# Plans

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```					                                                                                                                                       Advisory Service Kent

Plans
Area of Science: Investigation Unit Cycle A – Key Stage 1

Learning Intentions          Key Questions                          Tasks                         Resources                    Outcomes                 Notes

   To be able to find      Which material will      Humpty Dumpty                               Eggs                    Can communicate
out and describe         make the best crash      Investigative fair test                     Wood                     observations of
the movement of          mat for Humpty                                                       Cardboard                movements that result
objects.                 Dumpty?                  The King has instructed you to find         Rubber                   from actions (level 1)
out which will be the best material to      Bubble wrap
   What are the factors     place under the wall to act as a            Wool                    Can compare the
which we need to keep    safety net.                                                           movement of different
the same?                                                                                      objects (level 2)
Use the fair-test support posters to
   How many times           help to plan the investigation.                                      Can make simple
should we drop the                                                                             generalisations about
eggs?                                                                                          forces (e.g. the higher
the drop, the more
likely the egg will
smash) (level3)

   To be able to find      Which material will be   Hole In My Bucket                           Plastic containers      Can talk about
out about the            best at blocking the     Problem-solving/ Fair-test                  Fabrics                  materials in terms of
uses of different        hole in the bucket?                                                  Plasticine               their properties (level 1)
materials and                                     Find the best material for blocking a       Wool
relate these to         What are the factors     hole in a bucket.                           Newspaper
their properties.                                                                                                      Can describe
that you will need to                                                Beakers                  similarities and
keep the same?           The children could look carefully at
different fabrics using hand lenses or                                difference between
the digital microscope.                                               materials (level 2)

The children must identify how they                                  Can explain why some
are going to keep the test fair.                                      materials are suitable
for specific purposes
(level 3)

Learning Intentions         Key Questions                             Tasks                        Resources                   Outcomes             Notes

   To be able to         What is the problem?       London Bridge is Falling Down              Newspaper               Can talk about
make                                              TASC wheel Problem-solving                 Sellotape                observations (level 1)
observations and      How do we know                                                        Toy cars
measurements.          whether we have built      With the children, define what the                                  Can use non-standards
a good bridge?             problem is. Look at the resources                                    measurements (level 2)
available (these could be limited to
just 1 sheet of newspaper and some                                  Can measure mass
sellotape).                                                          using weighing scales
(level 3)
Involve the children in defining what
they would like the success criteria
for their bridges to be.

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.

   To be able to         Which washing up           Wash the Dishes                            Different types of      Can record what
record                 liquid will be the best    Illustrative fair-test                      washing up liquid        happened using
observations and       for cleaning the plates?                                              Plastic plates           drawings (level 1)
measurements.                                     Plan with the children how we could        Cloths
   How could we find out?     find out which washing up liquid is        Washing bowls           Can, with help,
the ‘best’.                                                          construct a simple bar
chart (level 2)
Results can be shown as pictures or
as a bar graph (e.g. number of wipes                                Can construct own bar
needed)                                                              chart (level 3)

Learning Intentions            Key Questions                            Tasks                          Resources             Outcomes               Notes

   To be able to            What are the features     English Country Garden                        Pictures of      Can communicate
group living things       of the animals/plants?    Classifying                                    animals and       observations of a range
according to                                                                                       plants            of animals and plants in
observable               How could we place        Sing the nursery rhyme with the                                  terms of features
similarities and          our plants/animals into   children.                                                        (level 1)
differences.              groups?
Children sort the pictures into                                 Can sort living things
insects, birds and flowers. Then                                 into groups according
challenge the children to sort the                               to their features
groups into sub-groups. Discuss with                             (level 2)
children the different ways they could
record their classifications before
they choose the method that they
think is most suitable.

Children could place other
animals/plants into their classification
system. Photos could be taken of
plants and animals in the school’s
habitats.

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