PR-0552UK Primary Science - Book 2

OUTCOME LINKED 

PRIMARY 

Book 2 

Myself 

Plants and animals 

Light 

Sound 

Heat 

Viewing Sample 

Magnetism and electricity 

Forces 

Properties and characteristics of materials 

Materials and change 

Caring for my locality 

0552UK 

Prim-Ed Publishing 

www.prim-ed.com

Primary Science—Book 2 

Prim-Ed Publishing 

Published in 2009 by Prim-Ed Publishing 

Copyright Prim-Ed Publishing 2004 

This master may only be reproduced by the original 

purchaser for use with their class(es) only. 

The publisher prohibits the loaning or onselling of 

this master for the purposes of reproduction. 

ISBN 978-1-84654-163-6 

PR–0552 

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the complete original document and the invoice or receipt as proof of purchase. 

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Additional titles available in this series: 




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Internet websites 

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the 

publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher 

checks all URLs before allowing pupils to access them. 


Copyright Notice

Teacher information.......................................... ii – iii 

Suggestions for teaching science............................. iv 

Meeting the needs of pupils..................................... v 

Series overview..................................................... vi 

Resources.............................................................vii 

Assessment – Objectives.......................................viii 

Assessment proforma............................................. ix 

Assessment proforma – Working scientifically............ x 

Assessment proforma – Designing and making......... xi 

Living things 

Myself 

About me.................................................... 4 – 5 

We are all different....................................... 6 – 7 

Changes..................................................... 8 – 9 

A need or a want?.................................... 10 – 11 


What are insects?.................................... 14 – 15 

Parts of an insect..................................... 16 – 17 

Design an insect...................................... 18 – 19 

Snail trails............................................... 20 – 21 

Observing plants...................................... 22 – 23 

Different habitats...................................... 24 – 25 

Nocturnal animals................................... 26 – 27 

Food for plants and animals...................... 28 – 29 

What do plants need to grow?................... 30 – 31 

Life cycles and seasons – 1...................... 32 – 33 

Life cycles and seasons – 2...................... 34 – 35 

Energy and forces 

Light 

Making shadows..................................... 38 – 39 

Measuring shadows................................. 40 – 41 

Shadow clock.......................................... 42 – 43 

The torch experiment................................ 44 – 45 

Sun facts................................................ 46 – 47 

Sound 

Sound.................................................... 50 – 51 

Making sounds........................................ 52 – 53 

Foreword 

Primary Science – Book 2 is one of a series of four copymasters written for use in primary schools. 

Comprehensive teachers notes accompany each activity. Concepts, knowledge and skills share an equal emphasis in each unit, 

along with developing positive attitudes to science and exploring designing and making skills. 

Primary Science gives pupils the opportunity to enhance their knowledge of the world around them and to engage in collaborative 

learning that makes science interesting and exciting. 

Contents 

Heat 

Heat....................................................... 56 – 57 

Measuring temperature............................. 58 – 59 


Magnetic attraction................................... 62 – 63 

Magnetic problems................................... 64 – 65 

Static electricity........................................ 66 – 67 

Electricity................................................ 68 – 69 

Forces 

Push or pull?........................................... 72 – 73 

Down the ramp!....................................... 74 – 75 

Float or sink?.......................................... 76 – 77 

Materials 


Materials in the classroom........................ 80 – 81 

Sorting materials...................................... 82 – 83 

Choosing materials.................................. 84 – 85 

Materials to make a home......................... 86 – 87 


Changing by heating................................ 90 – 91 

Maintaining temperatures.......................... 92 – 93 

Mixing.................................................... 94 – 95 

Wet and dry............................................ 96 – 97 


Titles in this series are: 

• Primary Science – Book 1 




Environmental awareness and care 


Natural or built?................................... 100 – 101 

Minibeast hunt..................................... 102 – 103 

Looking at minibeasts.......................... 104 – 105 

Observing frogs................................... 106 – 107 

Different habitats.................................. 108 – 109 

Investigating soil.................................. 110 – 111 

Saving water....................................... 112 – 113 

All about recycling................................ 114 – 115 

Rubbish in the classroom..................... 116 – 117 

www.prim-ed.com ~ PRIMARY SCIENCE ~ Prim-Ed Publishing 

i

Teacher information 

Primary Science Book 2 contains ten chapters of work. Each chapter includes: 

• curriculum links; 

• a cover page; 

• teacher pages; 

• pupil pages. 

The first page of each unit contains 

curriculum links. 

The activity objectives 

can be transferred to the 

assessment proforma on 

page ix. 

The Working scientifically 

and Designing and 

making skills explored in 

the lesson are listed. 

The second page of each unit 

is a cover page designed for 

the pupils. Listed are the titles 

of the activities included in the 

unit. 

The cover page can be glued 

into the pupils’ workbooks at the 

beginning of a unit or copied 

and attached to the completed 

copymasters at the end of the 

unit. The pupils can colour the 

title of the unit and the artwork 

on the page. 

The teacher pages include information to assist the teacher with each lesson. 

Keywords have been given for 

each unit, in alphabetical order. 

These words can be introduced 

and discussed at the beginning 

of a unit or they can be a focus 

as they appear throughout the 

activities. Introducing scientific 

terminology to meet the needs 

of individual pupils is discussed 

on page v. 

In Materials and Preparation, the teacher is 

made aware of what needs to be done before 

the lesson. Some materials and tasks are 

required for the activity to be conducted; others 

are suggestions that will enrich the lesson. 


Ideas under the Stimulus heading 

are suggested short activities or 

discussions to capture the pupils’ 

attention and spark an interest in 

the topic. Teachers will also be able 

to discover the existing knowledge 

of the class or individual pupils 

regarding the topic by listening to their 

responses and observations. 

Background information 

for each activity is 

included for the teacher. 

Additional activities can be 

used to further develop the 

objectives being assessed. 

These activities provide ideas 

to consolidate and clarify the 

concepts and skills taught in 

the unit. 

Display ideas are suggestions for ways to 

present the resources used in the lesson or tasks 

completed by the pupils during the lesson. 

What to do gives suggested 

step-by-step instructions for 

the activity. The accompanying 

copymaster may be the focus of the 

activity or it may be where the pupils 

record their observations and ideas 

after completing the task. 

The Answers for the activities 

on the copymaster are 

included. Some answers will 

need a teacher check, while 

others may vary depending 

on the pupils’ personal 

experiences or observations. 

ii 

PRIMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com

Teacher information 

The pupil pages contain a 

variety of activities. The written 

activities may be the focus 

of the lesson or they may be 

where the pupils record their 

observations, investigation 

results and discoveries. 

The focus of each copymaster 

is given in the objectives on the 

accompanying teachers page. 

Ample space is provided 

for the pupils to record their 

findings and consolidate their 

knowledge. 

How to use assessment proformas 

Assessment proformas are included on pages ix, x and xi. They incorporate language which make tasks and assessment criteria 

clear to parents, and provide a meaningful basis for discussion in parent–teacher interviews or three-way conferences. 

Fill in the appropriate learning 

area. For example : 

Energy and forces – Light 

Give a brief description of 

the activities in the unit and 

what was expected of the 

pupils. 

Write the relevant 

objective(s) from the 

unit. 

Describe the tasks being 

assessed in the unit 

and assess the pupil’s 

performance. 


Use this space to comment 

on an individual pupil’s 

performance which cannot 

be indicated in the formal 

assessment, such as work 

habits or particular needs or 

abilities. 

There is no prescribed length of time for each unit. All units include some activities that can be completed in one lesson, others 

may go over two lessons, depending on a variety of factors, such as: 

• the stimulus suggesting learning about science outside the classroom; 

• the pupils needing to make observations prior to the lesson; 

• an experiment being conducted that needs to be observed over a number of days; 

• the pupils being required to find information by researching, using the Internet, 

conducting surveys or interviews; 

• a concept needing to be clarified further to ensure understanding. 

Primary Science has units and activities that can be followed precisely or adapted to meet the needs of specific schools and to 

suit individual styles of teaching. Suggestions for setting up a science classroom and for teaching science can be found on page 

iv. Ideas for teaching science to meet the special needs of individual pupils are discussed on page v, along with exciting ideas for 

presenting scientific information. 


iii

Skills 

Suggestions for teaching science 

Science allows pupils to make new discoveries about the world 

around them and themselves. To do this, certain skills need to 

be developed. Skills that are introduced from the early years 

include: 

• questioning • observing • predicting 

• investigating • experimenting • estimating 

• measuring • analysing • recording 

• communicating 

The skills being addressed in each copymaster activity are listed 

on the accompanying teachers page. Pupils will develop their 

skills progressively as they move though the year levels. 

Designing and making 

In the Primary Science series, pupils are given the opportunity to 

explore designing and making skills. These include: 

• exploring 

• planning 

• making 

• evaluating 

The designing and making skills being addressed in each 

copymaster activity are listed on the accompanying teachers 

page. Pupils explore, plan and make models, using problemsolving 

techniques and their own creativity. Open-ended 

investigations allow groups to apply their scientific knowledge 

and understanding. Final products are tested and evaluated. 

Safety 

In the Primary Science series, safety precautions for certain 

activities are given on the teachers page. Some activities also 

have a ‘safety note’ written on the copymaster for the pupils. It is 

imperative that the teacher is aware prior to an activity if careful 

supervision of the pupils is needed during a lesson. It may be 

possible to organise for another adult to be in the classroom for 

that activity. Ensure that all groups understand the instructions, 

are organised and focused on the task. 

Close adult supervision is required whenever a ‘hands-on’ 

approach is being used. At the very least, all pupils should be 

clearly visible to the teacher at the same time. The one exception 

to this is outdoor small-group work. Here, older pupils may work 

on a clearly defined task within a specified time frame. 

When taking a class outside of the classroom, prepare by: 

• organising pupils into their groups in the classroom; 

• checking that the pupils have the right equipment before they 

leave the classroom. (Note: For young learners, the teacher 

should be in charge of the equipment until it is needed. This 

will prevent pupils becoming preoccupied with the materials 

and the materials becoming lost before they are needed.) It can 

also be beneficial to allow pupils a controlled ‘play’ session 

with new equipment to overcome the novelty factor and allow 

them to concentrate on the task required; 

• visiting the site beforehand to ensure that examples of what is 

being observed are actually there. 

Collaborative learning 

When pupils are able to work together in groups, they are 

encouraged to communicate and express their ideas. It 

is important that teachers stay aware of groups working 

independently to ensure that all pupils are handling the materials 

and that the members are working together as a team. By 

allocating roles for each group member, it is more likely that 

the dynamics will be equitable. The roles of the pupils can 

be swapped regularly to give each member the opportunity to 

participate in all tasks. Allow time at the end of group tasks for 

the pupils to evaluate their team skills and to make targets to work 

towards the next time they work as a group. Some activities may 

work better if the groups are organised by ability levels, others will 

be enriched from mixed ability groupings. To enable all pupils 

to work together at some stage during the year, randomly select 

groups for some activities. 

Demonstration and experiments 

It is important that, during a teacher demonstration, all pupils 

are seated so they can clearly see what is taking place. Select 

pupils to describe what is happening or to come to the front of 

the classroom and participate in the demonstration. Pupils love 

to help pour, mix and touch the materials. 

By giving clear, step-by-step instructions, pupils conducting 

an experiment will feel confident to investigate and explore. 

Depending on the age level, individual pupils and small groups 

need the opportunity to do independent discovery. Always allocate 

time to bring the class together at the end of a lesson. This will 

allow pupils to discuss their findings and also give the teacher the 

opportunity to see which methods are successful in the science 

classroom and which need working on. 

Try to only demonstrate experiments when the activity may 

be dangerous for pupils. Give pupils the opportunity to be 

hands-on with science as often as possible. 

Organising and storing equipment 

Before each science activity, read the materials and preparation 

given on the teacher page. Collect the materials and place them in 

trays that can be carried easily to tables. By sorting the materials 

so each tray has exactly what each group requires, pupils will 

not need to queue for materials and they can place them directly 

back into the tray at the end of the lesson. 

All science equipment should have a ‘home’ and be returned 

to that home after each lesson. For early years’ classrooms, 

silhouettes of the materials cut from black card and attached 

to the front of cupboards and drawers will help pre-readers to 

find them. At the beginning of each science 

lesson, allocate pupil ‘jobs’ for 

collecting and returning equipment. 

Allocate pupils to check that the 

materials have been returned and 

kept neat and tidy. 


iv 


Differentiating activities 

Meeting the needs of pupils 

The activities in the Primary Science series have been designed so 

that they can be followed precisely or adapted by teachers. This 

flexibility allows teachers the opportunity to differentiate lessons 

and copymasters to meet the needs of pupils with varying abilities 

and special needs. 

The activities and copymasters in Primary Science can be 

differentiated by incorporating the following suggestions into 

teacher planning and programming. 

To meet the special needs of pupils who have English as a 

second language, plan a time on a day before the science unit 

begins to introduce keywords and concepts. Having other adult 

support would be ideal as the group can work in a quiet area away 

from the classroom. Keywords can be enlarged and discussed. 

By explaining each word and showing objects or pictures, the 

pupils will be able to make connections between the word and 

the object. For ESL pupils, being immersed in the language before 

a topic begins gives them an advantage, especially during the 

teacher discussion part of the lesson, when most teachers tend 

to speak quite quickly. 

Before the unit, allow time for the pupils to look at nonfiction or 

fiction books about the topic. These will give pupils the opportunity 

to learn by reading books with clear and simple language. Pupils 

with reading problems will be able to immerse themselves before 

the unit begins. If other adult help is available, group pupils with 

low literacy levels together. The assisting teacher or parent will 

be able to read instructions, labels and the questions on the 

copymasters to the pupils and guide them through experiments. 

If other adults are not available, mixed ability groups will allow 

ESL pupils and pupils with low literacy levels to observe and be 

guided by other pupils. Teachers can produce activity sheets so 

pupils can become familiar with the terminology and content of 

a science unit before it is started with the whole class. Include 

activities such as missing letters, matching pictures to words and 

finding definitions. Diagrams from the unit can also be simplified 

on these worksheets. Any time that can be spent with the pupils 

preparing them for the topic ahead will enable them to feel more 

familiar and confident with the materials, skills and concepts. 

Pupils who seem to race through the activities and copymasters 

and who understand the content very quickly, can be challenged 

by looking at the topic in greater depth (rather than being given 

more of the same). They can go beyond the facts and begin to 

analyse, create their own hypothesis and conduct research related 

to strands of the topics that interest them. 

By meeting the needs of individual pupils, allowing the pupils to 

learn collaboratively and by having very clear instructions and 

expectations, science lessons should run smoothly. If a pupil 

prevents others from learning or if he or she could potentially 

cause harm to another pupil, he or she should be removed from 

the classroom. Organise a buddy system with another colleague, 

where pupils are taken without explanation. Pupil–teacher 

conferences can occur after the lesson. 

Display ideas for the science classroom 

By having a variety of means by which they can record and 

present their findings, more pupils will be given the opportunity to 

succeed. Displays and records can communicate and share ideas, 

provide the stimuli for creative work, show interrelationships, and 

develop the ability to interpret information in different forms or 

accurately record observations and fine details. Some methods 

by which pupils can display or record their science work are 

shown below. 


Type of display/record Examples Could follow 

charts pictures, tables, graphs experiments 

creative writing poems, narratives sensory experiences 

models/machines recycled materials, wood, clay experiments 

sketches observations or interpretations excursions 

diagrams plants, animals environmental studies 

tables classification, tallies observations over time 

collections rocks, plants, animals comparing/classifying activities 

tally sheets events, counting objects experiments, counting 

dioramas environments, landforms, systems environmental studies 

graphs measurement, number, change change over time, measuring activities 

maps/plans streets, buildings, environmental sites excursions 

diaries observations, drawings change or progress/deterioration over time 

video or audio recordings sounds, spoken reports, descriptions excursions, environmental studies 

interviews role-playing, guests guest speaker presentation 

mobiles collected objects, words comparing/classifying activities 

posters/banners environmental issues environmental studies 

pupil books individual research any topic 


v

Series overview 


Living things 

Myself 



Light 

Sound 

Heat 


Forces 

Materials 

Properties and characteristics 

of materials 





Living things 

Myself 



Light 

Sound 

Heat 


Forces 

Materials 


of materials 





Living things 

Human life 

Plant and animal life 


Light 

Sound 

Heat 


Forces 

Materials 


of materials 



Environmental awareness 

Science and the environment 

Caring for the environment 


Living things 

Human life 

Plant and animal life 


Light 

Sound 

Heat 


Forces 

Materials 


of materials 




Science and the environment 

Caring for the environment 

This overview illustrates the topics covered in this Primary Science copymaster series. The four books in the Primary Science series have been written 

for the following age ranges: 

Book 1 – Ages 5–7 years 





vi 


Essential science resources 

Below is a list of essential items for 

every science classroom. By collecting 

and storing these materials, time will 

be saved when preparing for science 

experiments and investigations. 

plastic cups..................................... 

coloured pencils, crayons................. 

measuring jugs................................ 

jars and bottles with lids................... 

coloured crepe paper streamers......... 

empty buckets and containers........... 

lids - plastic, tin............................... 

sticky tape, glue, scissors................. 

aprons/shirts to protect clothes.......... 

paper towels.................................... 

rulers, metre sticks, trundle wheel...... 

counters, marbles, stones, buttons..... 

sugar, flour, salt............................... 

modelling clay................................. 

retractable knife................................ 

food colouring................................. 

straws............................................. 

tissues, corks, plastic blocks............. 

paper - A4 and A3............................ 

balloons.......................................... 

lolly sticks....................................... 

card – white, coloured...................... 

cotton wool, string, wool .................. 

split pins, paperclips........................ 

torches............................................ 

plastic bags..................................... 

soap, oil......................................... 

mirrors............................................ 

milk and egg cartons........................ 

vinegar, lemon juice......................... 

magnets.......................................... 

aluminium foil, cling film.................. 

bicarbonate of soda.......................... 

funnels............................................ 

candles........................................... 

pipe-cleaners................................... 

Myself 

Resources 

Materials needed for Primary Science – Book 2 

Below are the resources needed to conduct the activities described in this book. The 

items in italics are optional and may be collected to enrich the lesson. Not mentioned 

are those items included in the ‘essential items’ list alongside. 

• popcorn maker, popcorn kernels, 

butter, bowls, mirrors, photographs/ 

charts of people at different stages of 

their life cycle, fruit, sweets, crisps 


• hand lenses, charts/books of pictures 

of insects, clipboard, cardboard tubes, 

drink cans, masking tape, elastic 

bands, snails, magnifying glass, 

stopwatch, plastic, photographs of 

different habitats, ping-pong ball, 

photographs of nocturnal animals, 

mini cactus plant, seeds, fertilizer 

Light 

• watch, OHP, black paint, chalk, sticks, 

tape measure, pictures showing an 

eclipse of the sun and moon, pictures 

of sundials, compass, cellophane, 

thin nylon, tracing paper, frosted glass 

Sound 

• telephone, bicycle bell, drums, 

maracas, guitar, cereal box, glass 

bottles, tins, cardboard tubes, steel 

ruler, pebbles, biscuit tins, dried peas, 

greaseproof paper, blu-tack ® 

Heat 

• pictures of objects that produce heat, 

bowls, thermometer, weather section 

of a newspaper, cloths 



• magnets (horseshoe, bar), spoons, 

leaves, safety pins, soft drink cans, 

paper plates, narrow jars, plastic 

combs, cloth, woollen jumper/scarf, 

nylon thread, household appliances 

Forces 

• toy cars, pram, wheelbarrow, tissue 

box, ring-top can, peg, cradle, 

spinning top etc., LEGO wheels and 

axles, bottle tops, yogurt containers, 

juice containers, matchboxes, fan, 

dowelling, craft glue, cardboard tubes, 

strong cardboard, pictures of yachts 

on water, wooden blocks, tennis balls, 

ping-pong balls, seeds, marbles, 

cotton reels, feathers, coins, leaves, 

rice etc., sticks, corks, fruit 


• stapler, chair, desk, book, jumper, 

chalk, writing paper, magazine paper, 

newspaper, teaspoon, polystyrene, 

toothpicks, bubble wrap, fabric, sticks, 

leaves, cereal boxes, cardboard 

tubes, greaseproof paper pictures and 

photographs of different animals and 

their homes 


• popcorn, butter, frying pan, knife, 

marshmallow, fork, candle, oven, 

hotplate, eggs, potato chips 

(uncooked), oil, bread, toaster, oven, 

selection of different clothes made 

from wool, denim, silk, cotton, linen, 

nylon etc., three bowls, soup, pegs, 

wooden spoon, microwave, cooking 

thermometer, primary colour paints, 

palettes, paintbrushes, newspaper, 

coffee, custard powder, kettle, oven 

mitts 


• clipboard, nets, minibeast reference 

books, hand lens, minibeasts, frogs 

eggs or tadpoles, aquarium, rocks, 

water weed, fish food, resources about 

the life cycle of a frog, magnifying 

glass, hats, gloves, first aid kit, 

digital camera, tweezers, sieves 

with different-sized holes, soils with 

different-sized particles, photographs/ 

pictures of places with dry climates, 

magazines, recycled materials, tins 

with lids, kitchen scraps, bucket, 

rubbish bin (with rubbish), large sheet 

of plastic, rubber gloves 


vii

Assessment - Objectives 

Below are the objectives taken from the teachers pages for each unit in Primary Science – Book 2. They can be transferred across 

to the assessment proforma on the accompanying page. The format of each page is ideal for inclusion in pupil portfolios, records of 

achievement or for reporting purposes. Using proformas allows teachers to provide a well explained, logically presented indication 

of progress to both pupils and parents. 

viii 

Myself 

• Name and identify external parts of the male and female body and their 

associated functions or senses. 

• Become aware of the role of each sense in detecting information about 

the environment and in protecting the body. 

• Recognise and/or measure physical similarities and differences between 

individuals. 

• Recognise that all living things grow and change. 

• Recognise that physical growth has taken place since birth. 

• Identify some requirements for growth and development in the 

human. 

• Begin to identify the main phases of the human life cycle. 

• Use all the senses to become aware of and explore environments. 


• Observe, identify and explore a variety of living things in local habitats 

and environments. 

• Develop some awareness of plants and animals from wider 

environments. 

• Recognise and describe the parts of some living things. 

• Recognise that trees are plants. 

• Group and sort living things into sets according to certain 

characteristics. 

• Appreciate that living things have essential needs for growth. 

• Explore, through the growing of seeds, the need of plants for water and 

heat. 

• Investigate how plants respond to light. 

• Become familiar with the life cycles of common plants and animals. 

• Understand that seasonal changes occur in living things and examine 

the changes in plant and animal life during the different seasons. 

Light 

• Recognise that light comes from different sources. 

• Recognise that light is needed in order to see. 

• Investigate the relationship between light and materials. 

• Recognise that the sun gives us heat and light, without which we could 

not survive. 

• Become aware of the dangers of looking directly at the sun. 

Sound 

• Recognise and identify a variety of sounds in the environment. 

• Identify and differentiate between high and low sounds, loud and soft 

sounds. 

• Explore ways of making different sounds using a variety of materials. 

• Design and make a range of simple percussion instruments. 

Heat 

• Become aware of different sources of heat energy. 

• Learn that temperature is a measurement of how hot something is. 

• Measure and compare temperatures in different places in the classroom, 

school and environment. 


• Use magnets of different shapes and sizes in purposeful play to explore 

their effects on different materials. 

• Investigate that magnets attract magnetic materials, such as iron and 

steel. 

• Investigate that magnets attract certain materials through other 

materials. 

• Explore the effects of static electricity. 

• Become aware of the uses of electricity in school and at home. 

• Identify some household appliances that use electricity. 

• Become aware of the dangers of electricity. 

Forces 

• Explore how objects may be moved by pushing and pulling. 

• Become aware of and explore how moving water and moving air can 

make things move. 

• Observe and investigate the movement of objects such as toys on various 

materials and surfaces. 

• Investigate how forces act on objects. 


• Identify and investigate a range of common materials used in the 

immediate environment. 

• Describe and compare materials, noting the differences in colour, shape 

and texture. 

• Begin to distinguish between natural and manufactured materials. 

• Group materials according to their properties. 

• Identify and investigate materials that absorb water and those that are 

waterproof. 

• Begin to explore how different materials may be used in the construction 

of homes suited to their environments. 


• Explore the effects of heating and cooling on a range of liquids and 

solids. 

• Become aware of and investigate the suitability of different kinds of 

clothes for variations in temperature. 

• Explore ways in which liquids and solids may be kept hot or cold. 

• Begin to investigate how materials may be changed by mixing. 

• Investigate the characteristics of different materials when wet and dry. 



• Identify, discuss and appreciate the natural and human features of the 

local environment. 

• Observe and develop an awareness of living things in a range of habitats 

in local and wider environments. 

• Observe similarities and differences among plants and animals in 

different local habitats. 

• Develop an awareness that air, water, soil, living and non-living things 

are essential to the environment. 

• Begin to recognise that people, animals and plants depend on one 

another. 

• Realise that there is both an individual and a community responsibility 

for taking care of the environment. 

• Identify, discuss and implement simple strategies for improving and 

caring for the environment. 

• Identify and help to implement simple strategies for protecting, conserving 

and enhancing the environment. 

• Become aware of ways in which the environment can be polluted or 

harmed. 


Assessment proforma 

Name Class Term 

Learning Area 

Tasks 

Your child was asked to: 

Objectives 

Assessment 

Your child can: Still developing Understanding 


Teacher comment 


ix

Assessment proforma – Working scientifically 


x 


Assessment proforma – Designing and making 

Name Class Term 

Learning Area 

Your child was asked to show the skill(s): 

• exploring • planning • making • evaluating 

Tasks 

Your child was asked to: 

Assessment 

Your child can: Still developing Understanding 


Teacher comment 


xi

Living things 

Myself 

England – Science – Key Stage Two 

Northern Ireland – The World 

Around Us – Key Stage One 

Scotland – Science – First Level 

Wales – Knowledge and 

Understanding of the World – Key 

Stage Two 

Curriculum links 

• Know about the main stages of the human life cycle. 

• Know that the life processes common to humans and 

other animals include growth. 

• Know about the need for food for activity and growth 

and about the importance of an adequate and varied diet 

for health. 

• Explore themselves in the world. 

• Know how people grow and use their senses. 

• Recognise similarities and differences between 

themselves and other children. 

• Know what to do to help keep their body healthy (first). 

• Explore their senses (first). 

• Know about the need for a variety of foods for human 

good health. 


2 PRIMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com

About me 

We are all different 

Changes 

A need or a want? 

adults 

animals 

children 

ear 

alike 

babies 

different 

eye 

Living things 

Myself 

feel 

hearing 

humans 

needs 

older 

senses 

sight 


taller 

toddler 

weight 

grow 

height 

measure 

nose 

see 

shorter 

smell 

teenager 

touch 

young 

Name: 

www.prim-ed.com ~ PRIMARY SCIENCE ~ Prim-Ed Publishing 3

About me 

Myself ~ Activity 1 

Objectives 

• name and identify external 

parts of the male and 

female body and their 

associated functions or 

senses 

• become aware of the role 

of each sense in detecting 

information about the 

environment and in 

protecting the body 

• recognise that all living 

things grow and change 

• use all senses to become 

aware of and explore 

environments 

Working scientifically 

• Questioning 

• Observing 

• Predicting 

• Recording and 

communicating 


• Exploring 


We have five senses to help us 

learn about our surroundings 

a n d a b o u t o u r b o d i e s 

themselves. These are hearing, 

sight, taste, smell and touch. 

Nerve endings in our ears, 

eyes, nose, tongue and skin 

send information to our brain 

which then interprets what is 

going on and what it should 

do. 

All living things have the ability 

to sense changes in the world 

around them. Our senses help 

us to avoid danger, find food 

and seek shelter. Some animals 

have senses that are more 

sensitive than humans such as 

dogs and bats. 

Our skin, the sense organ 

involved in touch, can detect 

sensations such as heat, cold, 

pain and pressure. 

Before the lesson 

Materials needed 

• Popcorn maker or (electric) frying pan and butter/oil, popcorn kernels, bowl, 

mirrors. 

Preparation 

• Send a note home to parents informing them that the class will be making and eating 

popcorn in the next science lesson. 

• Ask the pupils to bring a mirror to class or, if not available, a recent close-up photograph 

of themselves. 

The lesson 

Stimulus 

• Play ‘Simon Says’ with an emphasis on naming body parts. 

What to do 

• Ask pupils what happens to people’s physical appearance as they get older (grow 

taller, hair changes colour, skin becomes wrinkled etc.). Ask the pupils to describe 

the appearance of an elderly person in their family. 

• Ask the class to consider what they think they will look like when they are older. 

Pupils look either in the mirror or at the photo of themselves they have brought to 

class. They use this image to help them imagine what they will look like when they 

are older. 

• Before pupils begin drawing, read and discuss each of the body parts named in Question 

1. Pupils draw themselves as an elderly person in the square on the worksheet. They 

then match the body parts to their drawing. 

• Ask the class to sit quietly and close their eyes. Begin making the popcorn. What can 

they hear, smell and (when eyes are opened) see? 

• Give each pupil a sample of the popcorn. (Note: small cones can be made using paper 

and adhesive tape.) Pupils feel the popcorn and then taste it. Ensure pupils have washed 

their hands prior to this lesson. Pupils complete Question 2 on the worksheet. 

• Discuss each of the senses. Ask the class how they think each of the senses protects us. 

Discuss each sense. Explain that if we touch something and it is hot, our ‘touch’ sense 

in our skin sends messages to the brain to move away. We react to this message. 


After the lesson 

Answers 

1. Teacher check 

2. Answers will vary 

3. Touch 

Additional activities 

• Make a ‘secret box’. Place things in the box such as playdough, sandpaper, small bag 

of pot-pourri etc. Pupils are blindfolded. They place their hands in the box and have 

to guess what they are feeling. They can also remove the object from the box and 

smell it to help them. 

• Locate a place in the school grounds that is near flowering trees or plants and has 

regular visits from birds/insects etc. Pupils sit quietly, firstly with their eyes closed, 

and they listen and smell. What do they hear? What can they smell? Tell the class to 

open their eyes. What can they see? Pupils complete a similar activity to Question 2 

on the worksheet, describing their experiences. 

Display ideas 

• Trace around a pupil. Decorate with fabric or recycled materials. Label body parts. 



About me 

(a) Draw what you think you will look like as an elderly person. 

(b) Draw a line to match the body parts to your drawing. 

Draw or write something you can … 


Which sense helps us to detect if something is hot and may burn us? 




Objective 

• recognises and/or measures 

physical similarities and 

differences between 

individuals 



• Observing 

• Estimating and measuring 

• Analysing (sorting, classifying 

and interpreting) 


communicating 


• Exploring 

• Planning 

• Making 


We are all unique. We may seem 

alike in that we have eyes, ears, 

and can walk or run, laugh or 

cry. However, even with these 

common traits we can still be 

different (e.g. tall/short, dark/fair, 

curly/straight hair). 



• Metre rulers or measuring tapes, coloured pencils. 

Preparation 

• If possible, organise to have adult helpers available to work with groups during 

the measuring. 

The lesson 

Stimulus 

• Sit the pupils in a circle. Make statements such as ‘I have curly hair’, ‘I have a 

younger sister’ or ‘I have a missing tooth’. If this statement is true for a pupil, 

he/she must stand up, walk to the centre of the circle and look for another place 

to sit. Children enjoy this game as it is similar to the party game ‘Musical chairs’. 

What to do 

• Explain to the pupils that although we have many similarities, we are all different 

in physical appearance. Draw the table on the board. Explain to the class how to 

do a ‘tally’ when counting. Ask the pupils what colour hair they have. Some pupils 

may be confused as their hair is a mix of colours. Help them to make a decision. 

• Ask pupils to raise their hand after you name the hair colour. Create the tally on 

the board. Pupils can complete their own table on the worksheet as you do. 

• Pupils calculate the total. They use the information to create their graph. Ask the 

pupils to use a different-coloured pencil for each hair colour. 

• Pupils work in pairs to complete Question 3. 


Answers 

• Teacher check 


• Ask the class who has the same colour hair as their parents. Who doesn’t? Do they 

have the same hair colour as their grandparents? Briefly introduce the concept of 

inherited characteristics. 

• Plan, design and make a chart to measure heights, including a ‘pointer’ to show 

and record heights. 


Display ideas 

• Collate the information about the pupils’ heights. Make a large graph to display 

on the door. Pupils can help by gluing materials or squares of coloured paper on 

each of the bars. 




Complete the table by recording tallies and counting them. 

Number of children 

Complete the graph by 

colouring the blocks. 

(a) My partner is: 

My height is: 

My partner’s height is: 

My eye colour is: 


My partner’s eye colour is: 

(b) Draw your partner. 

Hair colour 


Changes 

Myself – Activity 3 

Objectives 

• recognise that all living 

things grow and change 

• recognise that physical 

growth has taken place since 

birth 

• begin to identify the main 

phases of the human life 

cycle 



• Observing 



communicating 


All through our lives, changes will 

occur. Some of these changes 

may be small, some major. They 

may be physical or emotional, 

positive or negative. 

Food and water are essential 

to the growth and survival of 

people, plants and animals. 

People also require sleep 

and exercise for growth and 

development. 

Cyclic patterns occur in nature. 

The most obvious of these are 

the life cycles of different animals, 

including humans. Other cycles 

involve weather, climate, the 

passing of time (days, weeks, 

months, years), water etc. The 

repetitive nature of life on Earth is 

a concept that can be reinforced 

from many perspectives. 



• Photographs and charts of people, plants and animals at different stages of their 

life cycle, or life cycle charts. 

Preparation 

• Collect photographs of people at different stages in their lives. Ask pupils to bring 

photographs of themselves as babies and toddlers. 

The lesson 

Stimulus 

• Use photographs and charts to show people at different stages of their lives. Display 

the photographs of the pupils. Play a ‘guess who?’ game. 

What to do 

• Ask pupils to think about what they could do as babies. What did they like to eat? 

What were their responsibilities? Continue with pupils considering the same criteria 

when they were toddlers. Did they have any responsibilities such as having to put 

their cup in the sink or put their toys away? Ask the class what their responsibilities 

are now. Do they have any chores? What things do they like to do and eat now? 

• Pupils complete the table. Ask the class how things have changed. 

• Pupils complete Question 2 by drawing or labelling pictures. Pupils may need help 

with the spelling of some words. 

• Show the pupils pictures of plants and animals at different stages. Pupils match 

the animals and plants in their early stages with the same plants/animals in their 

later stages. 


Answers 


2. baby child teenager adult senior 

3. (a) kitten – cat 

(b) seed – plant 

(c) tadpole – frog 

(d) caterpillar – butterfly 



• Explore the cycles of animals that hibernate; for example, bears. 

Display ideas 

• Pupils look through magazines and find pictures of people in one of the five stages 

of their life cycle. The pictures can be glued on black card, labelled and have arrows 

attached to show the order. 

• Other posters of life cycles can be created and displayed. The pupils can draw, paint 

or use pictures from the Internet and put them in the correct order, showing the 

cycle. 


Myself – Activity 3 

Changes 

As we grow, many changes will happen to us. 

Complete the table. 

Complete the missing parts of the human stages of life. 


All living things grow and change. Match the plants and animals. 

(a) kitten • • frog 

(b) seed • • cat 

(c) tadpole • • butterfly 

(d) caterpillar • • plant 




Objective 

• identify some requirements 

for growth and development 

in the human 




• Analysing (sorting and 

classifying) 


communicating 


A ‘need’ is something we use 

to survive (e.g. food, water, air, 

shelter). A ‘want’ is something 

we would like to have but which 

is not essential to our health or 

survival (e.g. TV, a new toy). 

Although food is a need, some 

foods and drinks are not essential 

to our health or survival and are 

‘wants’ (e.g. soft drink, potato 

crisps etc.). 



• Small segments of fruit – sufficient for one each. Sweets and crisps etc.—sufficient 

for a taste per pupil. 

Preparation 

• Prepare above foods so each pupil will taste one of the fruits and one of the ‘junk 

foods’. 

The lesson 

Stimulus 

• Give each pupil a piece of fruit to eat without showing the ‘junk food’ item. Discuss 

the reaction to this food. Then provide the ‘junk food’. Discuss the reaction to this 

food and compare. 

What to do 

• Discuss the difference between a need and a want as illustrated in the stimulus. 

• Ask pupils what they have had to eat and drink over the past two days. List their 

answers on the whiteboard. 

• Discuss which foods might be needs or wants. 

• Pupils complete the copymaster using the lists on the whiteboard as a reference 

if necessary. 


Answers 

1. – 3. Teacher check. 


• Pupils can draw or find pictures in magazines to help create two posters labelled 

– ‘Foods and Drinks We Need’ and ‘Foods and Drinks We Want’. 

Display ideas 

• Refer to the ‘Additional activities’. 





Foods and drinks are needed for people to live and grow. 

Some foods and drinks are needs and others are wants. 

List four things you have had to drink in the last two days. 

Tick if you think the drink is a need or a want. 

List six things you have had to eat in the last two days. 

Tick if you think the food is a need or a want. 

(a) How important to us are 

the drinks and foods we 

need? 


(b) How important to us are 

the drinks and foods that 

we want? 


Living things 

Plants and 

animals 

England – Science – 

Key Stage Two 

Northern Ireland – 

The World Around 

Us – Key Stage One 

Scotland – Science 

– First and Second 

Level 

Wales – Knowledge 

and Understanding 

of the World – Key 

Stage Two 


• Know about the life processes common to humans and other animals. 

• Know about the life processes common to plants. 

• Know about the effect of light, air, water and temperature on plant 

growth. 

• Identify locally occurring animals and plants and assign them to groups. 

• Know about the different plants and animals found in different habitats. 

• Know how animals and plants in different habitats are suited to their 

environment. 

• Know how plants and animals rely on each other within the natural world. 

• Know how place influences plant and animal life. 

• Know how living things survive. 

• Become aware of the variety of living things in the world. 

• Know about animals that hibernate and migrate. 

• Observe and record features of living things which allow them to be placed 

into groups (first). 

• Identify and classify examples of living things and appreciate their variety 

(second). 

• Help design experiments to find out what plants need in order to grow and 

develop (first). 

• Observe and record findings and use learning to grow healthy plants (first). 

• Complete fieldwork on plants and animals found in contrasting 

environments. 

• Know about the environmental factors that affect what grows and lives in 

different environments. 

• Carry out a fair test, use equipment correctly, make careful observations 

and measurements and form considered opinions. 



What are insects? 

Parts of an insect 

Design an insect 

Snail trails 

Observing plants 

Different habitats 

Nocturnal animals 

Food for plants and animals 

What do plants need to grow? 

Life cycles and seasons – 1 


Living things 

Plants and 

animals 

abdomen 

antenna 

body 

cactus 

desert 

fast 

flower 

fruit 

head 

insect 

leg 

material 

move 

observe 

patterns 

plants 

seed 

snail 

stem 

thorax 

wetlands 

winter 


animals 

autumn 

butterfly 

caterpillar 

eye 

feel 

food 

habitat 

human 

leaf 

light 

mouth 

nocturnal 

ocean 

people 

roots 

slow 

spring 

summer 

water 

wing 

woodlands 

Name: 



Plants and animals ~ Activity 1 

Objective 

• observe, identify and 

explore a variety of living 

things in local habitats and 

environments 



• Observing 


• Investigating and 

experimenting 


classifying) 


communicating 


• Exploring 


Identifying and observing insects 

can be difficult with a large 

number of pupils. Activities in this 

topic are based on observations 

occurring in the school grounds. 

An alternative is to have a live 

insect collection in the classroom, 

such as an ant farm or silkworm 

collection. 

To be a true insect, the bug 

must have three pairs of legs, a 

segmented body (three regions), 

one pair of antennae and, usually, 

wings. 



• Hand lenses if available, charts or books with pictures of insects, clipboards or files 

for field work. 

(Note: Pupils should be aware of the dangers of focusing light using hand 

lenses.) 

Preparation 

• Identify locations in the school grounds where insects can be observed – ants, 

woodlice, ladybirds, butterflies, moths etc. 

The lesson 

Stimulus 

• Show pupils charts and pictures of insects to help to create interest and discussion. 

Ask pupils for their stories of any experiences with insects. 

What to do 

• Discuss insect species and list those the pupils have seen in the school grounds. 

• Read through the worksheet with the pupils so they know what to look for when 

observing their insects. 

• Go into the school grounds and have pupils (in pairs) observe an insect. (Insects 

such as ants or grasshoppers are the best for this activity.) Answer the questions 

on the worksheet and draw a picture of the insect. (The worksheet can be finished 

in the classroom.) 

• Discuss similarities and differences in the observations made by different pairs. 

• Explain to the pupils that to be a true insect, the bug must have three pairs of legs, 

a segmented body (three regions), one pair of antennae and, usually, wings. 


Answers 

1. – 3. Teacher check. 


• Investigate ants – how they live in colonies, are strong for their size etc. 


Display ideas 

• Take photographs of pupils observing insects, add captions to the photographs and 

pin completed worksheets next to the photos. 

• Allow pupils to make detailed drawings of a variety of insects (from charts or 

collections) using a fine black pen. Display the results. 




Name some insects you might find in your school grounds. 

Look carefully at one insect in your school grounds and answer 

these questions. Do not hurt your insect. 


(a) Is your insect a true insect? 

(b) Circle the insects in the top box that are true insects. 




Objectives 




environments 

• recognise and describe the 

parts of some living things 



• Observing 



experimenting 


communicating 


An insect’s body parts perform 

the following functions. 

Head: includes the mouth, eyes 

and antennae, but not the ears. 

(Many insects ‘hear’ by means 

of hairs on their bodies. Others 

have ‘ears’ on their legs or sides. 

They cannot be seen.) The mouth 

is surrounded by mouth parts 

which vary according to how 

the insect feeds. The eyes are 

mostly large ‘compound’ eyes. 

Each compound eye is made up 

of hundreds of separate lenses. 

The antennae are used to smell 

and feel. 

Thorax: the legs and wings are 

attached to the thorax, which 

has three fused parts. One pair 

of legs is attached to each part 

of the thorax. Most insects have 

wings, either two or four, which 

are attached to the thorax. 

Abdomen: in the abdomen 

are the essential organs for 

digestion, reproduction and 

waste products. The abdomen 

of most insects can expand and 

contract. Some insects have a 

poisonous sting at the end of the 

abdomen. 



• Chart or books showing pictures of insects. 

Preparation 

• No extra preparation needed. 

The lesson 

Stimulus 

• Use the worksheet to discuss each of the body parts of an insect. Whiteboard 

common words used to describe insects. 

What to do 

• Have pupils suggest functions for each body part before discussing the actual 

functions, as detailed in the background information. 

• Pupils cut and paste body part labels onto the diagram. 


Answers 



• On the whiteboard, make up a chart with insect and other animal parts listed 

vertically. Horizontally, list Insect, Mammal, Bird, Fish etc. Tick what parts each 

has and discuss the results. 

Display ideas 

• Pupils can make a collage of an insect and label the parts. 





Insects have many different shapes, colours and sizes. 

However, all insects have the same body parts. 

Cut and glue the body part names in the correct places. 





Objective 




environments 



• Observing 



experimenting 


communicating 


• Exploring 

• Planning 

• Making 

• Evaluating 


Refer to background information 

on page 16. 



• Collect a range of materials including plastic bottles, drinking straws, pipe-cleaners, 

buttons, cardboard boxes, cardboard rolls, cool drink cans, masking tape, modelling 

clay, elastic bands etc. 

Preparation 

• Group materials for ease of use. 

The lesson 

Stimulus 

• Discuss the body parts of insects. Review worksheet from page 17. Review the 

materials collected. Pupils suggest what materials most resemble insect body parts 

and how they can be joined. 

What to do 

• Place pupils in small groups. Have the groups complete the worksheet based on 

their own plan of an insect. Have the pupils label body parts with the materials 

they intend to use. 

• Distribute materials and have pupils assemble their insect. 

• Review each group’s insect. Check off all required body parts. 


Answers 



• Sort the completed insects into species (for example, beetles, ants) or by what they 

eat or what they can do. 

Display ideas 

• Display the finished insects from the ceiling or on ledges, along with a short 

description of what each can do, what it eats, its name etc. 





Type of Insect 

Draw and label the materials you will use for 

each body part. 


Describe what this insect can do. 


Snail trails 


Objective 




environments 



• Observing 



experimenting 



communicating 


• Exploring 


A snail moves along by means 

of a strong muscular organ or 

‘foot’. This moves in a backward, 

wavelike movement that propels 

the snail forward. The snail 

excretes a slimy substance which 

assists in moving. 

Note: Snails that withdraw into 

their shells can usually be coaxed 

out by dipping into a lid of water 

or placing on a damp paper 

towel. 

Snail facts: 

• Snails travel in irregular paths, 

often moving in a circle. 

• Snails cannot hear. 

• Snails are nocturnal. 

• The suction created by the 

slime enables a snail to crawl 

upside-down. 

• Garden snails breathe with 

lungs. 

• Snails rely mainly on their 

sense of touch and smell to 

find food as their eyesight is 

very poor. 

• Garden snails mainly eat 

garden plants and vegetables 

but will also eat decaying 

plants and soil. 



• A variety of snails (3–4 per group), magnifying glass or hand lens, coloured pencils 

or felt pens, stopwatch, glass or plastic containers, sheet of dark-coloured paper, 

piece of plastic (a plastic file sleeve could be used), ruler. 

Preparation 

• A collection of different types and shapes of snails (collected either by the teacher 

or, in an allocated time, by pupils prior to lesson). 

• Chart or drawing in a book of a snail, showing labelled parts. 

• Collection of extra books on snails, how to build a snailery or keep snails, snail life 

cycle for reference and research (optional). 

The lesson 

Stimulus 

• Discuss the ways in which animals move (hop, slide, crawl, swim, slither, fly, waddle 

etc.). Whiteboard or chart a list of interesting words. 

• Show a detailed picture of a snail and its labelled parts (feelers, eyes, mouth, shell, 

foot). 

What to do 

• Distribute snails to groups, along with the other materials. 

• Have the pupils record any differences in the snails’ shell patterns on the 

copymaster. 

• Examine one snail carefully and draw a detailed picture of it. 

• Pupils compare their picture to the labelled chart shown previously. Ask if they can 

see these parts on their snail. 

• Watch the snails move. Write words to describe this movement. Can they see the 

trail the snails leave? 

• Pupils carefully place a snail on their hand and watch it move. Describe what it 

feels like. 

• Draw a line on the dark paper. Place the snail at one end and time its 

movement. Make a mark after one minute to show how far it has travelled. 

Place the piece of plastic over the line on the paper and again time the snail over 

a minute. Mark a line to show how far it travelled. On what surface did it travel 

faster? Measure how far it moved. Which group’s snail travelled the longest/ 

shortest distance? 



Answers 

• Teacher check. 


• Find and record as many places as possible where snails live. Check the next day 

at the same time. Record the number. Have any moved? Why do they think snails 

move from place to place? 

• Observe snails and their movements over different surfaces (e.g. carpet, grass, 

plastic, lino, wood, cement, sandpaper). On which surface do they move the slowest/ 

fastest? Do they move differently on different surfaces? 

Display ideas 

• Brainstorm words and phrases about their observations. Arrange around a collage 

snail drawing. 



Draw and write about your snails. 

Snail trails 

Shell patterns … 

What it looks like … 

How it moves … 

What it feels like … 


(a) My snail travelled 

(b) My snail travelled 

cm on the paper in one minute. 

cm on the plastic in one minute. 

(c) My snail moved 

on the paper. 

(d) My snail moved 

on the plastic. 



Plants and animals~ Activity 5 

Objectives 

• recognise and describe the parts 

of some living things 

• recognise that trees are plants 



• Observing 

• Recording and communicating 


• Exploring 


The main parts of flowering plants 

are the leaves, stems, roots, flowers 

and seeds. Each plant part performs 

the following basic functions. 

Leaves: the structures on a plant that 

make food. 

Stems: the part of a plant that support 

branches, leaves and flowers. 

Roots: anchor the plant in soil 

and collect water and minerals for 

growth. 

Flowers: the reproductive part of the 

plant where seeds are produced. 

Seeds: the part of the plant containing 

a tiny plant and its food supply. 



• Clipboards or files for field work. 

Preparation 

• Explore the school grounds to locate the most suitable sites to observe a variety 

of flowering plants. Prepare worksheets and clipboards. 

• Organise pairs or groups of pupils. 

The lesson 

Stimulus 

• Have pupils suggest their favourite plant/flower. List these on the 

whiteboard. 

• Ensure pupils recognise that trees are plants. Have pupils suggest their favourite 

tree. 

• Identify levels of prior knowledge by discussing what plants they have at home 

and the purpose plants serve. 

• Discuss the different parts of plants – prior knowledge. 

What to do 

• Take the class to the designated area(s). Have pupils choose a plant with flowers. 

Pupils draw each plant part. (See note below regarding the roots.) Encourage 

pupils to select different plant varieties. Pupils write words to describe what 

they are observing. 

• Return to the classroom. Discuss the observations of different pupils. Have 

pupils suggest what roles are played by the different plant parts. Do the words 

and drawings give any clues? 

• Pupils complete and colour drawings. Describing words can be compiled and 

presented on charts. 

Note: When observing plant parts it will be necessary to observe a root system. 

This can be done as a whole-class activity to start with, by observing the root 

systems of several weeds. 



Answers 



• Create a class ‘Plant Record Book’ which 

pupils work at in pairs or individually 

to compile. 

Display ideas 

• Take photos of pupils drawing the plant 

parts and display around completed 

copymasters. 




Choose a plant with flowers. Look at it carefully. 

Draw a picture and write words to describe each part of the plant. 




Plants and animals~ Activity 6 

Objective 

• develop some awareness of 

plants and animals from wider 

environments 





classifying) 



A habitat is the place where organisms 

live, grow, feed and reproduce. Many 

animals have special adaptations to 

give them the best chance of survival 

in a habitat. 

All animals and plants rely on their 

habitat for water and food, shelter 

and safety. 

There are many different habitats on 

the earth. These include: 

Wetlands (or swamps/marshes) are 

areas of land that are often flooded 

with water. Many animals and insects 

flock to wetlands, especially birds. 

Deserts are areas that have very little 

moisture. Animals and plants that 

live in these environments usually 

have adaptations that help them to 

survive with very little water (such as 

a cactus or camel). 

Woodlands often have dense trees, 

making the ground moist which is 

an ideal condition for worms and 

insects. Dead plants are recycled on 

the floor of woodlands, decomposing 

into the soil. 

The ocean is a habitat with an 

immense number of plant and animal 

inhabitants. 



• Photographs and pictures of different habitats (optional). 

Preparation 

• Resource photographs of a variety of different habitats. 

The lesson 

Stimulus 

• Play a ‘Where do I live?’ game. Keep describing an animal or plant until a pupil 

can guess where the animal lives or plant can be found. 

For example: 

• I have a shell. 

• I have claws. 

• I walk sideways and sometimes backwards. 

Continue until a pupil guess that the creature is a crab and lives in the ocean. 

What to do 

• Show pupils pictures of different habitats; for example, jungles, ponds, bush, 

rainforests, woodlands, deserts, alpine regions. 

• Ask the class to predict what type of plants and animals might be found in each 

habitat. 

• Introduce the term ‘habitat’. Discuss each of the four habitats listed on the 

worksheet. Allow time for pupils to ask questions about them. 

• In pairs, the pupils look at each of the organisms at the bottom of the worksheet. 

They discuss which habitat each might be found in. 

• Pupils colour the pictures of the plants and animals. 

• Pupils cut and paste the pictures of the plants and animals in the appropriate 

box. 

• When completed, hold a class discussion about the pupils’ responses to clarify 

any misconceptions. 



Answers 

Ocean: coral, fish, turtle, seagrass. 

Desert: lizard, cactus, snake, camel. 

Wetland: frog, flamingo, reeds, lily pad. 

Woodland: squirrel, bird, trees, flowers. 


• Discuss which plants and animals live in the local area. Discuss the habitats 

they are found in. Pupils draw and label a local habitat with plants and animals 

included. 

• Choose one habitat. Discuss food chains. Ask pupils to think about which animals 

eat other animals or plants to survive. 

Display ideas 

• Display the pictures or photographs of different habitats. 




A habitat is the place where plants and animals live. 

Decide which habitat the plants and animals below belong to. Colour 

them. Cut them out and place them in the correct box. 





Objective 

• group and sort living things 

into sets according to certain 

characteristics 



• Observing 



classifying) 



Nocturnal animals sleep during the 

day and are active at night. Many 

of these animals have special eyes 

that ‘collect’ the light to help them 

see and move around in the dark. 

The pupils become larger to let 

more light in. Bats are able to fly 

around at night by using a sonar-like 

system. They send out signals that hit 

something solid and then come back. 

Bats are able to tell how far away an 

object is and what it is by doing this. 

(This is called echolocation.) 



• Mirror, ping-pong ball, charts, magazines, pictures or photographs of nocturnal 

animals; for example, fox, bat, koala, owl, possum, snail, wolf. 

Preparation 

• Arrange to use another area in the school if the classroom cannot be made dark 

enough for the stimulus activity. 

The lesson 

Stimulus 

• Turn off the lights and close the blinds in the classroom. Give the pupils enough 

time for their eyes to become accustomed to the dark. Ask them if they can 

still see outlines of objects. How much can they see? 

What to do 

• In pairs, ask the pupils to look at each other’s eyes. Explain that the black part 

of the eye is called the ‘pupil’. One at a time, ask a pupil to close his/her eyes 

and count to five. Open the eyes. His/Her partner watches the pupil contract 

(get smaller). (Pupils who do not have a partner can use a mirror to watch their 

own pupils contract.) Explain that our eyes adjust to the dark by our pupils 

opening wider to let more light in. The eyes of many nocturnal animals also 

have this special characteristic. 

• Not all animals use their eyes to get around in the dark. Bats have a special 

system to help them find out how far away objects are. Ask the pupils if they 

know what bats use to help them travel in the dark. Get a ping-pong ball. Stand 

close to the wall and bounce it against the wall. Watch the ball come back. 

Continue to do this taking a step back each time. Explain that this is similar to 

a bat sending high-pitched sound signals to judge how far away an object is. 

• Look at the animals pictured on the copymaster. Discuss what the pupils know 

about each animal and its special features. Predict if the animal is nocturnal. 

• Complete Questions 2 and 3 of the copymaster. 


Answers 

1. bat, koala, owl, possum, snail 

2. Nocturnal animals sleep during the day and are active at night. 

3. Bats use high-pitched sound (sonar) signals. These signals bounce off the objects 

in front of them. 



• Discuss and list animals that are not nocturnal (diurnal). 

• Research one nocturnal animal. Draw pictures of the animal and add important 

facts. 

Display ideas 

• Find posters and photos of different kinds of animals. Divide a wall into animals 

that are active during the day and animals that are active at night. 




Colour the animals that are nocturnal. 

What is a nocturnal animal? 


Bats have a special way of getting around in the dark. 

Explain how they travel at night. 




Objective 

• appreciate that living things 

have essential needs for growth 



• Observing 




(Note: This is an ideal opportunity 

to reinforce the understanding that 

people are animals. Misconceptions 

are often developed to the contrary 

at this age.) 

Food and water are essential to the 

growth and survival of people, plants 

and animals. 

The volumes and types of food 

and water vary among plants and 

animals. 



• Pictures of a variety of plants and animals from a diverse range of environments 

(include those on the copymaster); mini-cactus plant (optional). 

Preparation 

• No extra preparation required. 

The lesson 

Stimulus 

• Display the pictures of plants and animals. Discuss what each animal and plant 

needs to survive. 

What to do 

• Focus on the plants listed on the copymaster. Both require water and food, 

although each in varying amounts. The cactus needs very little as it is capable 

of storing water and food. The flower requires constant water and nutrients. 

• Now focus on the animals listed on the copymaster. Each has a different food 

requirement. The dog is primarily a meat eater (carnivore), while the human is a 

plant and meat eater (omnivore). Both animals require fresh water to drink. 

• Ask pupils for words and phrases to list on the whiteboard under each of these 

animals and plants. For example, the dog’s could be – bones, dog biscuits, tin 

of dog food, bowl of fresh water etc. 

• Pupils complete the copymaster, using the lists as reference. 


Answers 



• Investigate animals and plants with unique food and water storing characteristics, 

e.g. camel, bear, cactus etc. 

• Grow simple plants from seed. Observe plants receiving water – how much/ 

how often do they need watering? 


Display ideas 

• Pupils could paint or draw pictures of animals or plants investigated in the 

additional activities. Facts can be pinned around each picture on a pin-up 

board. 




Food and water are very important for people to live and grow. 

What do these plants and animals need to live and grow? 

Plants 

Animals 


How are people, plants and animals the same? 




Objectives 

• explore through the growing 

of seeds, the need of plants for 

water and heat 

• investigate how plants respond 

to light 



• Observing 


• Investigating and experimenting 


• Analysing (interpreting) 



• Exploring 

• Making 


Plants have certain requirements 

to live. 

1. Light: is essential for the 

process of food production by 

photosynthesis. Light does not 

need to be direct; however, the 

amount and intensity of light 

required varies from plant to 

plant. 

2. Water: all plants require water, 

which also contains minerals and 

nutrients. The amount of water 

required varies from plant to 

plant. 

3. Food: is the level of necessary or 

additional minerals absorbed by 

the plant. All plants require food. 

In some cases, certain minerals 

are essential for the plant to 

survive. In others, minerals will 

enhance growth. 

Note: 

The purpose of this experiment 

is to identify the survival needs of 

flowering plants. While the concept is 

complex, it represents an opportunity 

to demonstrate that separate 

experiments are needed for light, 

water and food; i.e. variables should 

be isolated. 


Materials Needed 

• Seeds (select easy-care fast-growing seeds such as beans, wheat or others 

available locally); simple containers such as saucers, bottom of milk cartons 

etc. to grow seeds, water, soluble fertiliser, cotton wool (or blotting paper). 

Preparation 

• Prepare sufficient containers to have nine per group of pupils (4–6 pupils per 

group); seeds, water, cotton wool and fertiliser for each group. 

The lesson 

Stimulus 

• Discuss what people need in order to survive. Write the suggestions on the 

whiteboard. Discuss what pupils think plants need to survive. Write on the 

whiteboard and compare lists. 

What to do 

• Discuss how pupils can test some of the suggestions by conducting an 

experiment. 

• Explain how pupils will test the need of a plant for light, water and food. 

• Have each group prepare their experiments as follows. Parent helpers could 

be used to assist if available. 

Light: Three containers, labelled 1–3, with seeds resting on a bed of cotton wool. All watered so 

cotton wool is moist to damp. 

Place Container 1 in a dark cupboard – no light. 

Place Container 2 in a position where light is received – no direct sun (on a shelf in the 

classroom). 

Place Container 3 in a position receiving direct sun (on a windowsill where some direct sun is 

received). 

Keep cotton wool moist throughout the experiment. 

Water: Three containers, labelled 1–3, with seeds resting on a bed of cotton wool. 

Container 1 – no water. 

Container 2 – watered at the beginning only. 

Container 3 – cotton wool kept moist. 

Place all three together, on a shelf in the classroom. 

Food: Three containers, labelled 1–3, with seeds resting on a bed of cotton wool. 

Container 1 – no food. 

Container 2 – fed at the beginning only. 

Container 3 – fed regularly with soluble fertiliser. 

Place all three together, on a shelf in the classroom. 

• Note: The worksheet should not be completed until seed and plant growth has 

been sufficient to differentiate the varying levels for growth. 

• Pupils record their findings on the copymaster by drawing the results of each 

experiment. Note: Work through each variable at a time. 

• Based on their observations, pupils complete the grid at the bottom of the 

worksheet to record how each variable affected the growth of the seeds. 



Answers 



• Observe plants in the school grounds. 

– Which plants are receiving ideal conditions? 

– Which plants are not? What is missing? 







Plants and animals – Activity 10 

Objectives 

• become familiar with the life 

cycles of common plants and 

animals 

• understand that seasonal 

changes occur in living things 

and examine the changes in 

plant and animal life during the 

different seasons 



• Observing 




and recognising patterns) 



• Exploring 

• Making 






involve weather, climate, the passing 

of time (days, weeks, months, years), 

water etc. The repetitive nature of 

life on Earth is a concept that can be 

reinforced from many perspectives. 

Nature can change from season to 

season. Plants and trees change 

throughout the seasons. 

Once the seedling starts to grow out 

of the seed it also develops roots. 

The young plant continues to grow 

developing a stem, leaves and, later, 

bearing flowers and fruits. The flower 

is the reproductive organ of the plant. 

Pollination of the flower leads to the 

making of more seeds and the cycle 

continues. 



• Photographs and charts of trees and plants at different stages of their life cycle, 

or life cycle charts. 

Preparation 

• Collect charts and photographs of plants and trees at different stages in their 

life cycle. 

The lesson 

Stimulus 

• Walk around the school grounds and observe plants at different stages of their 

life cycle. Look for plants that are just shooting through the ground and those 

with and without flowers in bloom. Discuss each part of the cycle. 

What to do 

• Pupils complete the cycle by naming each step. They discuss their ideas with a 

partner. 

• When the pupils have completed Question 1, discuss the cycle to ensure the 

correct steps are included. 

• Name each of the seasons. Ask the class to volunteer words to describe each 

season. If not offered, ask the pupils how the plants and trees change during 

the different seasons. 

• Read each of the statements in Question 2. Pupils match each with the 

season. 

• Show the class pictures of trees at different times of the year. Pupils complete 

Question 3 by drawing how trees appear during the three different seasons. 


Answers 

1. seed seedling flower fruit 

2. (a) Leaves change colour, dry and fall to the ground – autumn. 

(b) Trees in full bloom – summer. 

(c) Buds appear, flowers bloom and birds build their nests – spring. 

(d) No seeds sprouting, trees are bare – winter. 

3. Teacher check – refer to above. 



• Compose a class poem about trees during different times of the year. Paint 

pictures of how trees appear throughout the seasons. 

Display ideas 

• Other posters of life cycles can be created and displayed. The pupils can draw, 

paint or use pictures from the Internet and put them in the correct order, 

showing the cycle. 




Complete the missing parts of the cycle and colour 

the illustrations. 

Nature changes from season to season. Match the description to 

the season. 

(a) Leaves change colour, dry and fall to the ground. • • spring 

(b) Trees in full bloom. • • winter 


(c) Buds appear, flowers bloom and birds build their nests. • • summer 

(d) No seeds sprouting, trees are bare. • • autumn 

Draw a tree for each of these seasons. 

Spring Autumn Winter 




Objectives 

• become familiar with the life 

cycles of common plants and 

animals 

• understand that seasonal 

changes occur in living things 

and examine the changes in 

plant and animal life during the 

different seasons 



• Observing 









involve weather, climate, the passing 

of time (days, weeks, months, years), 

water etc. The repetitive nature of 

life on Earth is a concept that can be 

reinforced from many perspectives. 

During the different seasons, animals 

change their behaviour for survival 

during the cold winters and hot 

summers. 

Animals: 

• sleep or hibernate, 

• change their fur thickness, 

• hide in trees or underground, 

• fly to where the weather is warmer 

and food more available. 



• Photographs and charts of animals at different stages of their life cycle, or life 

cycle charts. 

Preparation 

• Collect charts and photographs of animals at different stages in their life 

cycle. 

The lesson 

Stimulus 

• Use photographs and charts to show a variety of animals at different stages 

of their life cycle. Discuss the differences between a caterpillar and a butterfly. 

How can these be the same animal? Talk about the differences between a 

tadpole and a frog. How can these be the same animal? Introduce the concept 

of animals developing as part of a cycle. Discuss ‘cyclic’ terms (for example, 

larvae, pupa, seedling). 

What to do 

• Pupils complete the cycle by naming each step. They discuss their ideas with a 

partner. When the pupils have completed the task, discuss the cycle to ensure 

the correct steps are included. 

• Name each of the seasons. Ask the class to volunteer words to describe each 

season. 

• Explain that some animals change their behaviour during different seasons. Read 

each of the statements in Question 2. Ask the class if they think the behaviour 

occurs during winter or summer. 

• Which animals fly to new locations for the winter? Birds and insects. 

Which types of animals shed their fur or skin during summer to keep cool? 

Dogs, weasels and snakes. 

• Which types of animals hibernate during colder months? Squirrels, bears, 

groundhogs, hummingbirds etc. Frogs, snakes, turtles and many insects are 

dormant or inactive during winter. 



Answers 

1. egg caterpillar pupa butterfly 

2. (a) winter (b) summer (c) winter 

3. (a) Hibernate means to spend the winter withdrawn in close quarters. 

(b) Animals lower their body temperature and decrease their heart rate during 

hibernation to conserve the body’s energy needs to a bare minimum. 


• Explore the cycles of animals that hibernate; for example, the life cycle of 

bears. 

Display ideas 

• Other posters of life cycles can be created and displayed. The pupils can draw, 

paint or use pictures from the Internet and put them in the correct order, 

showing the cycle. 

• Identify frogs native to the local environment. Use books and the Internet to 

identify unique and interesting frogs. Research the countries they live in. 




Complete the missing parts of the life cycle and colour 

the illustrations. 

Some animals change their behaviour depending on the season. In 

which season do the following happen? 

(a) Birds fly to where the 

weather is warmer and food 

is more available. 

(b) Animals shed fur or skin 

to lower 

body temperature. 


(c) Animals hibernate, 

lowering body temperature 

and slowing their 

heartbeat. 

(a) What does ‘hibernate’ mean? 

(b) Why do you think animals lower their body temperature and 

slow their heartbeat during hibernation? 



Light 



Key Stage Two 

Northern Ireland – 

The World Around 

Us – Key Stage One 

Scotland – Science 

– First Level 


and Understanding 

of the World – Key 

Stage Two 

• Know that light travels from a source. 

• Know that light cannot pass through some materials and that this leads to 

the formation of shadows. 

• Know how the position of the sun appears to change during the day and 

how shadows change as this happens. 

• Use simple equipment, make observations and measurements and 

communicate data. 

• Know about the importance of light in everyday life. 

• Know about different sources of light. 

• Observe the position of the sun at various times (first). 

• Make connections between the shape, position and size of shadows and the 

sun at different times of the day (first). 

• Explore the properties of different materials (first). 

• Know about the position and key features of the sun. 

• Know how properties of materials relate to their uses. 

• Know how light travels and how it can be used. 

• Use equipment correctly and make careful observations and measurements. 



Making shadows 

Measuring shadows 

Shadow clock 

The torch experiment 

Sun facts 


Light 


clock 

day 

energy 

graph 

heat 

light 

materials 

opaque 

see 

shadows 

source 

sun 

time 

translucent 

transparent 

Name: 



Light ~ Activity 1 

Objectives 

• recognise that light comes from 

different sources 

• recognise that light is needed in 

order to see 



• Observing 





• Exploring 

• Making 


Light travels in straight lines. Any 

object which cuts off the source of 

light produces a region of shade 

behind it and casts a shadow on any 

surface in that region. 



• Torches, OHP, cardboard box, assorted items for the stimulus (e.g. scissors, 

watch, paperclip, comb, fork), black paint, large felt-tip pen, sheets of A3 white 

paper, strip of white paper for mounting, chalk. 

Preparation 

• Cut the base from the cardboard box and place onto an OHP. Inside the box 

place a number of everyday objects. 

The lesson 

Stimulus 

• Turn on the OHP for 30 seconds. Pupils write down all the objects they 

recognised and remembered. 

What to do 

• Take pupils outside to observe shadows (use an area where shadows can be 

traced). This is best done in the afternoon or morning when the shadows are 

longer. Discuss with the pupils: ‘Does your shadow move in the same direction 

as you? Can you jump on your shadow? Does your body always touch your 

shadow? Can you and your partner make your shadows touch without touching 

each other? What is the biggest shadow you can make? What is the smallest 

shadow you can make?’ Pupils record their shadows by tracing around them 

with chalk. 

• Pupils write their observations on their worksheets. 

• Using the OHP, trace the silhouette of each child’s head on paper. Pupils paint 

their silhouettes black and cut them out. Mount them on a strip of white 

paper. 

• Number each silhouette and have pupils match the silhouette number to the 

individual. 


Answers 

1. Pupils need to find a shape that blocks out the least amount of sun. Lying down 

in a ball shape may be the best way to achieve this. 

2. Pupils need to find a shape that blocks out the most amount of sun. Standing 

tall and wide and holding out clothing may be the best way to achieve this. 

3. (a) No 

(b) If you jump off the ground you will separate from your shadow. 




• Pupils make shadow puppets with their hands. 

• Return to the chalk outlines outside and record the shadows when they are in 

exactly the same position as they were previously. 

Display ideas 

• Use the strip of silhouettes as a border for a ‘shadows’ display. 

• Take photos of pupils’ shadows outside and have pupils write captions for each 

one to display on a photo board. 



Draw a picture to show 

how you made the smallest 

shadow. 


Draw a picture to show 

how you made the biggest 

shadow. 

(a) Does your 

shadow 

always 

touch you? 

Write an explanation of how to make a shadow. 

General statement about shadows. 

(b) Explain your answer. 


Step-by-step explanation on how to make a shadow. 

A sentence to finish your explanation. 




Objectives 




order to see 



• Observing 







• Exploring 

• Making 


Giant shadows are cast by the moon 

and the Earth. When the moon 

passes between the sun and the 

Earth, its shadow falls on parts of the 

Earth, creating darkness on that part 

during the day. This is known as an 

eclipse of the sun. 

If the Earth passes between the sun 

and the moon, the Earth casts a 

shadow on the moon and it becomes 

dark. This is known as an eclipse of 

the moon. 



• Sticks, chalk (2 colours), modelling clay, tape measure, chart or book showing 

pictures of eclipses of the sun and moon. 

Preparation 

• Organise groups and materials for each group. 

The lesson 

Stimulus 

• Show photographs of eclipses of the sun and the moon. Discuss the enormous 

shadows that are cast by the Earth and the moon during an eclipse. 

What to do 

• Divide pupils into small groups of three or four. 

• Working in groups, tell the pupils they are going to predict and measure the 

shadow of a stick throughout the day. 

• Pupils place a stick into a lump of modelling clay. 

• Pupils place their stick in a sunny spot on the ground where the shadow can 

be traced. 

• Record the shadow by tracing it with chalk and measure the length of the 

shadow. With the other coloured chalk predict the position and the length of the 

next shadow in 30 minutes’ time. Continue to do this throughout the day. 

• Pupils present their results in a bar graph on their worksheet. (Teachers will 

need to direct pupils to complete the vertical axis according to the longest 

shadow recorded and to fill in the times of the day on the horizontal axis.) 

• Discuss the results. 


Answers 

• Pupils’ results should show the shadows are longest in the early morning and 

late afternoon and shortest at noon. The length of the shadow changes as the 

sun appears at different angles in the sky. At noon, when the sun is closer to 

directly overhead, there is very little shadow. The position of the sun changes 

as the Earth rotates on its axis. 



• Pupils think of other ways to record the position of the sun. 

Display ideas 

• Cut out graphs and glue onto card. Pupils record their findings below and display 

on the wall. 




• Place your stick in a sunny spot. 

• Trace the shadow with chalk every hour. 

• Measure the shadows. 

Record your results below. 

Graph your results below. 



Shadow clock 


Objectives 




order to see 



• Observing 






• Exploring 

• Making 



The position of the sun can be used 

to tell the time of day. Because the 

sun changes position, sundials only 

remain accurate in one position for 

about two weeks. 

A sundial is made of a dial plate 

marked out with hour lines and a 

raised section called a ‘gnomon’, 

that casts a shadow. The inclined 

edge of the gnomon is called the 

style and the shadow of this edge is 

used to tell the time. 

A sundial must be made specifically 

for the spot where it will be used and 

pointed in the right direction. 

Before sundials, the ancient 

Egyptians built tall stone towers 

called obelisks and could tell the 

time by looking at the shadow. 



• Pictures of sundials, cardboard, pencils, modelling clay, markers, a compass 

(for direction). 

Preparation 

• Cut pieces of cardboard into rectangles 30 cm x 50 cm (one for each group). 

• Wait for a sunny day. 

The lesson 

Stimulus 

• Look at examples and pictures of sundials. Discuss the history of the sundial 

(refer to the background information). 

What to do 

• Divide pupils into small groups of three or four. 

• Pupils construct a shadow clock following directions set out on the 

worksheet. 

• Over the next few days, pupils test their shadow clocks to see how well they 

work. Pupils make suggestions on how they could improve their clocks. 


Answers 

1. – 2. Teacher check 

3. Answers may include: 

Will not work if there is no sun. 

Are not precisely accurate. 

Will change as the Earth moves around the sun. 

Difficult to read inside. 


• Research and make other types of sun clocks. 

Display ideas 

• Take photos of pupils at work and display on pin-up board. Pupils can summarise 

their results and display with the photographs. 




Shadow clock 

Follow the directions to make a shadow clock. 

You will need: 

• a piece of cardboard (30 cm x 50 cm) 

• a pencil 

• modelling clay 

• marker pen 

• compass (for direction) 

Attach the pencil to one end of the cardboard 

with the modelling clay. 

Morning 

W 

Afternoon 

E 

In the morning face your shadow clock towards 

the west. In the afternoon face your shadow clock 

towards the east as shown in the diagrams. 

Use a clock or watch and a marker to mark off on 

the cardboard where the sun hits each hour. 


(a) Was your clock successful? 

(b) What changes would you make to your clock? 

What are the problems with a shadow clock? 




Objective 

• investigate the relationship 

between light and materials 



• Observing 




classifying) 



• Exploring 

• Making 


If light that hits a material travels 

straight through it then the material 

is transparent. Objects can be clearly 

seen through transparent materials. 

If no light passes through an object 

then it is opaque and nothing can be 

seen through the object. 

If a little light is transmitted through 

a material and close objects cannot 

be seen clearly then the object is 

translucent. 



• Variety of materials with opaque, transparent and translucent qualities (e.g. 

plastic bottles, cellophane, thin nylon, cotton wool, tracing paper, pencil, scissors, 

water, frosted glass, thick coloured plastic), strong torches or an OHP, three 

cardboard boxes. 

Preparation 

• Label the three boxes ‘Allows Light to Pass Through – Transparent’, ‘Prevents 

Light Passing Through – Opaque’ and ’Allows a Little Light to Pass Through – 

Translucent’. 

• Divide the class into small groups. Provide a variety of materials for the pupils 

to test in their groups. 

The lesson 

Stimulus 

• Demonstrate to the pupils what they will be doing in the torch experiment. 

Shine a torch through each type of material. Introduce the terms ‘transparent’, 

‘opaque’ and ‘translucent’. Discuss their meanings. 

What to do 

• In groups, test each object or material by holding it in front of the light. 

Categorise them into groups according to how much light passes through. 

• Discuss the types of shadows they form. 

• Revise the terms ‘opaque’, ‘transparent’ and ‘translucent’. Show the pupils the 

boxes and get each group to place their materials in the correct box. 

• On the worksheet, pupils use their own words to explain each term and make 

a list of objects under each of the headings. 


Answers 

1. Opaque – doesn’t allow light to pass through. 

Transparent – allows all light to pass through. 

Translucent – allows some light to pass through. 


3. Answers will vary but may include such things as: 

(a) blinds, clothing, walls, doors 

(b) windows, glasses, clear plastic, packaging 

(c) frosted glass, coloured glass 



• Design and cut out scary shapes from opaque and translucent materials and 

attach to sticks. Get the pupils to try holding the shape close to a strong light 

and then further away. What do they notice about the shadow? 

• Perform puppet plays with the shapes. 

Display ideas 

• Display the shapes made in ‘Additional activities’. 

• Display materials on a table under the headings of ‘opaque’, ‘transparent’ and 

‘translucent’. 




What do these words mean? 

(a) opaque 

(b) transparent 

(c) translucent 

List the materials you tested under the correct heading. 

List some of the uses for materials which are: 

opaque. 


transparent. 

translucent. 


Sun facts 


Objectives 

• recognise that the sun gives us 

heat and light, without which we 

could not survive 

• become aware of the dangers of 

looking directly at the sun 





classifying) 



• Exploring 

• Making 


The sun is a star around which the 

Earth and all of the other planets 

in our solar system revolve. The 

energy that supports life on Earth 

is received from the sun. Humans 

have been relying on its heat and 

light for a million years. If the sun 

was to disappear, animals and plants 

would not be able to survive on the 

Earth. The rays of the sun bring a 

large amount of light to the Earth. 

This light is converted to heat energy 

within the Earth’s atmosphere, which 

holds much of the heat ‘in’. 

The sun is made up of 71% hydrogen, 

27% helium, and 2% of other, heavier 

elements. The temperature near the 

centre of the sun is about 16 000 

000 ºC. 

Half of all new cancers are skin 

cancers, caused by overexposure 

to the sun. 

The sun is an extremely intense 

source of light and should not be 

looked at directly with human eyes. 



• No extra materials needed. 

Preparation 

• Draw a picture of a sun on the board or a chart. 

The lesson 

Stimulus 

• Brainstorm words with the pupils to describe the sun and write inside the 

picture you have drawn. 

• Explain that the word ‘solar’ means ‘having to do with the sun’; therefore ‘solar 

energy’ means energy from the sun. 

What to do 

• Write these headings on the board: ‘Sun Facts’, ‘Sun as our Friend’, ‘Sun as our 

Enemy’ and ‘Protection from the Sun’. Read each piece of information with the 

pupils and decide which heading it belongs under. Look at the key and colour 

the suns to match the heading. 

• Ask the class if anyone has accidentally looked at the sun before. What happens? 

Explain to the class that the sun is very powerful. If we look at it directly, even 

for a few seconds, the light entering the eye is concentrated to a point (as our 

eyes work like a magnifying glass) and it can burn the cells of our retina. The 

cells can be destroyed and that part of the retina can become blind. 


Answers 



• Pupils present the information as a project display. Use a large sheet of 

art paper to display on. Select only a set number of facts to describe. 

Specialise in ‘Facts’ or ‘Friend’ or ‘Enemy’. 

• Pupils make a poster warning of the dangers of the sun. 

– Looking directly at the sun. 

– Not protecting our skin from the sun’s rays. 


Display ideas 

• In groups pupils make a ‘Sun Mobile’ with facts written on pieces of card and 

suspended on string and lengths of cane around the room. 



Sun facts 

Read the information in the suns. Use the key to colour the suns, showing the heading 

each one belongs to. 

Sun Facts – Red 

Sun as our Friend – Yellow 

Protection from the Sun – Green Sun as our Enemy – Blue 

It would take a 

million Earths to fill 

the sun. 

Too much sun causes 

wrinkles, freckles, 

burning and skin 

cancer. 

It makes 

rainbows. 

Too much sunlight 

can cause eye 

problems. 

The sun is150 

million kilometres 

away. 

It provides solar 

energy. This type of 

energy is very clean. 

Approved sunglasses 

block 99 to 100% 

of the sun’s harmful 

ultraviolet rays. 

The sun spins around 

once every 27 days. 

(Earth spins once every 

24 hours.) 

Sunscreen provides 

some shelter from 

harmful rays from the 

sun. 

It makes our garden 

healthy. Plants make 

their food from the light 

from the sun. 


It creates the tides 

in the oceans and 

rivers (with the 

moon’s help). 

It helps us tell 

the time of day. 

It creates the seasons. 

There would be no rain 

without the sun. It keeps 

us warm. 

Try to stay out of the 

sun between10 a.m. 

and 3 p.m. 

Wearing widebrimmed 

hats and 

long-sleeved tops is 

also helpful. 



Sound 

England – Science – Key Stage 

Two 



Scotland – Science – Second 

Level 


Understanding of the World – 

Key Stage Two 


• Know that sounds are made when objects vibrate. 

• Know how to change the pitch and loudness of sounds. 

• Investigate sounds in the local environment. 

• Design and make simple models. 

• Use understanding of sound to change pitch (second). 

• Design and construct a simple musical instrument (second). 

• Demonstrate that sounds are produced by vibrations (second). 

• Know how different sounds are produced and the way that 

sound travels. 



Sound 

Making sounds 

banging 

blowing 

ears 

hear 


Sound 


high 

instrument 

loud 

low 

materials 

moves 

music 

play 

plucking 

quiet 

soft 

sound 

strumming 

Name: 


Sound 

Sound ~ Activity 1 

Objectives 

• recognise and identify a variety 

of sounds in the environment 

• identify and differentiate 

between high and low, loud and 

soft sounds 



• Observing 




classifying) 



Sounds are generated by specific 

objects. Sounds can be loud or 

soft, high-pitched or low-pitched. 

Sounds can come from nature 

(animals, people, water, weather 

etc.) or be human-made (machines, 

traffic, electronic etc.). Sounds occur 

when something vibrates. They are 

transmitted through air or materials 

to our ears. 

There are many different ways of 

making sounds. In order to produce 

a sound, something needs to move. 

(This movement will cause the 

vibration that makes the sound.) Ways 

to produce sounds include banging, 

scraping, tapping, strumming, 

purring, plucking, blowing, twanging 

and drumming. 



• Telephone (normal or mobile), bicycle bell, drums, maracas, guitar, butcher’s 

paper. 

Preparation 

• Collect the materials above. 

The lesson 

Stimulus 

• In groups, pupils fold their butcher’s paper in half. Pupils open the paper and 

write the headings ‘Sounds in Nature’ and ‘Human-made Sounds’. Each group 

lists as many different sounds under each heading as possible. Bring the groups 

together and ask for volunteers to share their lists. 

What to do 

• Pupils can work in pairs to complete Question 1. Pupils can colour the 

picture. 

• Ring the bicycle bell. Pupils decide if the sound is high, low, loud or soft. Organise 

to make the phone ring. Note: a mobile telephone has many different types of 

rings. Play some to the class. Choose one for pupils to complete the question 

for. Finally, ask for volunteers to make the sound of a purring cat. Pupils colour 

the attributes of the sound. 

• Place the instruments at the front of the classroom. Ask for volunteers to 

come to the front and play them. Discuss the sounds made with the class. Pupil 

describe the sounds of each of the instruments and records his/her responses 

on the worksheet. 


Answers 

1. Teacher check. 

2. Answers will vary depending on types of sounds used. 

3. Answers will vary. 


• Pupils find sounds with different attributes such as: 

– loud and low 

– loud and high 

– soft and low 

– soft and high. 


Display ideas 

• If a digital camera is available, take photographs of the pupils playing the 

instruments and display them. 



Sound 

Sound 

Circle six things in the picture that can make a sound. 

Colour words to describe the sounds these objects make. 

Describe how each instrument makes a sound. 

(a) 


drum 

(b) 

maracas 

(c) 

guitar 


Making sounds 


Objectives 

• explore ways of making different 

sounds using a variety of 

materials 

• design and make a range of 

simple percussion instruments 



• Observing 





• Exploring 

• Planning 

• Making 



We hear sounds when vibrating air 

hits our ears. 

We hear sounds when the vibrations 

travel to our ears. The bigger the 

vibration, the louder the sound. The 

bigger the size, the more sound 

energy. The harder you hit, blow or 

strum an instrument or object, the 

louder the sound. 

Sounds can travel through many 

different materials. Ways to produce 

sounds include banging, scraping, 

tapping, strumming, purring, 

plucking, blowing, twanging and 

drumming. 



• Drinking straw, jar with lid, counters, elastic bands, cereal box, glass bottle, 

steel ruler, tins, pebbles, cardboard tubes, biscuit tin, dried peas, greaseproof 

paper, bottle tops, plastic bottle, string, cardboard, paper, adhesive tape, blutack® 

etc. 

Preparation 

• Organise the pupils into groups of five or six. Distribute the materials evenly 

between each group. 

The lesson 

Stimulus 

• Play a variety of instruments. Ask the class to describe the sound (high, 

low, loud, soft etc.) Ask the class how the sound was made; for example, by 

banging, scraping, tapping, strumming, purring, plucking, blowing, twanging 

and drumming. Write these words on the board to help the class make their 

instruments. 

What to do 

• Pupils have a variety of materials available to them to create a musical 

instrument. Working in pairs or independently, the pupils choose materials to 

create an instrument. 

• Pupils make their instrument. 

• Ask for volunteers to show and play their instruments. 

• Pupil complete the worksheet. 


Answers 

• Answers will vary 


• Pupils plan another instrument. This time they create a design plan for their 

instrument, labelling the materials they need and explaining how they will 

construct it. 

• Pupils play with a number of instruments (drums, tambourine, recorder etc.) 

and describe how the sound is being made. 


Display ideas 

• If available, take photographs of the pupils making and playing their instruments. 

Display the photographs in the classroom. 



Use different materials to make a 

musical instrument. 

Making sounds 

(c) Describe the sound your 

instrument made. 

Draw your instrument. 

What materials did you use? 

(a) Does your instrument make 

a sound? 

Rate your instrument on a scale 

of 1 to 10 (10 being the best.) 

Describe how you could 

improve your instrument. 


(b) How did you make a sound 

with your instrument? 



Heat 


Two 



Scotland – Science – First Level 



Key Stage Two 


• Use simple equipment, make observations and measurements 

and communicate data. 

• Know that temperature is a measure of how hot or cold things 

are. 

• Know what sources of energy there are in the world and how 

and why they are used. 

• Be aware of some of the different types of energy (first). 

• Use equipment correctly and make careful observations and 

measurements. 



Heat 

Measuring temperature 

appliance 

cold 

cool 

heat 


Heat 


hot 

human-made 

measure 

natural 

temperature 

thermometer 

warm 

warmth 

Name: 


Heat 

Objective 

• become aware of different 

sources of heat energy 



• Observing 



experimenting 


classifying) 



Humans have learnt to use heat in 

many ways. We cook our food using 

heat. Heat is used in industry to 

make goods and materials that we 

need and we heat water to wash in. 

Heat is produced in four ways: 

• the sun 

• friction 

• electricity 

• burning 

Some methods of producing heat 

are natural and others have been 

developed by humans. 



• Pictures or objects that produce heat (optional). 

Preparation 

• Display the pictures of the appliances that produce heat. Find places in the 

classroom and school grounds where heat is produced. 

The lesson 

Stimulus 

• Ask the pupils to stand up and rub their hands together. After about 15 to 

30 seconds, tell the class to stop. How do their hands feel? In what situations 

would you do this? 

What to do 

• Discuss the following questions with the class. 

– Why do people need heat? 

– On an average day, when do we need heat? 

– What sources of heat do we rely on (especially in the colder months)? 

• Ask the class if they have ever touched the television, DVD player, stereo or 

computer after they have been on for a lengthy period of time. What do you 

feel? Some pupils may suggest heat. Where does the heat come from? Explain 

to the class that the electricity (energy) is being put into the appliances to make 

them work also produces heat. Explain that some machines produce heat when 

they are being used. 

• Ask the pupils to jog on the spot for a brief period. How do they feel? Explain 

to the class that humans are ‘heat producers’. 

• Some methods of producing heat are natural and others have been created by 

humans. Pupils complete Questions 1 and 2 on the worksheet. 

• Ask the pupils to consider their own houses. Where are the appliances that 

produce heat? Pupils draw their house plan in Question 3, labelling where the 

appliances that produce heat are located. 

• Discuss with the class the dangers of objects that produce heat. At this age, 

pupils should be asking adults for assistance if they wish to turn on the heater 

or use the microwave or convection oven. 



Heat ~ Activity 1 

Answers 

1. Answers will vary. 

2. Natural – humans, sun, fire. 

Human-made – hairdryer, electric heater, oven, microwave, light bulbs. 


4. Pupils should mention that it is dangerous to go near objects that produce heat 

as they may be burnt or scalded. 


• Walk around the school grounds looking for objects that produce heat. 

• Make warning posters about the dangers of heat. Make the audience of the 

posters pupils who have not yet started school. Discuss how to create posters 

for this age group. 

Display ideas 

• Display the warning posters above. 



Describe how you felt after jogging on the spot. 

Heat 

There are many ways to produce heat. 

• Colour the box RED if the item produces heat naturally. 

• Colour the box YELLOW if the item has been made by humans to 

produce heat. 

oven fire humans electric heater 

sun light bulbs microwave hairdryer 

Draw a plan of your house. Mark on the plan where the appliances 

that produce heat are located. 


Why should we be careful around objects that produce heat? 




Objectives 

• learn that temperature is a 

measurement of how hot 

something is 

• measure and compare 

temperatures in different places 

in the classroom, school and 

environment 



• Observing 




classifying) 



• Exploring 


The sun heats and warms the air, land 

and water that sustain our lives; it is 

our primary source of warmth. 

Temperature is the amount of heat 

in the air or how hot or cold it is. 

Temperature is measured in degrees 

Celsius (ºC) or Fahrenheit (ºF). 



• A sunny day! 

• Three identical bowls, water, thermometer, weather section of the newspaper, 

cloths to wipe any spills. 

Preparation 

• Fill three identical bowls with water. Place one in the sun, one in the shade and 

one inside the building. 

The lesson 

Stimulus 

• With the pupils, place the bowls of water inside, outside in the shade and outside 

in the sun. Ask the class what they think is going to happen to the water. This 

experiment will work best if the lesson is in the afternoon and the water can 

sit in the sun during the hottest time of the day. 

What to do 

• Ask the class the following questions: 

– What helps you to stay warm when you are inside? 

– What helps you to stay warm when you are outside? 

• Ask the pupils to consider what the earth would be like without the sun. Stress 

the importance of the sun for keeping us warm and helping plants to grow 

etc. 

• Ask the class if they know what the ‘temperature’ is today. Hold a discussion 

about what the temperature measures and what it is measured in. Look at 

the current newspaper for today’s temperature and tomorrow’s forecasted 

temperature. Talk about the temperature difference in summer and winter. 

• Ask the class what they think the temperature is in the classroom. Show the 

class a thermometer. Ask the pupils if they have ever had their temperature 

measured before. What type of thermometer was used? 

• In groups, or as a whole class (with adult helpers), go to each of the bowls of 

water and use the thermometers to measure the temperature of each. 

• Discuss how the sun heated up the water outside the classroom. Discuss the 

difference in temperatures among the bowls. Pupils return to the classroom 

and complete Question 6 on the worksheet. Pupils can use the four words from 

Question 5 to describe the water in the bowl. 

Note: So that every pupil is able to feel the water, more than one bowl in each 

area may be necessary. 



Answers 

1. Temperature. 2. Use a thermometer, measured in ºC or ºF. 

3. Answers will vary. 4. Newspaper, thermometer, on television. 

5. Answers will vary. 6. Teacher check. 


• Look at different types of thermometers: for example, an ear thermometer, 

an oral thermometer, a thermometer that is used to measure the temperature 

of the water in a pool. 

• Pupils keep a record of the day and night temperatures for one week. 

Display ideas 

• Display photographs or pictures of different types of weather. 

• Display the weather section of the newspaper each day for one week for the 

pupils to observe and use to record the daily temperatures. 




What word describes how hot or cold it is? 

How do we measure how hot or cold it is? 

What is the temperature … 

(a) today? 

(b) going to be tomorrow? 

Colour where we can find out the temperature: 

(a) The temperature in the classroom is … 

(b) The temperature outside the classroom is … 

Go to the three bowls of water. Feel the water. Describe and then 

measure the temperature: 




Magnetism 

and 

electricity 


Two 



Scotland – Science – Early and 

First Level 



Key Stage Two 


• Compare everyday materials and objects on the basis of their 

material properties, including magnetic behaviour. 

• Know about the forces of attraction and repulsion between 

magnets and about the forces of attraction between magnets 

and magnetic materials. 

• Know about the importance of electricity as an energy source 

and the importance of using it safely. 

• Understand the importance of electricity in our daily lives and 

know how to stay safe when using electricity (early). 

• Explore the properties of different materials (first). 

• Know about the properties of materials. 

• Study the uses of electricity. 

• Study forces; for example, magnetic forces. 



Magnetic attraction 

Magnetic problems 

Static electricity 

Electricity 

appliance 

attraction 

balloon 

comb 


Magnetism 

and 

electricity 


electricity 

magnetism 

magnets 

material 

metal 

move 

paperclip 

pull 

push 

static 

Name: 



Magnetism and electricity ~ Activity 1 

Objectives 

• use magnets of different 

shapes and sizes in 

purposeful play to explore 

their effects on different 

materials 

• investigate that magnets 

attract magnetic materials, 

such as iron and steel 



• Observing 



experimenting 




communicating 


• Exploring 

• Making 


Metals containing iron and steel 

are attracted to a magnet. 

Aluminium and copper do not 

contain any iron and so are not 

attracted to magnets. This is why 

soft drink cans do not stick to 

magnets. 

All magnets have a force 

concentrated at their two poles 

(north and south). All magnets 

have the ability to attract or 

repel certain objects. This ability 

is produced by the arrangement 

of atoms within the magnetic 

material. 



• Magnets (different sizes and shapes; e.g. bar, horseshoe), paperclips, pencils, buttons, 

spoons, leaves, safety pins, keys, soft drink cans. 

Preparation 

• Magnetism activities can be set up in class stations for small groups to rotate through 

if material supplies are limited. 

• Pupils can be organised into small groups. 

The lesson 

Stimulus 

• Ask the pupils if they have magnets or objects that are magnetic at home. Discuss 

their responses. 

What to do 

• In groups, the pupils are given a tray with an assortment of materials on it. 

• The first tester chooses an object. The group decides what the object is made from. 

Some adult assistance may be required here. The pupils make a prediction as to 

whether the object will be attracted to a magnet. They complete the first two parts 

of the worksheet. 

• The pupil places the magnet next to the object. Is it attracted? The pupils complete 

the last column of the table. 

• Pupils can sort the objects into those that are and are not attracted to magnets. 

Pupils should be able to identify that materials made from metal are attracted to 

magnets. 

• Materials like aluminium cans, paper, plastic, wood or corks are not attracted or 

repelled by magnets. 

• Based on what was discovered, have pupils predict two or more materials they think 

would be magnetic and nonmagnetic. If possible, test these predictions and discuss 

the reason behind their decisions. 


Answers 

• Answers will vary depending on objects tested, but generally metal objects are 

attracted. Materials like aluminium, paper, plastic, wood or rocks neither attract 

nor repel. 



• Find buried treasures. In a small sand tray or box, hide a variety of magnetic 

materials. Secure small bar or button magnets to the end of a stick or ruler with 

tape. Pupils can only use the magnetic sticks to find the objects. Tell them the 

number of items buried and see who can find the most or who can find them all in 

the fastest time. 

• Make fish shapes on sturdy card. Attach a small magnet to a piece of string and tie 

the string to a pole or stick to make a fishing rod. Place a paperclip on the nose of 

each fish. How many fish can pupils catch? Make it a spelling or maths activity by 

attaching words or sums to the fish to match to certain sounds or numbers. 

• Test other objects around the room or outdoors that are attracted to a magnet. 

Predict the outcome and test for results. 

Display ideas 

• Make a large chart classifying drawings, pictures or words of things which are 

attracted to or unaffected by magnets. 

• Research toys or other objects we use that contain magnets. Draw and explain how 

the magnets work for each item (e.g. magnet sculptures, door bells, door latches, 

telephones, computers, some trains/tracks, tape recorders). Display the reports. 




Complete the table. Test each object using a magnet. 


What is similar about the objects attracted to magnets? 

(a) Do you think a soft drink can will be attracted 

to a magnet? 

(b) Try it. What happens? 




Objectives 

• investigate that magnets attract 

magnetic materials, such as iron 

and steel 

• investigate that magnets attract 

certain materials through other 

materials 



• Observing 





• Exploring 

• Planning 



Magnets will attract objects 

through some materials, while 

other materials will form a barrier. 

Magnetism will pass through materials 

that are not magnetic. When pupils 

are allowed to experiment with 

magnets and objects they soon 

discover they can make objects move 

without actually touching them. A 

magnet can move the paperclip 

from the water by sliding the magnet 

up the outside of the jar. As the 

paperclip is magnetically attracted, 

it will follow. Window cleaners use 

magnets on either side of large or 

difficult windows (like aquariums or 

high rise buildings) to clean them. 



• Problem 1 – paper plates, magnet, paperclip. 

• Problem 2 – narrow jar, paperclips, paper towels, magnet, water. 

Preparation 

• Organise the class into small groups. 

The lesson 

Stimulus 

• Working with groups and the materials supplied, pupils are to plan and design 

ways of solving each problem using their prior knowledge of magnets and their 

properties. 

What to do 

• Allow pupils time to study the problem and the materials given. 

• Discuss possible ways to solve the problems and test the best idea. 

• Pupils record their success rate and what may be needed to improve the 

experiment. 

• They attempt the next problem using the same group strategy and discuss 

possibilities. 

• The pupils test an idea and record the results. 

• Discuss the differences in the way the groups approached the problems. Are 

there ways to improve the methods used? What worked? Why? What didn’t 

work? 

• Discuss with the pupils how many paper plates can be put between the paperclip 

and magnet before the magnetic attraction stops. How many paperclips can be 

moved around or out of the jar of water? 


Answers 

• Answers will vary. 


• Can the pupils think of other problems to solve using magnets? How could it 

be done? For example, an object buried in the sand; moving an object through 

water. 

• Test a variety of materials to see what a magnetic force will pass through. Use 

cloth, cardboard, paper, aluminium foil, glass, rice etc. Experiment by placing 

different layers over a magnet to see which forms a barrier and which still 

allows magnetic forces to pass through. Which materials stopped a magnet 

from working? Make a list. 


Display ideas 

• Make a ‘challenge’ poster that could be placed around the school. Write questions 

on it such as ‘How can you make a paperclip “walk” around a paper plate without 

touching it?’ Pupils who think they know the solution must find a pupil from 

the class and explain it to him/her. 




Problem 1 How can you make a paperclip ‘walk’ around a paper 

plate without touching it? 

Problem 2 How can you remove a metal object from a 

narrow jar of water without touching it? 





Objective 

• explore the effects of static 

electricity 



• Observing 





• Exploring 


Electricity is always trying to move 

from one thing to another. If it cannot 

move for some reason, it is called 

static electricity. There are several 

ways that you can create static 

electricity, and see its effects. 

Note: These experiments are most 

successful if they are done on a dry 

day. 



• Plastic pens, plastic combs, cloth, access to a wet area with tap, wool or woollen 

jumper or woollen scarf, balloons, paper, scissors, two magnets, nylon thread, 

sticky tape. 

Preparation 

Set up three stations with materials. 

Station 1: pens, cloth, small squares of paper. 

Station 2: combs, cloth, tap, sponges to clean up mess. 

Station 3: blown-up balloons, wool or woollen jumper. 

The lesson 

Stimulus 

• Ask the pupils if they have ever ‘zapped’ anyone by accident. Where has this 

happened? What shoes were they wearing? What covering did the floor have? 

(Usually rubbing rubber shoes along a carpet will create static electricity. Some 

pupils may suggest getting in and out of a car as well.) 

What to do 

• Organise the pupils into groups. Pupils go to each station and use the materials 

available to test if they can create electricity. 

• Pupils move to the next station and so on. 

• Pupils record their findings on the worksheet. 

• Explain to the class that electricity is always trying to move from one thing to 

another. When it cannot move for some reason, it is called static electricity. 

• Either in groups or as a whole-class demonstration, follow the steps in Question 

2. 

Note: The balloons should be hanging at the same height. Tie the balloons 2.5 

centimetres apart. 

• Rub the balloons together with a woollen scarf or jumper. What happens? 

Pupils draw the results on the worksheet. 



Answers 

1. (a) The pieces of paper are attracted to the pen. 

(b) The stream of water moves towards the comb. 

(c) The person’s hair lifts towards the balloon. 

2. (a) The balloons pull apart. 

(b) Teacher check 


• Give the pupils a table for them to place in their books. The pupils record 

whenever they are affected by static electricity. They describe the events and 

the materials involved. 

Display ideas 

• If available, use a digital camera to take photographs of the pupils completing the 

experiments. Display the photographs under the heading ‘Static electricity’. 




Try each of the experiments below and record what happens. 

(a) A pen is rubbed on a piece of cloth 

and then brought near a small piece 

of paper. 

(b) A comb is rubbed on a piece 

of cloth and then placed 

near a thin stream of water 

from a tap. 

Balloon experiment 


• When we place two ends of a 

magnet together, they either join 

together or they pull apart. Try it! 

• Blow up two balloons. 

• Tie them to a string and attach 

them to a door frame with tape. 

(ask for help!) 

• Rub both balloons with wool. 

(a) What happens? 

The balloons … 

(c) A balloon is rubbed on a 

woollen jumper and placed 

near a person’s head. 

(b) Draw and label what 

happened. 

push together 

pull apart 


Electricity 


Objectives 

• become aware of the uses of 

electricity in school and at home 

• identify some household 

appliances that use electricity 

• become aware of the dangers of 

electricity 



• Observing 





Electricity provides us with heat; it 

powers many appliances; it provides 

us with light; aids in communication; 

and is used by all members of 

modern society. We could not 

function, as we do now, without the 

heat energy produced by electricity 

or the energy it provides in other 

ways. 

Electricity can be very dangerous. 

Even almost discharged batteries 

have the capacity to burn or start 

a fire. 



• Some household appliances to display. 

Preparation 

• Display the appliances at the front of the classroom. 

• Pupils will need to answer Question 2 at home. They can then complete the 

worksheet. 

The lesson 

Stimulus 

• Show the class a variety of appliances. Rank the appliances according to the 

importance of their use. For example, a refrigerator is more important than a 

blender. Have pupils discuss the appliances they have at home. 

What to do 

• Pupils draw three appliances and label them. 

• Ask the class to consider how many light bulbs they have at home. Some may be 

able to try and count them. They write a prediction in the first box in Question 

2. 

• Repeat this with the predicted number of power points at home. 

• Pupils will need to go home and count the light bulbs and sockets and complete 

the second boxes in Question 2 the following day. 

• Pupils complete Question 3 on the worksheet. 

• Ask the class what they know about electricity. Write their ideas on the board. 

How do they know it is dangerous? What signs have they seen before? Where 

have they seen them? 



Answers 


2.–3. Answers will vary. 

4. The sign means that electricity is near (usually high voltage). Pupils should stay 

right away from areas where the signs are. The signs may be warning of high 

voltage electricity in mains boxes or on electric fences. 



• Ask the class to count how many appliances they have at home. 

• The following day, do a whole-class total of home appliances. 

• Cross-curricular activity – maths: Graph the number of appliances recorded by 

class members (e.g. power points, toasters, TVs, DVD players etc.). A wholeclass 

pictograph can be completed. Pupils can draw and colour the appliances 

for the graph. 

Display ideas 

• Pupils collect pictures of the appliances they have at home and use them to 

create a collage. 



Electricity 

Draw and label some electrical appliances you have in your home. 

(a) How many electric lights do 

you think there are in your 

home? 

Count them. 

How many are there? 

(b) How many power points do 

you think there are in your 

home? 

Count them. 

How many are there? 

Choose the most important item in your home that uses electricity. 

Draw, label and write about it. 


Electricity gives us heat, power and light. 

It can also be very dangerous. 

What do you think this sign means? What should you do if you see it? 



Forces 


Two 



Scotland – Science – First and 

Second Level 



Key Stage Two 


• Know that objects are pulled downwards because of the 

gravitational attraction between them and the Earth. 

• Know about friction as a force that slows moving objects and 

may prevent objects from starting to move. 

• Know that when objects are pushed or pulled, an opposing 

pull or push can be felt. 

• Know about devices that push and pull and make things move. 

• Explore the link between how far things move and the force 

applied (first). 

• Explain how friction affects movement (second). 

• Experience the upward force of water on objects and 

investigate why ships float (second). 

• Know about forces of different kinds; for example, gravity and 

friction. 

• Know the ways in which forces can affect movement and how 

forces can be compared. 



Push or pull? 

Down the ramp! 

Float or sink? 

float 

force 

hollow 

move 


Forces 


pull 

push 

ramp 

rolls 

sink 

slides 

Name: 


Push or pull? 

Forces ~ Activity 1 

Objectives 

• explore how objects may be 

moved by pushing and pulling 

• become aware of and explore 

how moving water and moving 

air can make things move 



• Observing 





• Exploring 

• Planning 

• Making 



Pushing or pulling can make objects 

start or stop moving, slow down or 

change direction. This is known as a 

force. The stronger the push or pull 

the greater its effect on changing the 

movement of an object. 

The shape of the part of a toy in 

contact with the ground determines 

how it can move. For example, 

wheels and toys with spherical or 

cylindrical shapes can roll; toys with 

curves will rock etc. 



• Collect a variety of objects that require a push, pull or both to move or work; 

for example, toy cars, pram, wheelbarrow, torch, ring-top can, peg, cradle, 

pull-along toy, spinning top, hula hoop. 

• LEGO wheels and axles, buttons, bottle tops, lids of various sizes, empty 

matchboxes, various sized boxes, yoghurt containers, small juice containers, 

aluminium foil, dowelling, pencils, wool, string, sticky tape, craft glue, cardboard 

tubes, elastic bands, staplers, materials and fabrics, different types of paper. 

• A windy day or a fan, photographs or pictures of yachts on water. 

Preparation 

• Divide class into small groups with sufficient variety of materials to use for 

their ‘toy’. Pre-cut cardboard circles and holes in the middle of lids for axles 

etc. Have scissors, retractable safety knives etc. to cut extras for pupils. 

The lesson 

Stimulus 

• Show pupils a tissue box, a torch and a rolling pin. Ask them how they can 

make them move (or work). Allow three volunteers to show the class. 

What to do 

• Discuss the movements each pupil used. Was it a push or a pull? Challenge pupils 

to suggest things in the classroom that need a push or a pull; for example, a 

chair, door, computer keyboard. 

• Ask how a drawer can be made to move. (Pull to open, push to close.) 

• Allow pupils to experiment with the provided collection of objects, as well as 

others they find inside and outside the classroom. Discuss how some things 

need a push to start, but also need a twist (e.g. key in lock) or spin (spinning 

top). 

• Complete Question 1 on the worksheet to consolidate knowledge. 

• In their groups, ask pupils to study the objects provided. 

• Tell the pupils they are going to design a yacht that moves on land by wind, 

using these objects. In planning the yacht, they will need to think about how 

it will catch the wind to move. 

• Encourage all pupils to add ideas to the design. One or two pupils can sketch 

the design on scrap paper. 

• Pupils construct their yacht as a group. Each group demonstrates its yacht 

moving to the class. Note: A windy day or fan is necessary here. 

• Pupils evaluate their yacht in Questions 4 and 5 on the worksheet. 



Answers 



• Bring toys from home to study how each moves. These could include motorised 

(battery-operated) toys, wind-up toys and those that do not contain motors. 

Display ideas 

• Display each group’s yacht with an explanation written by the pupils attached 

to it. 



Push or pull? 

Add more objects to the list. Write or draw them. 

Design a ‘yacht’ that can move on land by wind. 

Your vehicle is going to be used to carry toys. 

Draw the ‘yacht’ you made. Label each part. 


How did your yacht move? How could you improve it? 




Objective 

• observe and investigate the 

movement of objects such as 

toys on various materials and 

surfaces 



• Observing 





classifying) 



• Exploring 


Objects at rest tend to stay at rest 

unless a force (push, pull) starts them 

moving on a level surface. They 

tend to keep moving in a straight 

line unless the force is at an angle. 

How well objects roll down a ramp 

depends on the shape and mass of 

the object and the texture of the 

object and/or the ramp. 



• Ramp – strong cardboard or strong board, wooden blocks or books to prop 

ramp. 

• Variety of objects to test for rolling/sliding—tennis balls, ping-pong balls, 

erasers, toy cars, marbles, paperclips, plastic counters, modelling clay (form 

into strips and balls), different-shaped blocks, pencils, cotton reels, plastic cups, 

stones, empty matchboxes, ice cubes, feathers, straws, leaves, buttons, rice, 

grains etc. 

Preparation 

• Divide class into small groups with materials for the ramp and a selection of 

objects to test. Ensure those objects on the copymaster are included. 

The lesson 

Stimulus 

• Present pupils with two toy cars – one with wheels that turn and the other with 

fixed wheels. Ask volunteers to get the cars to move on a level surface. How 

much push or pull was needed? Did they roll, slide etc.? Predict what would 

happen on a ramp and then test. 

What to do 

• Discuss the results of the stimulus. 

• In groups, test a range of objects to see if they roll or slide down a ramp. 

(Construct as outlined in ‘Materials needed’ section.) 

• Repeat with a steeper ramp. 

• Discuss the following: 

Did the objects roll or slide further? Did some roll or slide at this height and 

not the previous height? What objects rolled or slid best? Were they rough, 

smooth, rounded, heavy, light etc.? 


Answers 

1.–3. Teacher check 

4. The higher, steeper ramp will make the marble roll further. 



• Try different surfaces on the ramp such as carpet, plastic, sandpaper or water. 

How does each affect the rolling and sliding of objects? 

• Change the length of the ramp and see how this affects the rolling and sliding 

of objects. 

Display ideas 

• Pupils can draw or paste pictures on charts labelled ‘Things that Roll’, ‘Things 

that Slide’ and ‘Things that Stay Still’. 




Test each object below to see if it will roll or slide down a ramp. 

Make a guess before you start. Add two more of your own. 


(a) Which object rolled the fastest? 

(b) Which object slid the fastest? 

Choose an object that did not roll or slide. 

Explain why. 

Circle which ramp 

would make a 

marble roll further. 




Objective 

• investigate how forces act on 

objects 



• Observing 




classifying) 



• Exploring 

• Planning 

• Making 


Objects that are light for their size 

will float and those heavy for their 

size will sink. For example – a plastic 

plate floats but a china plate the same 

size sinks. It depends on the density 

of the material it is made of. 



• Bucket or large container of water; objects such as leaves, paper, sticks, 

counters, marbles, stones, coins, seeds, paperclips, fruit, tissues, cotton wool, 

corks, plastic blocks, aprons/shirts to protect clothes, modelling clay. 

Preparation 

• Divide class into groups. Use towels, plastic sheets etc. to cover tables. Distribute 

objects and a large container of water among groups. 

The lesson 

Stimulus 

• Encourage pupils to collect objects from home, school, indoors and outdoors 

to use for the lesson. 

What to do 

• In groups, pupils take turns to see which objects will sink or float. Ask them 

to make a prediction before trying each one. 


• Gather pupils in one group. Discuss the results of the activity. Why did some 

objects sink quickly and others slowly? Did all big objects sink? Did all small 

objects float? Why? Why not? Pupils complete Question 2 on the worksheet. 

Some pupils may need guidance while writing. 

• Read the statement from Question 3. Ask the class if they think it is true. In 

groups, pupils use modelling clay to test the hypotheses. They record their 

results on the worksheet. Look at each group’s hollowed-out object. Which 

was the most successful at floating? Why? Discuss. 


Answers 



• Look at pictures of boats and their hull. Discuss how an object made of metal 

can float. 


Display ideas 

• Display pictures of the boats above. 


Forces – Activity 3 


Draw five objects you are going to test. Complete the table. 

Sample 

Record what you found out about objects that float or sink. 

Some objects that sink can be made to float if they are hollowed out. 

Use modelling clay to see if this is true. Draw and write about what 

you discovered.Viewing 


Materials 

Properties and 


of materials 


Two 



Scotland – Science – First and 

Second Level 



Key Stage Two 


• Compare everyday materials and objects on the basis of their 

material properties and relate these properties to everyday 

uses of the materials. 

• Know about the range of materials used in their area. 

• Know about the materials that animals use. 

• Explore the properties of different materials and choose 

appropriate materials to solve a practical challenge (first). 

• Evaluate the effectiveness of a material for its purpose 

(second). 

• Compare the features and properties of some natural and 

made materials. 

• Study the properties of materials relating to their uses. 

• Know how some materials are formed or produced. 



Materials in the classroom 

Sorting materials 

Choosing materials 

Materials to make a home 

burrow 

cloth 

elastic 

flexible 

glass 

Materials 

Properties and 


of materials 


hard 

hive 

home 

lodge 

material 

metal 

nest 

paper 

plastic 

rigid 

shell 

soft 

sort 

transparent 

wood 

Name: 



Properties and characteristics of materials ~ Activity 1 

Objective 

• identify and investigate a range 

of common materials used in the 

immediate environment 



• Observing 




classifying) 



• Exploring 


Materials have different properties of 

strength, weight, flexibility, texture 

etc. 

Some materials occur naturally and 

others do not. Natural materials 

may come from underground; for 

example, oil, rock, metals, slate or 

clay. Other materials may come from 

living things; for example, wood, 

wool, cotton, leather, silk or rubber. 

Some materials come from natural 

elements that have been changed, 

for example sand–glass, clay– 

crockery, bricks. 

Some materials are synthetic such as 

nylon, plastic and fibreglass. 



• Classroom objects such as a stapler, scissors, pencil, ruler, chair, jumper, desk, 

book, newspaper, chalk, drawing pins. 

Preparation 

• Have all the materials available for discussion. 

The lesson 

Stimulus 

• Show the pupils some of the objects you have collected and discuss what they 

are made from. 

What to do 

• As you discuss the items you have collected, list the materials on the board (e.g. 

glass, paper, wood, plastic, metal, cloth). 

• Direct pupils to the survey they are going to conduct in the room. 

• Have the pupils write the materials from the board into the table. Each material 

is written only once. 

• Pupils circulate, tallying the objects they find next to the materials on their 

worksheets. (Note: Some objects can be recorded twice or more if they are 

made of more than one material.) 

• Discuss their findings, checking the objects are listed next to the correct 

material. 

• When tallying is complete, the pupils fill in the graph. 

• Discuss the results and have the pupils complete the questions at the bottom. 

• Lead the discussion on the properties of the materials which are most common 

and the relevance to their ‘commonality’. 


• Ask the pupils to differentiate between natural (n) and synthetic (s) materials. 

Pupils can mark on their tally sheets which is which. 

Answers 




• Survey could be extended to outside materials or to home (perhaps pupils’ 

bedrooms) and compared with the classroom result. 

Display ideas 

• Pupils could label objects in the room, according to the material(s) each is made 

from, or by using the terms ‘natural’ and ‘synthetic’. 




Which materials are most common in the classroom? 

Examine objects in the classroom. Decide which materials they are 

made from. Record the objects below. You may have to write an 

object more than once if it is made from more than one material. 

Complete the bar graph. Use 

a different colour for each 

material. 


Answer these questions by looking at your results. 

(a) Which material is most common in the room? 

(b) Why do you think this material is the most common? 




Objectives 

• group materials according to 

their properties 

• describe and compare materials, 

noting the differences in colour, 

shape and texture 



• Observing 




classifying) 



Properties of materials are those 

characteristics that determine their 

suitability for specific applications. 

Through this unit, pupils should 

extend their knowledge of the 

range of materials we use and of the 

properties that characterise them. 

This knowledge should help 

them recognise what needs to be 

considered when a material is chosen 

for a particular use. 



• Ensure there is a variety of materials or objects available for pupils to observe 

and write on the worksheet. They could use additional objects from their desk 

and school bag. 

Preparation 

• Whiteboard the words listed on the worksheet. 

The lesson 

Stimulus 

• Show pupils an elastic band and a wooden ruler. Ask them to describe each 

object. Whiteboard the words used. Explain to the pupils that these words are 

‘properties’ or special ‘features’ of the elastic band and ruler. 

What to do 

• Introduce the ‘property’ words pre-written on the whiteboard. Discuss what 

each one means and ask pupils to suggest objects or materials to list next to 

each one; for example, soft – pillow, cotton wool. Ask them to consider what 

the material or object is made from to help work out its properties. 

• Encourage pupils to add other describing words to the property list. 

• When complete, discuss pupils’ findings as a class. Display completed worksheets 

so pupils can more readily compare results. 


Answers 



• Discuss with pupils what the objects or materials listed on the worksheet are 

made of and list under each heading. For example, rubber could be under 

‘flexible’ and ‘elastic’. 

Display ideas 

• A cut-out picture montage of materials classified according to properties. 





Walk around your classroom with a partner. Try to 

find one object to draw and label under each of the 

headings below. Some objects may fit under more 

than one heading. Write a heading of your own. 

Transparent 

(see through) 

Elastic 

Flexible 


Soft 

Hard 

Rigid 




Objective 

• identify and investigate 

materials that absorb water and 

those that are waterproof 



• Observing 



experimenting 




• Exploring 



characteristics of materials that 

determine their suitability for specific 

applications. 

Through this unit, pupils should 

extend their knowledge of the 

range of materials we use and of the 

properties that characterise them. 

This knowledge should help 

them recognise what needs to 

be considered when a material is 

chosen for a particular use. 



• Each group: about four each of 10-cm squares of paper towel, tissue, writing 

paper, magazine paper, newspaper, aluminium foil; a jar of water, teaspoon, 

soft drink bottle. 

Preparation 

• Cut out 10-cm squares of the paper towel for the absorbency test. 

• Prepare a wet area for the test. 

The lesson 

Stimulus 

• Discuss what may happen if pencils were made of glass, chairs of concrete, 

pillows of steel etc. 

• Spill some water and try to mop it up with steel wool or something 

inappropriate. 

What to do 

• Discuss why specific materials have been chosen to make certain objects. For 

example, a bath toy is often made of plastic so it will float and does not absorb 

water. 

• In groups, pupils complete Question 1 on the worksheet. 

• As a class, discuss the reasons given in the last column. 

Note: This could be one lesson finished. 

• Demonstrate the testing procedure to the class; i.e. one teaspoon of water to 

be absorbed. 

• Pupils complete their testing. (Each group has about four pieces of each material 

to test, so they can do a test run first before recording.) 

• Pupils complete the questions about the test. 


Answers 

1. Possible answers 

• Soft drink bottle – plastic – transparent to see drink, flexible and will not break 

if dropped. 

• Window – glass and wood, nails, plastic – transparent, the light comes in, we 

can see in and out, hard. 

• Shirt – cloth and plastic buttons – light, flexible, dries quickly when washed, 

soft to touch (feels nice). 

2.– 4. 

Teacher check. (Pupils should come to the conclusion that good absorbent paper 

has open weave material and is light and dry. 



• Continue the activity in Question 1 with different objects. 

Display ideas 

• Set up a display of the materials and a selection of the worksheets. 




Materials are chosen to make something because they 

have properties which suit what that object is used for. 

Study these objects and say why they have been 

made out of the materials used. The first one has been 

done for you. Add one of your own. 

How well did each material soak up water? Test each to find out. 


(a) What material(s) rated best? 

(b) Why? 

(a) Which material was worst? 

(b) Why? 




Objectives 

• begin to explore how 

different materials may be 

used in the construction 

of homes suited to their 

environments 

• begin to distinguish between 

natural and manufactured 

materials 



• Observing 



experimenting 


communicating 


• Exploring 

• Planning 

• Making 




characteristics of materials that 

determine their suitability for 

specific purposes. Some materials 

occur naturally and others do not. 

Natural materials may come from 

underground; for example, oil, 

rock, metals, slate or clay. Other 

materials may come from living 

things; for example, wood, wool, 

cotton, leather, silk or rubber. 

Some materials come from 

natural elements that have been 

changed, for example sand– 

glass, clay–crockery, bricks. 

Some materials are synthetic such 

as nylon, plastic and fibreglass. 



• Paper, cardboard, adhesive tape, blocks, plastic, polystyrene, lolly sticks, toothpicks, 

bubble wrap, fabric and any other available materials including natural materials 

(sticks, leaves etc.), tissue boxes, cereal boxes, cling film tubes, egg cartons, 

greaseproof paper, aluminium foil, food wrap, modelling clay, large butcher’s 

paper for designing, pictures or photographs of different animals and their homes 

(optional). 

Preparation 

• Sort the class into groups of five or six. Distribute the material among each 

group. 

• Ask pupils to bring in a model person or toy (such as an action figure doll). 

The lesson 

Stimulus 

• Show pictures of different animals. Ask the class to identify what types of home 

each animal has. 

What to do 

• Pupils look at each of the animals in Question 1 and decide what type of home 

they have. They match the animals to the home. 

• In pairs, the pupils discuss the types of materials each of the homes listed in 

Question 1 are made from and list them in Question 2. 

• Discuss that some materials are natural and others are manufactured. Write the 

headings ‘manufactured’ and ‘natural’ on the board. Ask the class to try to list 

as many different materials for each heading as possible. (Refer to ‘Background 

information’). 

• Pupils consider the manufactured materials that are used to build our homes and 

the properties that building materials should have; for example, strong, sturdy, 

waterproof. 

• In pairs, pupils decide what type of house they would like to construct. They 

evaluate the materials available, whether other materials are required and attempt 

to source the materials. 

• Pupils plan and design their house. They need to consider constraints such as time, 

materials available, cost, tools available, scale too large for classroom. 

• Once designed and created, pupils comment on the materials they chose and why. 

They also consider how they could improve their house. 



Answers 

1. (a) hermit crab – shell 

(b) beaver – lodge 

(c) bee – hive 

(d) squirrel – nest 

(e) mole – burrow 


3. (a) bricks, cement, plaster, timber, 

ceramic tiles. 

(b) Answers will vary. 



• Pupils write an explanation of why they chose the materials for their home and 

how they constructed it in polished form; attach to the house for display. 

Display ideas 

• Display the pupils’ model homes. If available, use a digital camera to take 

photographs of the pupils planning and building their homes to display with the 

models. 



Match the animal to its home. 

(a) hermit crab • • lodge 


List some natural materials 

that animal homes are 

made from. 

(b) beaver • • nest 

(c) bee • • burrow 

(d) squirrel • • shell 

(e) mole • • hive 

(a) What manufactured materials are used to build our homes? 

(b) What properties do you think materials used to build homes 

should have? 

Design a house for a ‘mini’ person to live in. 

Make sure it can stand up to all types of weather. 

My plan and materials. 


Why did you choose those 

materials? 

How could you improve your 

house? 


Materials 

Materials 

and change 


Key Stage Two 

Northern Ireland – The 

World Around Us – Key 

Stage One 

Scotland – Science – 

First and Second Level 


and Understanding of 

the World – Key Stage 

Two 


• Compare everyday materials and objects on the basis of their material 

properties and relate these properties to everyday uses of the materials. 

• Know that some materials are better thermal insulators than others. 

• Describe changes that occur when materials are mixed. 

• Describe changes that occur when materials are heated or cooled. 

• Know that temperature is a measure of how hot or cold things are. 

• Know about reversible changes. 

• Know that non-reversible changes result in the formation of new 

materials. 

• Know that some solids dissolve in water but some do not. 

• Know about the effect of heating and cooling some everyday 

substances. 


• Investigate melting and boiling (first). 

• Make and test predictions about solids dissolving in water (second). 

• Explore the properties of different materials and choose appropriate 

materials to solve a practical challenge (first). 

• Evaluate the effectiveness of a material for its purpose (second). 

• Compare the features and properties of some natural and made 

materials. 

• Study the properties of materials relating to their uses. 

• Know how some materials are formed or produced. 


Changing by heating 

Maintaining temperatures 

Mixing 

Wet and dry 

chip 

cold 

cotton 

dry 

coffee 

colour 

denim 

flour 

Materials 

Materials 

and 

change 

hard-boiled 

heating 

melt 

nylon 

salt 


heat 

material 

mixing 

popcorn 

shade 

sun temperature 

toasted wet 

wool 

Name: 



Materials and change ~ Activity 1 

Objective 

• explore the effects of heating 

and cooling on a range of 

liquids and solids 



• Observing 





• Exploring 


Heating a substance by boiling, 

frying, toasting etc. causes a chemical 

reaction to occur. The substance 

changes from one state to another. 

For example, when butter is heated it 

becomes a liquid. Some substances, 

such as butter, return to their original 

state when cooled. Others, such as 

bread or eggs, will remain in their 

new state. 



• Stimulus: popcorn, butter, electric frying pan, marshmallow, fork, candle flame 

or oven hotplate. 

• Lesson: eggs, saucepan, knife, uncooked potato chip, oil for frying, frying pan, 

slice of bread, toaster, butter, oven with hotplates. 

Preparation 

• Ensure all materials are on hand. Pupils should be able to have a clear view of 

what is happening without being too near heating elements. 

The lesson 

Stimulus 

• Heat popcorn or toast marshmallows and allow pupils to eat a sample. Discuss 

what happened to the popcorn or marshmallow – colour, size, shape, smell 

etc. 

What to do 

• Allow selected pupils to help you with each experiment while others observe. 

• Before each experiment, discuss and record descriptions of the egg, butter, 

potato and bread. (Crack the egg to observe what it looks like inside before 

heating.) 

• After heating (and cooling) each substance, discuss and record new observations. 

(Peel and cut egg in half so pupils see it is hard-boiled.) 

• Pupils complete the copymaster. 


Answers 

• (a) hard-boiled (b) toast (c) chip (d) melted 


• Discuss, then write and draw about the dangers involved in and rules concerning 

the heating of substances. 

• Participate in cooking activities such as baking a cake and observe and record 

how the cake etc. changed during the cooking process. 


Display ideas 

• Pupils can find or draw pictures to add to a chart displaying what substances 

looked like before and after heating; for example, water – steam from a kettle or 

pot; raw sausage – barbecued sausage, plus those used on the copymaster. 




When we heat a substance it changes from the way 

it looked before. 

• Draw and write about what each of these substances 

looked like when it had been heated. 

• Use these words to complete each sentence. 

chip toast melted hard-boiled 

(a) 

An egg The egg became . 

(b) 

A slice of bread. The bread became . 

(c) 


(d) 

A slice of potato The potato became a . 

Butter The butter . 




Objectives 

• become aware of and 

investigate the suitability of 

different kinds of clothes for 

variations in temperature 

• explore ways in which liquids 

and solids may be kept hot or 

cold 



• Observing 







• Exploring 

• Making 


Temperature is the amount of heat 

in the air or how hot or cold it is – it 

is measured in degrees Celsius (ºC), 

Fahrenheit (ºF) or Kelvins (ºK). 

We choose different clothes 

depending on the temperature so 

that we feel comfortable in warm or 

cool weather. 

Fabrics can have many different 

properties. For example, a silk dress 

is light and cool; nylon clothes dry 

easily; woollen clothes are warm and 

feel very comfortable; and denim is 

heavy and hard wearing. 

Just as people can be kept warm or 

cold, so too can other things such as 

food or drinks. We use appliances 

such as ovens and microwaves to 

heat food. Refrigerators are used to 

keep food and drinks cold. 



• Selection of different clothes made from a variety of different materials. For 

example, denim jeans, woollen jumper, silk dress or blouse, cotton or linen 

garment, nylon garment etc. 

• Paper towel, plastic food wrap, aluminium foil, three bowls, enough soup to fill 

three bowls to about half way, large plastic container to hold all of the soup, 

wooden spoon, access to a microwave, cooking thermometer. 

Preparation 

• Organise the class so they are seated with a good view of a demonstration area. 

Have the microwave plugged in near the demonstration area. 

The lesson 

Stimulus 

• Heat a large plastic container of soup in the microwave. Stir it occasionally so 

it is all the same temperature. Pour the same amount of soup into each of the 

three bowls. Cover one with paper towel, one with aluminium foil and the third 

with plastic food wrap. Leave the bowls aside. Ask the class which wrapping 

they think will keep the soup the hottest for the longest time. The pupils record 

their predictions, by completing Question 3. 

What to do 

• Ask the class what they wear if they want to keep warm. When pupils offer 

suggestions such as ‘a jumper’, ask what type of material they think their jumper 

is made of. 

• Show the class each of the items of clothing available for study. Ask individual 

pupils to come to the front of the class, feel the materials and describe them 

to the class. Direct the pupils’ focus to the properties of the materials they are 

studying. 

• Use board drawings to show how some fabrics are knitted and some are 

woven. Show examples of each. Pupils complete Questions 1 and 2 on the 

worksheet. 

• After a period of time, measure the temperature of the soup by either feeling 

it or by using a thermometer (depending on the class’s understanding of what 

thermometers do). Ask pupils to help you. Which soup has stayed the warmest? 

Discuss the results of the experiment. Pupils complete Questions 4, 5 and 6 on 

the worksheet. Discuss the results. 



Answers 

1. (a) Teacher check 

(b) denim, wool 

2.–6. Teacher check 


• Craft: make weaving looms from cardboard. 

• Ask the pupils to plan, draw and label the clothes they would take if they were 

planning a trip to a freezing climate such as Alaska. 

Display ideas 

• Pupils can bring samples of different materials from home. Create a display of 

a variety of different materials. Label them. Pupils must decide if they think 

the materials will keep them warm. They can rate the material from 1 (not 

very warm) to 5 (extremely warm). Record the pupils’ ratings on the display. 




(a) Colour red the clothes you would wear to keep you warm. 

Colour blue the clothes you would wear to help you stay cool. 

(b) Colour the fabrics that are best at keeping us warm. 

denim cotton nylon wool 

If you were going on a holiday to Australia during its summer, 

what type of clothes would you pack? List them. 

Which material do you predict will keep the soup the hottest for 

the longest time? Rank them 1, 2 and 3 (with 1 being the warmest). 

paper towel plastic food wrap aluminium foil 

What happened? 


Draw and label the experiment. 

Were your predictions 

correct? 


Mixing 

Objective 

• begin to investigate how 

materials may be changed 

by mixing 



• Observing 



experimenting 


communicating 


• Exploring 

• Making 


Mixing is the combination of two 

substances. 

Red, yellow and blue are called 

primary colours and form the 

basis of all other colours. Every 

other colour can be produced by 

mixing different combinations of 

these colours. For example; red 

+ yellow = orange; red + blue = 

purple; yellow + blue = green. 

Dissolving occurs when two 

substances, like salt and water, 

combine completely. Substances 

generally dissolve faster and 

more effectively in hot water 

compared to cooler water. 



• White cartridge paper, primary colour tempera paints, palettes for mixing colours, 

paintbrushes, water (in containers), paint shirts for pupils. 

• Salt, coffee, flour, custard powder, glass jars, cold water, hot water, kettle for 

heating water, spoons, teaspoons, oven mitts. 

Preparation 

• Set up suitable areas and stations for pupils to work in small groups to experiment 

with paints. 

• Set up the mixing of substances with hot and cold water as a demonstration at the 

front of the class. 

Note: This lesson on mixing can be conducted over two lessons. 

The lesson 

Stimulus 

• Allow the pupils to observe the colour of objects inside and outside the classroom. 

List the objects and colours on the whiteboard. Discuss. 

What to do 

• Give pupils a sheet of cartridge paper with their name on the back. Fold it in half. 

Place small ‘blobs’ of red, blue and yellow paint along the centre fold (not too far 

apart). Have pupils gently rub the sides of their hands from the fold outwards 

to the paper edges. This should move the paint into patterns. (Be careful not to 

let it ooze out the edges.) When finished, carefully open the paper to reveal a 

symmetrical pattern. What colours can they see? How are they different from the 

three primary colours they started with? How do they think the new colours were 

made? Put patterns aside to dry. 

• Using another sheet of paper, allow pupils to experiment using blue, yellow and 

red paints to make new colours. Mix blue and yellow, blue and red and yellow and 

red. Discuss results. 

• To observe safety precautions, organise the Question 2 experiment so it is a 

demonstration at the front of the classroom. 

• Pupils can help spooning the four different substances into two jars each. 

• Pupils can come to the front of the class to help pour the cold water into the first 

set of jars. Pupils can help to stir. Pupils decide if the substance mixes easily or not 

easily. 

• The teacher pours hot water into the jars. Ask pupils to come and help mix, while 

the teacher is still holding the jar with an oven mitt. Decide once again if the 

substances mix easily or not. 

• Pupils complete the table and decided if substances mix more easily (dissolve) when 

mixed with hot water than with cold. 




Answers 


(b) blue + yellow = green 

blue + red = purple 

red + yellow = orange 


3. Hot water 


• Try mixing other substances in hot and cold water. The pupils predict what will 

happen for each and test their ideas. 



Mixing 

Which colours did you find the most? 

(a) The colours below are called ‘primary’ colours. Colour them. 

blue yellow red 

(b) What colours did you make when you mixed these colours? 

Colour and label each box. 

Mix the following foods with hot and cold water. What happens? 

salt 

coffee 

flour 

custard powder 


Food Cold water Hot water 

Do things mix better in hot or cold water? 


Wet and dry 


Objective 

• investigate the 

characteristics of different 

materials when wet and 

dry 



• Observing 



experimenting 


communicating 


• Exploring 


Evaporation is a process that 

changes water into water 

vapour. In doing so, the 

water changes from a liquid 

into a gas. Consequently, it 

cannot be ‘seen’ any more 

and ‘disappears’ into the air. 

Sunshine, heat and wind are 

factors in the time it takes for 

a material to dry. 

Thickness and the type of 

fabric help in determining 

how long different fabrics will 

take to dry. 



• Cardboard, water, flat containers, paint, different types of fabric, pegs, 

newspaper. 

Preparation 

• Decide where each item will be hung to dry. If no lines are available, fold-up lines 

used for drying paintings could be used, or even a wire fence. Find places in the 

school grounds where the materials can be left to dry without interference. 

The pieces of material need to be: 

– hung in the shade – hung in the sun 

– hung in a breeze – hung in still air 

– left in the sun lying flat – left in the sun crumpled into a ball 

Note: This activity will work best on a warm day with a breeze. 

The lesson 

Stimulus 

• As a demonstration, cut a piece of cardboard into strips. Pupils can help to dip 

some in water. Others can be dipped into different coloured paint. Place newspaper 

down outside the classroom, directly in the sunlight. Place painted cardboard strips 

onto the newspaper. Ask pupils what they think they will observe. 

What to do 

• Throughout the lesson, take groups out to observe the cardboard drying. Which 

dries first? What happens to the paint when it is dry? (It cracks) Which dried the 

in the least amount of time? 

• Pupils record their observations in Question 1. 

• Organise the pupils into groups. Give each group a piece of fabric. An adult helper 

can cut the materials into six pieces the same size. 

• Walk around to the allocated places and leave the material there. Pupils complete 

Question 2 (a) and (b). 

• Try the experiment again with two other pieces of material. Wet both pieces and 

find a spot in the sun to place them. Lay one piece of material flat on the ground. 

Scrunch the other piece of material into a ball. Ask the class to predict which 

material will dry first and give reasons. 

• After some time (depending on how warm the day is), go and check the materials. 

The pupils rate how wet/dry the materials are and consider their predictions. 

Introduce the term ‘surface area’ to the class. 

• Discuss evaporation with the class. 



Answers 



• Repeat the activities on a day where the weather is different and compare 

findings. 

• Wet a variety of different materials (such as cotton wool, wool, denim, cotton) and 

leave them in the sun. Time how long it takes each to be completely dry. 

Display ideas 

• Attach the materials (above) used to a chart or pin-up board. Write labels and 

explanations for what was done. Fill in clock faces with the length of time taken for 

each item to dry. 



Wet and dry 

(a) Circle the liquid which dried first. 

The cardboard soaked in ... water ... paint. 

(b) Describe and draw how the paint dried. 

(a) Colour red the material you think will dry first. 

(b) Colour blue the material you think will dry last. 

In the sun In the shade In a breeze 

In still air Lying flat In a ball 

(c) Which material dried first? 

(d) Which material dried last? 

(a) Circle the material that dried first. 

Lying flat 

(b) Why do you think this is? 

Scrunched in a ball 


Describe the best type of day to dry washing on the line. 



and care 

Caring for 

my locality 

England – Science – Key 

Stage Two 

Northern Ireland – The 

World Around Us – Key 

Stage One 

Scotland – Science – First 

and Second Level 


Understanding of the 

World – Key Stage Two 


• Know about the life processes common to animals. 

• Identify locally occurring animals and assign them to groups. 

• Know about ways in which living things and the environment need 

protection. 

• Know about the different plants and animals found in different 

habitats. 

• Know how living things interact with each other in the environment 

and how they survive. 

• Know about changes that might improve aspects of the local area, 

such as recycling. 

• Know about the variety of living things in the world and how we 

can take care of them. 

• Talk about the need to conserve the Earth’s resources at home and 

in school and what they can do to help (first). 

• Observe and record features of living things and place them into 

groups (first). 

• Identify and classify examples of living things from the local 

environment (second). 

• Study plants and animals found in contrasting local environments. 

• Know how humans affect the local environment. 

• Compare the features and properties of natural and made materials. 

• Consider what waste is and what happens to waste that can and 

cannot be recycled. 



Natural or built? 

Minibeast hunt 

Looking at minibeasts 

Observing frogs 


Investigating soil 

Saving water 

All about recycling 

Rubbish in the classroom 


and care 

Caring 

for my 

locality 

antenna 

body 

eyes 

frogs 

habitat 

lake 

bird 

built 

forest 

glass 

insect 

legs 

minibeast mountain 

natural 

plan 

rubbish 

tadpole 


paper 

river 

soil 

water 

Name: 



Caring for my locality ~ Activity 1 

Objective 

• identify, discuss and appreciate 

the natural and human features 

of the local environment 



• Observing 



communicating) 



All environments can be divided into 

two types: the natural environment 

and the built environment. The built 

environment includes things such 

as buildings, roads and cars. These 

are all objects that have been built 

by people. 

The natural environment is the one 

that we are most aware of, and 

includes food, plants, animals and 

how they live with each other. 

It is the combination of the natural 

and built parts of the environment 

that makes up the world in which 

we live. 

The world has many different types 

of environment. Natural and built 

features of the environment exist 

together. These include buildings 

near rivers and roads running through 

mountains. It is important that pupils 

are able to recognise and name 

features of their local environment as 

well as identify features of the natural 

environment that exist elsewhere. 



• A sunny day! 

Preparation 

• Schedule a walk around the school before the lesson begins. 

The lesson 

Stimulus 

• Walk around the school with the pupils. Ask them to point out objects that are 

part of the natural environment and those that are not natural and are part of 

the built environment. Remember things like soil and moisture. 

What to do 

• Back in the classroom, write the headings ‘natural’ and ‘built’ on the whiteboard. 

Pupils list things they saw on their walk and decide which heading they come 

under. 

• Complete Question 1. 

• Pupils draw and label three naturally occurring and three human-made objects 

seen on their walk. 

• Discuss different environmental features with the class. Which features are 

seen in the local environment? 

• Ask pupils to describe a mountain, river, lake and forest. Ensure understanding 

before pupils complete Question 3. 


Answers 

1. natural, built, natural 


(b) Teacher check 



• Pupils can complete a similar exercise in their own homes and gardens. The 

information can be brought to school and shared with the class. 

• Pupils mark out a metre square on the school field using metre rulers and 

string. They can then count all of the different types of living or non-living 

things (pebbles, twigs etc.) they find in that area. 


Display ideas 

• Take photos of ‘natural’ and ‘built’ features in the school environment. Display 

them under those headings. 



My Environment 

Write if these things are natural or built. 


During your walk around the school, you saw things that were 

natural and those that were built. 

(a) Draw and label three natural things you saw. 

(b) Draw and label three built things you saw. 


• Colour the mountain brown. 

• Colour the lake green. 

• Colour the river blue. 

• Colour the forest yellow. 




Objective 

• observe and develop an 

awareness of living things in a 

range of habitats in local and 

wider environments 



• Observing 





• Exploring 

• Making 


The purpose of this topic is to 

use a small animal or insect 

to develop observation and 

experimenting skills in the pupils. 

The animal selected is secondary in 

importance; however, the following 

guidelines should be adhered to 

and made clear to pupils. 

(i) All care should be taken when 

observing and collecting 

minibeasts. 

(ii) If minibeasts are to be collected, 

suitable storage should be used 

and the minibeasts released as 

soon as activities are complete. 

(iii) Collect only enough minibeasts 

as required. 

(iv) Some insects can sting. Avoid 

direct contact at all times. 

Minibeasts suitable for this topic 

include worms, slugs, snails, 

woodlice, grasshoppers, beetles, 

flies, caterpillars, butterflies. 



• Jars with lids, nets, clipboards, notepaper, reference materials for use in 

identifying minibeasts. 

Preparation 

• Identify suitable locations in the school environment to collect and observe a 

variety of minibeasts. 

• Organise pupils in groups. 

The lesson 

Stimulus 

• Explain to pupils that the lesson will entail going on a ‘hunt’ to observe and 

collect a variety of minibeasts. Discuss with the pupils the definition of minibeasts 

and explain clearly their correct treatment. 

What to do 

• Review the worksheet so pupils are aware of the recording needed. During the 

hunt, notes and diagrams should be recorded on notepaper. 

• Have pupils go to an allocated area and observe and collect two different 

minibeasts. 

• Each group returns to class and completes the worksheet, transferring notes 

and drawing a picture. 

• Discuss the findings and observations of each group. Identify minibeasts collected 

and decide if it is possible to keep the insects for further observation or whether 

they should be returned to the environment. 


Answers 



• Classify the different minibeasts into categories based on shape, size, movement, 

colour etc. 

• Build adequate shelters for selected minibeasts. 


Display ideas 

• Take photographs of pupils ‘hunting’ and observing minibeasts. Display the 

completed worksheets with the photographs and a caption written by the 

pupils. 




Draw and write about two minibeasts you found on your hunt. 





Objective 







• Observing 



experimenting 



• Exploring 

• Making 


The purpose of this topic is to use 

a small animal or insect to develop 

observation and experimenting skills 

in the pupils. The animal selected is 

secondary in importance; however, 

the following guidelines should be 

adhered to and made clear to pupils. 

(i) All care should be taken when 

observing and collecting 

minibeasts. 

(ii) If minibeasts are to be 

collected, suitable storage 

should be used and the 

minibeasts released as soon 

as activities are complete. 

(iii) Collect only enough 

minibeasts as required. 

(iv) Some insects can sting. Avoid 

direct contact at all times. 

M i n i b e a s t s s u i t a b l e f o r 

this topic include worms, 

slugs, snails, woodlice, 

grasshoppers, beetles, flies, 

caterpillars, butterflies etc. 



• Hand lens, minibeasts in an appropriate enclosure. 

Preparation 

• Ensure minibeasts are available in enclosures for observation. If minibeasts are 

to be removed for observation, ensure trays are available. 

Note: With the majority of minibeasts, a ‘moat’ of water around a platform 

will prevent ‘escape’. 

The lesson 

Stimulus 

• Review findings from Activity 2. Ask pupils what were the most popular 

minibeasts. Which are best suited for observation? Allocate groups to different 

minibeasts. 

What to do 

• Discuss observation as a skill. Explain how hand lenses can take observation to 

another level. Review the requirements of the copymaster. 

• Pupils make observations of their minibeast based on the worksheet. 

• Groups report back to the class on the observations made of their minibeast. 


Answers 



• Discuss common elements of minibeast observations. 

• Set up an earthworm farm. Place different shades of soil in layers in an aquarium. 

Pupils help collect earthworms. Keep the soil damp and add leaves and grass 

clippings. Pupils will be able to observe how the earthworms ‘eat’ through the 

soil and how the layers become less distinctive. 

Display ideas 

• Make a collage or 3-D models of minibeasts and display with labels of body 

parts and a short description of special features. 





Look carefully at your minibeast and complete the questions below. 

Number of legs. 

Number of body parts. 

Words that describe. 


Eyes 

Antennae 



How does your minibeast move? 

Special features. 


Draw and label your minibeast. 




Objective 







• Observing 



experimenting 



• Exploring 


Collecting animals for observation 

should only be done if the animals 

are not harmed. In the case of this 

observation, a good supply of water 

and food will ensure the survival 

of the tadpoles. Once developed 

into frogs, the animals should be 

released into the environment 

where they were found. 

There are numerous Internet web 

sites that explore the life cycle 

of a frog and provide detailed 

information on it. 


Note: This lesson can be approached in two ways. 

(i) By collecting frogs eggs or tadpoles and observing their life cycle in class. 

(ii) By using only the worksheet to identify the life cycle of a frog. 


• Frogs’ eggs or tadpoles, an aquarium or container for storing eggs/tadpoles, 

shallow water, rocks, water weed or pond weed, fish food (live from the pond 

or little pieces of hard-boiled eggs), a variety of resources on the life cycle of 

a frog. 

Preparation 

• Ensure your container is prepared using water from the same environment the 

eggs/tadpoles were collected from. Keep the terrarium away from heaters and 

chalk dust. 

• Collect posters, books or charts to show the life cycle of a frog. 

The lesson 

Stimulus 

• The stimulus for this lesson could involve a field trip to collect frogs’ eggs or 

tadpoles. Alternatively, the eggs/tadpoles could be collected prior to the lesson 

and introduced to the prepared enclosure at this time. Use collected resources 

on the frog life cycle to discuss with pupils. 

What to do 

• Using the worksheet, show the pupils the change that is expected over the 

coming weeks as the tadpoles develop into frogs. 

• Frog observations should occur weekly. The pupils record development and 

compare changes from the previous week. 

• At each observation, pupils should identify the stage of development. 


Answers 



• Identify frogs native to the local environment. 

• Use books and the Internet to identify unique and interesting frogs. Research 

the countries they live in. 

• Explore how frogs are seen as a key objective to the stability and health of an 

environment/ecosystem. 


Display ideas 

• Take photographs of the pupils collecting the frogs and tadpoles, and introducing 

them to their new environment. Display with appropriate captions. 

• Identify frogs from around the world. Display drawings and research about 

each frog around a world map. Use string to show the country where they can 

be found. 




The female frog lays eggs which are 

fertilised by the male frog. 

The tadpole hatches from 

the egg, breathing 

through gills. 

The tadpole has now 

developed into an adult frog and 

can move easily on land and water. 

The tadpole continues to grow and 

starts to look like a frog with a tail. 

Frog observations 


The tadpole develops legs and lungs. 




Objectives 

• observe similarities and 

differences among plants and 

animals in different local habitats 

• begin to recognise that people, 

animals and plants depend on 

one another 



• Observing 




• Exploring 


The sun is the source of all energy 

and plants store this energy in their 

leaves. This energy is transferred 

to animals and to people when the 

plants are consumed. The nutrients 

of dead plants also join the soil as 

they decay on the ground. The soil 

becomes rich and grows plants with 

nutrients for people and animals to, 

once again, consume. 



• Magnifying glasses, hand lens, nets, sketch pads, clipboards, pencils, erasers, 

hats, gloves, first aid kit (just in case), digital camera (if available), tweezers. 

Preparation 

• Before the lesson, find two locations in or near the school grounds or in the 

local area that are distinctly different in the plants and animals that inhabit 

them. Locations that are rich with plants, birds, animals and insects would be 

ideal. Organise for adults helpers to accompany the class. If leaving the school 

grounds, send permission slips to parents. 

• Organise clipboards for each pupil. 

The lesson 

Stimulus 

• Discuss the local environment. What different types of habitats are there? For 

example, a pond, lake, woodland, beach, field, etc. List them. 

What to do 

• Organise the class into groups with adult helpers for each. Pupils will need a 

clipboard, the worksheet, extra blank paper, a sketching pencil and eraser. If 

going outside, ensure pupils have the correct protective equipment such as hats 

and sun cream. 

• Each group should also have magnifying glasses, hand lens, tweezers etc. to 

observe plants and animals/insects. 

• Visit the two chosen locations. At each stop, ask the class what type of habitat 

it is. How do they know? Ask the pupils to predict what types of plants and 

animals would live there. Why? 

• Pupils spread out in their groups and study the plants and animals/insects/birds 

in the environment. They choose one plant and one animal/bird/insect to sketch 

and describe. Pupils may wish to sketch first on the blank paper. The drawings 

can then be transferred to the worksheet back in the classroom. 

• Once the visits are complete, discuss each habitat with the class. Ask how the 

plants are different or similar. 



Answers 




• Pupils choose one plant or one animal/insect/bird to find out more about. Find 

books in the library about the plants and animals and print out basic information 

from the Internet. 

• Pupils can create an information poster about their chosen animal or plant. 

Sketches, digital photographs and pictures can be added to their posters. All 

must be labelled. 

• Pupils can complete brief oral presentations to the class presenting the 

information they discovered about their plant or animal. 

Display ideas 

• Display the information posters discussed above. 




Complete the table. Sketch, name and describe the plants and 

animals. 

Type of habitat: 

Plant 

Animal/bird/insect 

Type of habitat: 

Plant 

Animal/bird/insect 


Could we survive if there were no plants? 

Why? 




Objective 

• develop an awareness that air, 

water, soil, living and non-living 

things are essential to the 

environment 



• Observing 




classifying) 



• Exploring 


Soils are made from rocks. There 

are many different types of rocks; 

consequently, there are many 

different types of soils. Soils consist 

of worn-down rock that is mixed 

with water, air, humus (dead organic 

matter) and living organisms like 

worms. 

Soil is very important to us as most 

of our food comes from soil. The 

animals we eat live on plants grown 

in soil. 



• Magnifying glasses (enough for one per pair), two sheets of white paper per 

group, sieves with different types of holes (poke holes into margarine or icecream 

containers), different types of soils to examine. For this investigation, 

soil is needed that has different-sized particles, pebbles, plant materials and, 

if possible, dead or living organic matter. Moist and dry soil will show further 

comparisons. 

Preparation 

• Prepare an area inside or outside the classroom. Organise the soil into lots of 

two for each table. 

The lesson 

Stimulus 

• Ask the pupils to list what is in their garden. Make a list on the board. Did 

they remember the soil? Did they call it dirt? What is soil? Make another list. 

Explain they are going to study soil and see what it is made of. 

What to do 

• The two soil samples are tipped onto two sheets of white paper in the centre 

of the table. 

• Pupils use their magnifying glasses to examine each soil sample. They list and 

draw the different types of things found in each sample. 

• Choosing a soil sample each, the pupils complete Questions 1–3 of the 

copymaster, describing their sample. 

• The pupils fold the top sheet of paper and tip the soil into the sieve. They shake 

the sieve back over the piece of paper to separate the soil into its different-sized 

particles (very small pieces). Pupils make recordings about the particles. 


Answers 

• Answers will vary. 


• Collect soils from around the school. Create a large map of the school. Place 

the soil in ‘press-seal’ bags and staple them to the map. Add labels that describe 

the soils. Consider why the soils are different around the school. 

• Compare the three main soil types: sand, clay and loam. 


Display ideas 

• Display the map with soil attached in press-seal bags. Create a ‘soil’ table. Have 

different types of soils in glass jars. The pupils have to try to describe each type 

of soil. 




How many different things did you find in your soils? 

(a) Soil one 

(b) Soil two 

What did you find in your soil? Write and draw the objects. 

Look closely at your soil. 

Rub a small amount of soil 

between your fingers. How 

does it feel? 

Roll the soil between the 

palms of your hands. What 

does it do? 

How does your soil smell? 


Describe the colour of your 

soil. 

Draw the different-sized particles in your soil from largest to smallest. 


Saving water 


Objectives 

• realise that there is both an 

individual and a community 

responsibility for taking care of 

the environment 

• identify, discuss and implement 

simple strategies for improving 

and caring for the environment 



• Observing 





Our lifestyle depends upon a clean, 

plentiful supply of water. 

Water is a precious and limited 

resource. The demand for this water is 

greatest during the summer months. 

‘Water-saving’ is a very efficient way 

to reduce our use of water. This 

stretches our supplies further and 

protects our supply sources. Using 

less water also reduces pressure 

on our sewage treatment facilities 

and requires less energy for water 

heating. The water we use comes 

from surface water (reservoirs, lakes 

etc.) or ground water (aquifers). 

Water is used to transport food and 

oxygen in and out of our cells. Water 

is also used to remove waste from 

the cells of our body. The importance 

of water to life is demonstrated by 

the fact that humans can do without 

food for several weeks, but cannot 

survive without water for more than 

a few days. 

The chemical process known as 

photosynthesis, by which plants 

create food, requires water. Water 

can be a destructive force as well, 

causing erosion. There are many 

useful Internet sites with water-saving 

ideas. 



• Stimulus pictures of places with dry climates, magazines to cut out pictures, 

large sheet of art paper per pupil, water aids (tap, shower head, tap washers, 

washing up dish). 

Preparation 

• Have all the material ready; set up the water aids to demonstrate. 

• Check with the canteen/kitchen if you are visiting. 

• Contact the local water authority to see if they can help with printed or video 

resources or visits. (Optional) 

The lesson 

Stimulus 

• A visit to a kitchen (school canteen or nearby home) would allow the pupils 

to see firsthand the water-saving ideas which are being discussed. (The more 

practical demonstrations the pupils can see, the more effective this lesson 

will be.) 

What to do 

• Show pictures of dry places. Discuss and allow pupils to answer Question 1. 

• Discuss ideas for water conservation. 

• Discuss and demonstrate the ideas promoted on the worksheet. 

• List suggestions on the extra ideas and direct pupils to complete those of their 

choice. 

• Allow pupils to plan their posters. 

• Pupils can create their posters on a separate sheet of paper, using a variety of 

media and aids. 


Answers 



• Learn about the water cycle. 

• Keep goldfish in a bowl and discuss the quality of water needed to sustain 

life. 

• Pupils can prepare talks using their poster and other aids. With the poster as 

a central part of the design, pupils could also collect pictures of those items 

which are heavy water users and those which are water-saving, and create a 

collage. 

• Collect the water dripping from a tap for an hour and measure the amount. 

(Make sure you use the water afterwards.) 


Display ideas 

• The posters would make a good display in the library or administration area. 



Saving water 

If water was no longer available from our taps, what might 

happen? List two things that could happen. 

(a) 

(b) 

Look at these water-saving ideas. Add some of your own. 

Fix leaking taps. 

Use full 

loads 

in the 

washing 

machine. 

Turn off the tap when 

you brush your teeth. 

Take 

shorter 

showers. 

Install a 

rainwater 

tank. 

Rinse dishes in a 

bowl or sink (not 

under running tap). 

Design a poster with lots of water-saving ideas. Use your own 

drawings or cut out pictures from magazines. Plan your poster 

below. 





Objectives 





• identify and help to implement 

simple strategies for protecting, 

conserving and enhancing the 

environment 



• Observing 



The sorts of materials now being 

recycled include: steel tins, 

glass, newspapers/magazines/ 

advertising brochures, aluminium, 

liquid paperboard (milk and juice 

cartons), PET (soft drink bottles 

etc.), polypropylene (ice-cream 

containers) and mixed plastics. 

Some councils have a system where 

you have different bins, boxes or 

bags for different types of waste, 

for example, paper, glass, tins, 

garden waste, clothing, shoes and 

other general household rubbish. 



• Various samples of recyclable material, ready to demonstrate with; e.g. paper 

with staples in it, bottles and tins with lids, a mixture of kitchen scraps, a bucket 

with water for rinsing. 

Preparation 

• Set up the demonstration material at the front of the room. 

The lesson 

Stimulus 

• Show the unrecycled rubbish to the pupils. Discuss the amount of rubbish thrown 

out worldwide and examine why we must reuse most of our ‘rubbish’. 

What to do 

• Demonstrate how to prepare each item for recycling. Explain that the items 

have to be prepared to make recycling easier and cheaper. 

• Have pupils complete the top cloze section of the worksheet. Spend some 

time explaining about the foodstuffs and how the animal products have to be 

separated to prevent vermin and disease. 

• The pupils can complete the worksheet with drawings and labels. 


• Discussion ideas: What about other rubbish items not mentioned here? 

Answers 

1. (a) new (b) shredded (c) cans 

(d) Empty (e) worms 



• Make a class display of the recyclable materials. 

• Discuss other rubbish items not mentioned. How can they be recycled? 

• Have pupils present an oral report on recycling to another class, using the 

worksheet as stimulus. 


Display ideas 

• Pupils create a collage of cut-outs, grouping into recyclable and not 

recyclable. 




To recycle means to use again or make into something different. 

Use these words to complete this passage about recycling. 

new shredded Empty worms cans 

(a) Old bottles can be melted down and remade into 

bottles. 

(b) Used paper can be 

paper. 

and made into new 

(c) Tin cans can be melted and made into new . 

(d) 

plastic bottles can be cleaned and made 

into new plastic bottles. 

(e) Kitchen scraps can be fed to 

or hens. 

Materials have to be prepared for recycling. Draw pictures to show 

the process. 

(a) Glass: rinse out, clean and remove lid. 


(b) Paper: remove any metal bits (staples), stack newspapers 

together and tie in a bundle. 




Objectives 





• become aware of ways in which 

the environment can be polluted 

or harmed 



• Observing 


classifying) 



• Exploring 

• Making 


Rubbish is believed to be one of the 

major fire hazards in schools, as the 

contents of rubbish bins have often 

been used to start fires. 

Pupils should not handle the rubbish 

directly; they should wear gloves. 

It is a good idea to put plastic 

bags in the bins on the day of the 

investigation. 

Food packaging is necessary to 

protect food from germs, dirt and 

breakage as well as to make it look 

attractive and easy to use. 



• Full classroom rubbish bins (some could be brought in from other classes to 

make it a sizable amount), large sheet of plastic or a tarpaulin to empty the 

bins on, rubber gloves for the handlers. 

Preparation 

• Have the plastic sheet or tarpaulin spread out and the bin(s) waiting to be 

emptied. 

The lesson 

Stimulus 

• Discuss the activities of the day and what has been thrown out. See if anyone 

can remember throwing anything out. Relate the activities to what is likely to 

be in the bins. 

What to do 

• Appoint some pupils to help with the distribution of the rubbish from the bins. 

(These pupils should have rubber gloves on.) 

• Tip the rubbish onto the sheet. 

• At first glance, discuss what is the most common rubbish seen. 

• Spread the rubbish and let the pupils discuss the different things they can 

see. 

• On the whiteboard, list the items found. Discuss how the amounts could be 

measured (e.g. weigh, count etc.). 

• Pupils begin the worksheet, choosing the three most common items (drawing 

items and filling in the chart). 

• When the exercise is complete, pupils can answer the questions about 

amounts. 

• Discuss recycling and what is needed to begin a programme in the class. 

• Pupils can complete the worksheet with their own ideas. 


Answers 




• Unfold an empty cardboard box or milk carton and make a cardboard template 

of it. Use the template to design and make an attractive container for a new 

type of flavoured milk. 

• Make jam sandwiches and put them in different kinds of packages; e.g. foil, 

cling film, a plastic bag, a cardboard box, waxed paper, tissue and cellophane. 

Place the sandwiches on a shelf for three days, then test for freshness. Make 

a list, ranking freshest to stalest. 

• Estimate how much rubbish there is daily and then weigh it to check 

estimates. 

Display ideas 

• Cleaned items for recycling could be hung as class mobiles with labels 

attached. 




You are doing a survey of the rubbish in the class 

rubbish bin near the end of the day. 

(a) Draw three pieces of rubbish. Write what each is 

made from and tick whether it can be recycled 

or not. 

(b) What sort of rubbish was 

there most of? 


(c) What sort of rubbish was 

there least of? 

Draw and label two of your recycling ideas on how we can reduce 

the amount of rubbish we throw out at school.

PR-0552UK Primary Science - Book 2

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