Download y1 science ltp autumn 2016-17 - St Ann`s Church of England Primary

Always our best, for God, each other, and ourselves.
St. Ann’s Church of England Primary School
Science LTP 2016-2017
Year 1 - AUTUMN term
WEEK 1
WEEK 2
WEEK 3
WEEK 4
WEEK 5
WEEK 6
WEEK 7
WEEK 8
WEEK 9
WEEK 10
WEEK 11
WEEK 12
Science Unit
Plants (3 weeks)
Animals, including Humans (3 weeks)
Everyday materials (3 weeks)
Seasonal changes (2
Assessmen
weeks)
t week
Unit objective
The structure of plants, including
Identify and name a variety of common
Explore, name and discuss everyday
Observe changes across
common flowering plants and
animals including fish, amphibians,
materials so that chn become
the four seasons
trees
reptiles, birds and mammals
familiar with the names of materials
(Autumn and Winter)
and properties such as hard/soft;
stretchy/stiff; shiny/dull;
Shortest day 21 or 22nd
rough/smooth; bendy/not bendy;
December (official 1st day
waterproof/not waterproof;
of Winter)
absorbent/not absorbent;
Longest day 21st June
opaque/transparent.
(official 1st day of
Summer)
Small question
Is a tree a plant?
Is a frog an animal?
Why are things made out of what they
Do all trees lose their
are made out of?
leaves in Autumn and
Winter?
Lesson focus
Discuss
Look at
Chn to
Discuss
What’s in
Chn to look
Why is a
Looking
Based on
What is
How do
chn’s
specific
look at the
chn’s initial
my bag?
at common
window not
back on
chn’s
Autumn/
these
initial
plants
similaritie
ideas, chn to
Describe the
types of
made of
lesson 1,
knowledg
Winter?
seasonal
ideas,
(common
s and
justify their
physical
animals
wood?
introduce
e of
children to
flowers –
differences
answers
characteristi
Why is a
key
materials
Look at the
affect
justify
daisy,
of trees
using what
cs of each
Fish –
table not
scientific
chn to
seasonal
trees?
their
buttercup,
and plans –
they already
animal. Chn
cooked fish
made out of
vocabular
come up
weather chart
answers
tulip, rose
this
know about
to begin to
or goldfish,
playdough?
y.
with their
– what do you
Re-visit
using what
/local
knowledg
plants and
build an
Amphibians
own
notice about
the same
the already
stores) and
e will
trees. Elicit
understandi
–
Variety of
Chn to
questions,
the length of
trees that
know
trees.
begin to
prior
ng on what
Reptiles –
objects/mat
update
day in
the chn
about
(Holly, Ivy,
answer the
knowledge
makes each
Birds –
erials –
their
Why is a
Autumn?
looked at
plants and
Fur
question.
through
type of
Mammals -
metal,
original
___ not
(explain that
in Plants.
trees.
(evergreen
this.
animal. Chn
wood,
labels
made of
day length
What do
Elicit prior
), Oak,
Chn to
to look at
Based on
plastic,
using the
___.
means the
they look
knowledg
Sycamore
look at the
the habitats
their
glass,
key words.
amount of
like now?
e through
and Horse
specific
of each.
findings
rock/brick,
daylight).
Why?
this.
Chesnut
parts with
draw up a
wool/cotto
Using the
and
tree.)
magnifyin
conclusion
n.
key words
another
Look at what
the season
g glasses,
that answers
chn to sort
child
is common in
changes
Chn to
stick
the question
Chn to
and
needs to
Aut/Win –
affected
visit/walk
evidence
– involving a
explore
classify
answer
hibernation of
them?
around the
in their
frog.
materials,
objects
and justify.
animals,
Particularl
school
books
using cut
how they
colour of
y look at
grounds in
using
Extend chn
offs of each,
chose –
leaves – stick
evergreen
order to
sticky back
to look at
stick them in
teacher
in books. Enc
trees –
see these
plastic.
three types
their books.
not to
chn to make
what do
specific
Chn to
of each type
Describe
specify
comparisons
you notice
plants/tree
draw/label
of animal,
what they
how chn
between the
about
Team up
changes
How has
s. Chn to
plants.
e.g. frog,
think their
organise
leaves they
take
Leaf,
toad and
properties
materials.
collected in
pictures/c
Greenness
newt.
are and label
ollect
of
evidence
them.
Plants.
these?
Chn to
Chn to
answer
plants/tree
justify
questions,
that
s, stems
their way
comment
support
and roots.
of sorting.
on why an
the
Are they
evergreen
similaritie
both
tree
s.
living?
doesn’t
What do
lose their
they both
leaves.
need to
live?
Chn to
conclude
on their
findings.
2. Observe
2. Observe
2. Observe
2. Observe
2. Observe
closely
closely
closely,
closely
closely
6. Record
6. Gathering
data
and
4. Identify
Working
& classify
scientifically
3. Perform
recording
simple
data
tests
2. Observe
2. Observe
4. Identify
2. Observe
2. Observe
2. Observe
and classify
closely
closely
and
closely, using
closely,
closely
8. Use their
8. Use their
4. Identify
4. Identify
classify
simple
using
observation
observation
and classify
and
equipment
simple
s and ideas
to suggest
answers to
questions
4. Identify
s and ideas
to suggest
answers to
8. Use their
observation
s to suggest
answers to
classify
6. Gather
and record
data
8. Use their
observations
and ideas to
suggest
equipment
8. Use their
observatio
ns and
4. Identify &
classify
3. Perform
simple tests
questions
questions
answers to
ideas to
questions
suggest
answers to
questions
Links to Maths
Scientist
Resources
1, 2, 10, 11, 23
6, 8, 19, 1, 10, 11
6, 8, 19, 1, 10, 11, 26
3, 4, 6, 8, 19, 1, 10, 11, 26
Jane Goodall
Deadly 60 – Steve Bachelor
James Dyson
Milutin Milankovitch
Magnifying glass, variety of leaves,
Research about the habitat of animals,
Variety of different materials, venn
Class weather chart, pictures of different
seeds for plants, soil
variety of pictures of animals, pictures of
diagrams, tables, magnifying glasses
seasons, video clips, rain gauge.
different animals within a species, video
clips with animals.
Experiences
CRUNCH
TASK
The wild life centre?
Frogspawn? Woodland pond on tank in the
Creating a border around the edge of
classroom
our field to plant ‘wild flower’ seeds
Chickens?
Ongoing weather chart?
It’s a wrap (resources on Tshare)