs always participate fully through using a variety of
differentiating strategies. These include differentiation by:
a)
b)
c)
d)
e)
f)
Learning objectives.
Grouping.
Task
Support.
Pace.
Style of teaching.
Learning support resource teachers / SNAs will sometimes be called upon to collaborate with
and support class teachers in some scientific activities.
7
ORGANISATION.
Timetable.
The amount of class time for science as part of the S.E.S.E. programme in Scoil Chríost Rí
adheres to the timetable guidelines as outlined in the curriculum statement. (Curriculum na
Bunscoile Ich 10). Teachers will also make use of the discretionary time in their timetables to
teach science when necessary.
We also participate in specific science projects during the school year e.g. Tree Week (October),
Science Week (November), Energy Saving Awareness as well as other Green Flag Initiatives and
field trips / School tours to Westfields Bird Sanctuary, Curraghchase Forest Park, Ardnacrusha
Power Station, Cratloe Woods and the KNEX challenge in Limerick Institute of Technology.
Resources and Equipment.
These are stored in our computer room (Room 9) equipment and resources must be returned to
the storage are immediately after use.
Science Kits:
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Magnetism.
Light.
Electricity.
Heat / Air / Water.
Sound.
Forces and motion.
The Body.
Materials Pack.
Science Core Kit.
Others:
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Periscope.
Microscope.
Environmental Work cards.
Bathroom Scales.
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Video / DVDs / CD Roms.
“Eyewitness Videos”
“The Human Body”
“Hearing”
“Sight”
“Monsters”
“Amphibians”
“Birds”
“Dinosaurs”
“Mammals”
“Mountains”
“Natural Disasters”
“Oceans”
“Plants”
“Reptiles”
“Rock and Minerals” “Skeleton”
“Weather”
“HB Animal Trail” – “Aquatic Animals”
“Agriculture” – “Cool or what?”
“Green Schools”
“Bright Sparks”
“Grand Canyon”
“Tea”
“Farming”
“Investigator Alligator” –“”Electricity” & “ How materials change”
“Concern: A struggle for survival”
“Electricity Safety Programme”
9
“Volcanoes”
I.C.T. Resources in Scoil Chríost Rí suitable for linking with Science
Curriculum.
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Each classroom has a modern P.C. (2009) with internet access and a printer (2009).
Digital Camera.
Interactive whiteboards currently in 6 of our 9 classrooms with a fixed digital projector in
the other three (with the view to upgrading those to IWB standard as soon as possible).
Mobile digital projector and screen.
Computer lab with 10 P.C.s, all with internet access along with colour and B/W printers.
We will soon (March 2010) be launching our new school website on which the boys will
occasionally publish their science work / projects. Website:
scoilchriostricaherdavin.scoilnet.ie.
Local Flora and Fauna.
Trees (nearby)
Birds (nearby)
Common Ash
Rook
Mountain Ash
Hooded Crow
Alder
Magpie
Holly
Jackdaw
Eucalyptus (gum)
Willy Wagtail (grey wagtail)
Lime
Robin
Sycamore
Thrush
Mable
Wren
Cherry
Pigeon (dove)
Birch
Chaffinch
Weeping Willow
Blue Tit
10
Whitethorn
Green Tit
Elder
Greenfinch
Hazel
Blackbird
Beech
Seagull
Cypress
Swan
Horsechestnut
Mallard (wild duck)
Scots pine
Heron
Ivy
Moochen
Spruce / Fir
Cormorant
Laburnum
Palm
Japanese Tree
Pine
Chilean Pine
Our Memorial Garden 1916 – 2006
Fruit Trees – Apple, Sweet Cherry, Pear.
Other Trees – Larch, Oak, Beech.
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Text Books
Textbooks currently being used in some classrooms in conjunction with the curriculum and
Teacher Guidelines Handbooks:
Infants:
Earthlinks.
All around me.
What a wonderful world.
Window on the world.
First & Second:
Earthlinks.
Window on the world.
Science Quest 2.
Third & Fourth:
Science Quest 3.
Earthlinks 4.
Fifth & Sixth:
Science Quest 6.
We also have a wide variety of science related books in our “Treacy Liabrary” which are always
available to the teachers and boys.
SAFETY
During all science activities (Practical work), our teachers are aware of the safety implicates of
any investigative work being carried out. At the beginning of each school year parents must sign
a permission slip to allow participation on all school trips. (However parents may withdraw their
children from specific trips if so desired).
Primary science activities should not involve the use of chemicals or other hazardous materials.
Safety permeates all aspects of the teaching of science and children are always encouraged to
observe safety procedures during scientific tasks. When teaching particular areas of science e.g.
Electricity, Heat etc. our teachers will be VERY STRICT as regards safety procedures.
12
Homework.
The decision to give science homework to the children is totally at the discretion of the class
teacher. However we agree that thought should be given to the fact that this homework should
include any element of the “active learning approach” (i.e. the child discovers something actively
rather than read it from a book) as advised in the Curriculum Statement.
Individual Teachers Planning & Reporting.
Our plan for science and the Curriculum documents will help, inform and guide the Teachers of
Scoil Chríost Rí in their long/short term planning. Each Teacher will fill out a Cuntas Míosúil at
the end of the school month. His will then be forwarded to the principal. It will be useful in
evaluating the value of the plan and in assessing the development of skills and knowledge of
science in the children of Scoil Chríost Rí.
Staff Development.
Our staff will attend all in-service and planning days provided by the DES. They will also be
encouraged and facilitated to attend science related courses in the Limerick Education Centre etc.
during the school year. They will be informed about new resources and equiptment purchased
by the school relating to science.
All summer courses (incl. those relating to science) are circulated to the staff as information on
same becomes available.
Parental Involvement.
The staff of Scoil Chríost Ri appreciate and acknowledge that our parent body is the primary
educator of the boys and therefore have a vital role to play in the scientific education of their
children. This plan and the Curriculum documents are available to parents in order to inform
them of our science programme. Parents will be kept up to date of any science related events
occurring in Scoil Chríost Rí e.g. School trips, projects, workshops, exhibitions, etc.
They will be invited to participate and help out occasionally in field trips e.g. Westfields,
Ardnacrusha, Curraghchase, Buttercup Farm, Kilcornan Farm, L.I.T., etc. The boys will be
encouraged to involve their parents whenever possible if carrying out investigatory / project /
homework, relating to science.
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Community Links.
Scoil Chríost Rí encourages and promotes field trips etc. in order to consolidate relevant science
topics. We will invite people like Geoff Hunt and others with scientific / environmental
expertise e.g. Green Flag Co-Ordinators, to visit Scoil Chríost Rí to talk with and inform both
children and staff.
Success Criteria.
The success of this science plan will be evaluated using these criteria.
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Is the Teacher planning / reporting reflecting this plan?
Are the procedures for fieldwork / safety being followed?
Are our current resources sufficient and being used efficiently and fully?
Have the boys got a good grasp of the scientific concepts being taught?
Have the boys started to develop their scientific skills?
Are there visible signs of practical scientific activities in the classroom?
Implementation.
a) Roles and responsibilities.
This plan will be supported, developed and implemented by all the staff members of Scoil
Chríost Rí. The principal and relevant special duties post holder(s) will co-ordinate the
progress of the plan and take feedback from the other teachers on its implementation.
b) Timeframe
This reviewed (Feb 2010) science plan will again be re-assessed at the end of 2015 or earlier
if required. It will be ratified by the Board of Management.
Ratification on
Date: _____________________________________
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Infants – Odd Years
Term
Autumn
Strand Unit
Myself
Caring for my
Locality
Winter/Spring
Summer
Magnetism and
Electricity
Properties and
Characteristics
Of materials.
Content
Curriculum
Body –
Page 24
Similarities/differences
Body – changes as we
grow.
Observe and
appreciate attributes of
our locality.
Develop a sense of
responsibility for its
care.
Implement simple
strategies for its
improvement and care.
Purposeful play with
Page 26
magnets to observe
effect.
Use of electricity at
home/school.
26
Dangers of electricity.
Investigate the effects
of pushing and pulling
of various objects.
Investigate and
compare a variety of
materials, e.g water,
metal….
Identify uses for these
materials.
Grouping of these
materials according to
different criteria.
Observe floating and
sinking of objects.
15
Page 27
Teacher
Guidelines
Page118
121
Page 38,
108,109,
36,138
Page 124
Infants – Even Years
Term
Strand Unit
Content
Curriculum
Autumn
Plants &
animals
Page 24
Winter/Spring
Light
Investigate living
things in various
habitats, e.g.
trees, ponds…
Investigate parts
of living things,
e.g. flower, stem,
leaf… Observe
growth and
change of living
things.
Explore
conditions of
change – need
for growth, etc.
Explore seasonal
change.
Identify and
name items in
relation to
colour.
Explore various
colours and
group objects
accordingly.
Explore shadow
and colour in our
natural
environmental.
Explore sound
and difference of
sound, high/low
etc.
Explore making
sound –
percussion.
Sound
16
Teacher
Guidelines
Pages 26, 62, 64,
66, 68, 70, 78,
82, 84.
Page 25
Page 90
25
Term
Strand Unit
Content
Summer
Heat
Investigate
Page 25
hot/cold through
our
weather/bodies.
Explore how to
maintain
heat/cold.
Observe the
Page 27
effects of water
on
objects/materials.
Observe the
effects of
heating/cooling
Objects/materials.
Materials and
change
17
Curriculum
Teacher
Guidelines
Page 124
1st and 2nd – Odd Years
Term
Strand Unit
Content
Curriculum
Autumn
Myself
Body – identity
external parts.
Locate sense and
link to body
parts.
Measure body
changes and
identify
requirements
needed for
growth.
Identify and
discuss the basic
elements – air,
soil, water, etc.
Introduce codependence, e.g.
food chain.
Pollution –
causes and
prevention.
Purposeful play
with magnets –
Observe
attraction to
different
materials.
Observe
attraction
through different
materials, water,
card, etc.
Static electricity
Uses/dangers of
electricity at
home/school.
Page 41
Caring for my
locality
Winter/Spring
Magnetism and
Electricity
18
Teacher
Guidelines
Page 121
Page 48
Page 44-45
Page 106
99
Term
Strand Unit
Content
Winter/Spring
Forces
Summer
Properties and
characteristics
of materials
Investigate
pushing and
pulling of
various objects.
Pushing power of
air/water –
current, wind.
Floating/sinking
of objects in
various
substances.
Friction of
surfaces –
observe rolling
distances.
Investigate
Page 46
materials and
their uses in our
surroundings.
Grouping
materials under
different criteria
– include
magnetism,
absorbency, etc.
Investigate the
uses of these
materials in
construction.
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Curriculum
Teacher
Guidelines
136,138
Page 126
1st and 2nd – Even Years
Term
Strand Unit
Content
Curriculum
Autumn
Plants and
animals
Investigate living
things in various
habitats.
Investigate parts
of living things.
Grouping living
things by
characteristics,
e.g. migration.
Explore the
conditions
needed for
growth and
change, e.g. heat,
light,.
Explore life
cycles of plants
and animals.
Page 42
Winter/Spring
Light
Explore sources
Page 43
and importance
of light.
Observe
transparency of
materials to light.
Importance of
the sun forlight,
heat.
Learn dangers of
the sun, eyes,
skin, etc.
Investigate
various sounds
and how to make
these sounds.
Develop
percussion
instruments.
Sound
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Teacher
Guidelines
Page 48, 62, 64,
68, 70, 73, 78,
80, 82
Page 38, 108,
109, 136, 138
Term
Strand Unit
Content
Curriculum
Summer
Heat
Explore various
sources of heat;
sun, fire,
radiator.
Investigate how
to measure heat.
Measure and
compare
temperatures.
Observe effects
of
heating/cooling
solides and
liquids.
Explore how to
maintain
temperature.
Mixing materials
and the effects,
e.g. paint.
Page 44
Materials and
change
21
Teacher
Guidelines
Page 125,126
3rd and 4th – Odd Years
Term
Strand Unit
Content
Autumn
Human Life
Body – name
Page 61
external and
internal organs.
Discuss need for
balanced diet.
Examine the
breathing system,
lungs, smoking.
Examine the
skeletal system,
muscles, bones,
joints.
Observe, discuss Page 68
and record
elements of our
local
environment.
Renewable/nonrenewable
resources.
Conservation of
our environment.
Environmental
Awareness
Caring for the
environment
Winter/Spring
Magnetism and
Electricity
Curriculum
Implementing
Page 68,70
anti-pollution
schemes.
Identify issues
and
responsibilities
through debate /
action
Push/pull effects- Page 64
terms
attract/repel are
introduced.
Classification
into
magnetic/nonmagnetic.
Link magnets to
the compass.
22
Teacher
Guidelines
Page 119,122
Page 102-103
Term
Strand Unit
Content
Winter/Spring
Magnetism and
Electricity
Static electricity
Uses/dangers of
electricity at
home/school.
Construction of
simple circuits.
Identify
conductors/insulators.
Movement of objects.
Push, pull/stretch,
Page 65
Pulley, roll…
Slowing moving
objects due to
friction, e.g. ball on
carpet.
Investigate gravity.
Levers-designing
levers, see-saw.
Floating/sinking of
objects.
Investigate properties Page 66
of various materials.
Discuss solids,
Liquids and gasses.
Raw V. manufactured
materials.
Grouping of
materials under
specific criteria,
include
insulators/conductor,
Magnetic,
absorbency.
Discuss uses of these
materials in
construction.
Forces
Summer
Properties and
Characteristics
of materials.
Curriculum
23
Teacher
Guidelines
Page 112, 114,
136,
Page 127
Rang 3 and 4 - Even Years
Term
Strand Unit
Content
Curriculum
Autumn
Plants and
Animals
Investigate living
things in various
habitats.
Explore conditions
of growth and how
animals adapt to
environments.
Uses of keys in the
identification of
species.
Explore food
chains and life
cycles.
Explore technology
in the everyday
context.
Identify the
positive/negative
effects of
technology on our
environment.
Light as a form of
energy, explore
transparency of
materials.
Explore natural and
artificial light.
Observe the light
spectrum.
Observe reflection
of light.
Identify the
importance/dangers
of the sun.
Sound as a form of
energy.
Creation of sound
through vibration.
How sound travels
through materials.
24
Page 62
Science and the
Environment.
Winter/Spring
Light
Sound
Teacher
Guidelines
Page 48, 62, 64,
68, 70, 73, 78.
Page 80, 82, 85.
Page 69
Page 63
Page 63
Page 94
Term
Strand Unit
Content
Summer
Heat
Use of thermometer. Page 64
Explore heat
transfer.
Uses of heat in the
home – energy
saving…
Significance/dangers
of the sun’s heat.
Effects of
Page 66
heating/cooling on
solids, liquids and
gases.
Conductors and
insulators of change.
Mixing and
separating of
materials.
Testing of materials
under different
criteria, e.g. use of
water, forces.
Materials and
change
Curriculum
25
Teacher
Guidelines
Page 127.
Rang 5 and 6 – Odd Years
Term
Strand Unit
Content
Curriculum
Autumn
Human Life
Body identify structure of
internal and external organs.
Discuss need for a balanced
diet – food pyramid.
The breathing system.
Effects of smoking
Immune system – protecting
our bodies.
Observe, discuss and record
elements of our local
environment.
Renewable/non-renewable
resources.
Conservation of our
environment.
Implementing anti-pollution
schemes.
Individual/community/national
and global responsibilities.
Push/pull, attract/repel,
Lift/hold effects of magnets.
Investigate making magnets –
the electromagnet. Construct a
variety of simple circuits.
Uses/dangers of electricity.
Movement of objects – push,
pull, pulley, wind, water.
Effects of friction – slowing
objects and generating heat.
Introduce gravity as a force.
Use of levers to lift, turn.
Design.
Solids, liquids, gases, their
properties. Investigated and
group different materials,
including oxygen. The decay
of various materials.
Composition of our air – its
properties. Different gases in
our environment and everyday
uses.
26
Page 83
Environmental
Awareness.
Caring for the
environment
Winter/Spring
Magnetism
and Electricity
Forces
Summer
Properties and
Characteristics
of materials.
Teacher
Guidelines
Page 119,
122..
Page 90
Page 92
Page 86
Page 102,
103, 104.
Page 87
Page 40 –
41,
114, 116,
136, 138.
Page 88
Page 127
Rang 5 and 6 – Even Years
Term
Strand Unit
Content
Curriculum
Autumn
Plants &
Animals
Investigate living things in
various habitats.
Explore conditions of growth
and how animals adapt to
environment.
Uses of keys in the
identification of species.
Explore food chains & life
cycles.
Explore characteristics of
specific groups, e.g. mammals,
birds, fish.
Explore conditions of growth
in detail including
reproduction.
Explore technology in the
everyday context.
Identify the positive/negative
effects of technology on our
environment.
Look at technology and
important scientists/inventions
in our world.
Characteristics of light –
energy form, spectrum,
reflection, refraction.
Uses of lens.
Importance of sight.
Importance of the sun –
photosynthesis.
Dangers of sunlight.
Characteristics of sound –
vibration, energy, travel, travel
through materials.
Making sound through
percussion, vibration.
Importance of hearing.
Page 84
Science & the
Environment.
Winter/Spring Light
Sound
27
Teacher
Guidelines
Page 62,
64, 66, 68,
70, 78, 82
Page 91
Page 85
Page 85
Page 95
Term
Strand Unit
Content
Curriculum
Summer
Heat
Use/explanation of terms
conduction, convection,
radiation.
Transfer of heat sources,
renewable, non-renewable
heat.
Use of thermometer.
Effects of heating/cooling on
solids, liquids & gases.
Conductors & insulators of
change.
Mixing, separating &
dissolving of materials.
Testing of materials under
different criteria, e.g. use of
water, force.
Fire Triangle – oxygen, fuel,
heat.
Heat at home.
Page 86
Materials &
change
Page 89
Teacher
Guidelines
Page 128