PR-0552UK Primary Science - Book 2

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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 Designing and making • Exploring Background information 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. Viewing Sample 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. 4 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Myself ~ Activity 1 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 … Viewing Sample Which sense helps us to detect if something is hot and may burn us? www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 5
Page 1 and 2: OUTCOME LINKED PRIMARY Book 2 Mysel
Page 3 and 4: Teacher information................
Page 5 and 6: Teacher information The pupil pages
Page 7 and 8: Differentiating activities Meeting
Page 9 and 10: Essential science resources Below i
Page 11 and 12: Assessment proforma Name Class Term
Page 13 and 14: Assessment proforma - Designing and
Page 15: About me We are all different Chang
Page 19 and 20: Myself ~ Activity 2 We are all diff
Page 21 and 22: Myself - Activity 3 Changes As we g
Page 23 and 24: Myself ~ Activity 4 A need or a wan
Page 25 and 26: What are insects? Parts of an insec
Page 27 and 28: Plants and animals ~ Activity 1 Wha
Page 29 and 30: Plants and animals ~ Activity 2 Par
Page 31 and 32: Plants and animals ~ Activity 3 Des
Page 33 and 34: Plants and animals ~ Activity 4 Dra
Page 35 and 36: Plants and animals ~ Activity 5 Obs
Page 37 and 38: Plants and animals ~ Activity 6 Dif
Page 39 and 40: Plants and animals ~ Activity 7 Noc
Page 41 and 42: Plants and animals ~ Activity 8 Foo
Page 43 and 44: Plants and animals ~ Activity 9 Wha
Page 45 and 46: Plants and animals - Activity 10 Li
Page 47 and 48: Plants and animals - Activity 11 Li
Page 49 and 50: Making shadows Measuring shadows Sh
Page 51 and 52: Light ~ Activity 1 Draw a picture t
Page 53 and 54: Light ~ Activity 2 Measuring shadow
Page 55 and 56: Light ~ Activity 3 Shadow clock Fol
Page 57 and 58: Light ~ Activity 4 The torch experi
Page 59 and 60: Light ~ Activity 5 Sun facts Read t
Page 61 and 62: Sound Making sounds banging blowing
Page 63 and 64: Sound ~ Activity 1 Sound Sound Circ
Page 65 and 66: Sound ~ Activity 2 Use different ma
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Heat Measuring temperature applianc
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Heat ~ Activity 1 Describe how you
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Heat ~ Activity 2 Measuring tempera
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Magnetic attraction Magnetic proble
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Magnetism and electricity ~ Activit
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Push or pull? Down the ramp! Float
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Forces ~ Activity 1 Push or pull? A
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Forces ~ Activity 2 Down the ramp!
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Forces - Activity 3 Float or sink?
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Materials in the classroom Sorting
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Properties and characteristics of m
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Changing by heating Maintaining tem
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Materials and change ~ Activity 1 C
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Materials and change ~ Activity 2 M
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Materials and change ~ Activity 3 M
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Materials and change ~ Activity 4 W
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Natural or built? Minibeast hunt Lo
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Caring for my locality ~ Activity 1
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PR-0552UK Primary Science - Book 2

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