Advisory Service Kent
Plans
Area of Science: Nursery Rhymes and other stories -Investigation Unit Cycle A – Key Stage 1 (Revised 2009)
(APP draft August 2009)
Learning Intentions Key Questions Tasks Resources Outcomes Notes
Preparation
This unit of work is based around the
theme of ‘Nursery Rhymes’. It is an
opportunity for the teacher to recognise
both scientific skills/processes and
knowledge that children can further
develop.
Fair test investigation or problem- AF4 – Can use their
To be able to Which material will solve – Humpty Dumpty Eggs
senses and simple
make make the best crash Wood equipment to make
observations and mat for Humpty For a fair test -The King has Cardboard observations (level 1)
use these to Dumpty? instructed you to find out either which Rubber
compare events. Bubble wrap AF1 – Can make
will be the best material to place
What are the variables Wool comparisons between
To be able to say under the wall to act as a safety net,
simple events (level 2)
which we need to keep or which material will be best to wrap Washing up
what happened
and link this to
the same? Humpty in. The fair test posters on bowls AF5 – Can describe
what had been the ASK website (in the ‘scientific what they have found
How many times enquiry’ section) will help the teacher out in experiments or
done.
should we drop the to scaffold the children’s planning. investigations, linking
eggs? cause and effect. (level
For problem-solving leave it a little 3)
more open-ended. The TASC wheel
could be used to help scaffold
children’s thinking.
Fair test investigation or problem- AF4- Can use their
To be able to Which material will be solve – Hole in my bucket Plastic containers
senses and simple
make some best at blocking the Find the best material for blocking a (e.g. yoghurt
equipment to make
observations. hole in the bucket? hole in a bucket (plastic container pots)
observations. (level 1)
Fabrics
To be able to e.g. yoghurt pot)
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
make some How could we measure Plasticine
AF4 – Can make
(accurate) the amount of water The children could look carefully at Wool
measurements using
measurements. that lekas through each different fabrics using hand lenses or Newspaper non-standard units
time? the digital microscope. Beakers where appropriate.
Depending on how much water (level 2)
passes through the bucket, the AF4 – Can make some
children could either place it on some accurate observations
absorbent paper and then ‘measure’ or whole number
the diameter of the wet patch, or they measurements relevant
could measure how much water is to questions or ideas
left in the pot after a certain amount under investigation
of time (this could be measured with (level 3)
an egg timer).
Can talk about
materials in terms of
their properties (level 1)
Can describe
similarities and
difference between
materials (level 2)
Can explain why some
materials are suitable
for specific purposes
(level 3)
To know the What is the problem? Design and Technology -Problem- Newspaper Can talk about
properties of solving - London Bridge is Falling Sellotape materials in terms of
some materials. How do we know Down Toy cars their properties (level 1)
To know why
whether we have built Masses
a good bridge? What is With the children, define what the
some materials problem is. Look at the resources Can describe
it that we can
are used fro available (these could be limited to similarities and
measure/observe?
particular just 1 sheet of newspaper and some difference between
purposes. sellotape). materials (level 2)
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
Can explain why some
Involve the children in defining what materials are suitable
they would like the success criteria for specific purposes
for their bridges to be. (level 3)
Children discuss and sketch how
their bridge is to be constructed.
Children construct and test their own
bridges.
Children evaluate their bridges
according to their own success
criteria.
AF3 – Can present
To be able to Which washing up Fair-test - Wash the Dishes Different types of
evidence they have
show what liquid will be the best washing up liquid
collected in templates
happened (using for cleaning the plates? Plan with the children how to find out Plastic plates provided for them.
tables, using bar which washing up liquid is the ‘best’. Cloths (level 1)
graphs). How could we find out? Washing bowls
Results can be shown as pictures or AF3 – Can present
To know whether Chocolate their ideas or evidence
Which variable are we as a bar graph (e.g. number of wipes spread! in appropriate ways.
the investigation needed)
changing? (level 2)
was fair.
To be able to Which variables need AF3 - Present simple
suggest how to to stay the same? scientific data in more
improve the than one way, including
investigation. Which variable are we tables and bar charts.
measuring/observing? (level 3)
AF5 – Can Suggest
How can we show in improvements to their
our books what working methods. (level
happened? 3)
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
To be able to say AF5 – Can respond to The cans
How can we find out Fair-testing – Jack and Jill – The Can with different containing the
what happened in prompts to say what
which can will roll the rolling cans! contents
an investigation. happened,. (level 1) more fluid contents
furthest? (definitely use at
To be able to This is a chance for children to AF5 – Can report what
will not roll as far
least one can
identify patterns How can we measure investigate how far cans (belonging
with chunky happened in their
as the contents
in results. the distance? to Jack!) with different contents will tend to work
contents and one experiment or
roll down a ramp. You could choose against the
Is what happened what with very fluid investigation. (level 2)
to take the labels off of the cans and direction of the can
you though would contents – e.g. AF5 – Can identify – a king of internal
only reveal the contents at the end.
happen? beans and soup) straightforward patterns friction.
The children can measure the in observations or in
distance that each can rolled in a data presented in
number of ways: footsteps, pieces of various formats,
coloured wool, a home-made including tables, pie
measuring chart possibly divided into and bar charts. (level 3)
three colour zones, as well as
standard units for the more able. AF1 – Can identify
differences, similarities
or changes related to
simple scientific ideas,
processes or
phenomena. (level 3)
To know what AF1 – Can respond to
How many different Problem-solving – Itsy Bitsy Lengths of plastic
evidence is suggestions to identify
ways can we remove Spider – What is the best way to guttering
needed to answer some evidence (in the
the spider from the remove the spider from the drain
a question.
drain pipe? pipe? Toy spiders or form of information,
To be able to home-made ones observations or
think of ways to Can you use some Using some toy spider (or home- measurements)
solve a problem science ideas to say made ones) can the children find as String needed to answer a
To be able to why some ways of many ways as possible to move Elastic bands question. (level 2)
relate what removing the spider them through a length of plastic AF1 – Can respond to
happened to worked differently to guttering? ideas given to them to
scientific ideas. others? They could choose to: answer questions or
suggest solutions to
1. Lift up the guttering problems. (level 3)
2. Pour water down AF1 – Can identify
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
differences, similarities
3. Pour sand down
or changes related to
4. Pull it through with simple scientific ideas,
string processes or
phenomena. (level 3)
5. Catapult it through with
an elastic band
6. Attach some metal to it
and see whether they
can pull it through with
a magnet!
To use (science) AF3 – Can use
How many different Extending knowledge – This is the Laminated
words to describe everyday terms to
minibeasts could we house that Jack built. pictures of
some local food describe simple
find outside? minibeasts and
chains. This could be an opportunity for features or actions of
their food
Where do they get their children to find out more about food
sources (either
objects, living things or
food from? chains. events they observe.
other minibeasts
(level 1)
What do they need this After a quick mini beast hunt, the or particular
food for? children could be provided with plants). An AF3 – Can use simple
pictures of animals and plants that examples can be scientific vocabulary to
What might use them are likely to found in a Kentish found on the Ask describe their ideas
as food? garden or school. They can then website. and observations.
decide what eats what. (level 2)
Strips of card for
These pictures can then be placed in headbands AF3 – Can use
headbands. Without telling each scientific forms of
other what they are, the children (in language when
small groups – e.g. 5/6) must try to communicating simple
place themselves in the correct scientific ideas,
order). processes or
phenomena. (level 3)