PR-0553UK Primary Science - Book 3

0553UK 

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Primary Science—Book 3 

Prim-Ed Publishing 

Published in 2009 by Prim-Ed Publishing 

Copyright Prim-Ed Publishing 2004 

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purchaser for use with their class(es) only. 

The publisher prohibits the loaning or onselling of 

this master for the purposes of reproduction. 

ISBN 978-1-84654-164-3 

PR–0553 

Lightning photograph on front cover reproduced by the kind 

permission of the Bureau of Meteorology. 

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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. 

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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 

Human life 

The structure of the eye................................................. 4 – 5 

What do you eat?........................................................ 6 – 7 

Eating the right things................................................... 8 – 9 

Using the healthy eating guide................................... 10 – 11 

All about teeth......................................................... 12 – 13 

Physical changes.................................................... 14 – 15 

How do we breathe?................................................ 16 – 17 

How do we move?................................................... 18 – 19 

Plant and animal life 

Plant life cycle survey............................................... 22 – 23 

Animal/plant report................................................... 24 – 25 

Adapting behaviour.................................................. 26 – 27 

Plant adaptations..................................................... 28 – 29 

Animal groups......................................................... 30 – 31 

Herbivores, carnivores and omnivores........................ 32 – 33 

A food chain............................................................ 34 – 35 

Life cycle of an insect............................................... 36 – 37 

The sea turtle........................................................... 38 – 39 

Plants and water...................................................... 40 – 41 

Plants and sunlight.................................................. 42 – 43 

Energy and forces 

Light 

Splitting light........................................................... 46 – 47 

Travelling light......................................................... 48 – 49 

Reflection................................................................ 50 – 51 

The sun.................................................................. 52 – 53 

Sound 

Sounds in our classroom.......................................... 56 – 57 

Loudness and pitch.................................................. 58 – 59 

Musical instruments................................................. 60 – 61 

Travelling sounds..................................................... 62 – 63 

Heat 

Weather chart.......................................................... 66 – 67 

Design an explorer’s hut........................................... 68 – 69 

Foreword 

Primary Science – Book 3 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 Titles in this series are: 

to science and exploring designing and making skills. 

• Primary Science – Book 1 

Primary Science gives pupils the opportunity to enhance their knowledge of the world • Primary Science – Book 2 

around them and to engage in collaborative learning that makes science interesting 


and exciting. 


Contents 

Magnetism and electricity 

Magnetic attraction................................................... 72 – 73 

Magnetic problems.................................................. 74 – 75 

Making lightning...................................................... 76 – 77 

Simple circuits......................................................... 78 – 79 

Conductor or insulator?............................................ 80 – 81 

Forces 

A whirligig............................................................... 84 – 85 

Gyrocopter.............................................................. 86 – 87 

Design a vehicle...................................................... 88 – 89 

Friction................................................................... 90 – 91 

Levers.............................................................. 92 – 93 

Materials 

Properties and characteristics of materials 

Materials................................................................. 96 – 97 

Solids, liquids and gases.......................................... 98 – 99 

Grouping materials.............................................. 100 – 101 

The tallest tower................................................... 102 – 103 

Materials and change 

Dissolving materials............................................. 106 – 107 

Design a cool can holder...................................... 108 – 109 

Kitchen science................................................... 110 – 111 

Sweet tastes........................................................ 112 – 113 

Making sherbet.................................................... 114 – 115 

Separating soil.................................................... 116 – 117 

Separating mixtures......................................... 118 – 119 


Environmental awareness and care 

Environmental awareness 

Natural and built environment............................... 122 – 123 

All about worms.................................................. 124 – 125 

Our environment.................................................. 126 – 127 

Conserving our resources..................................... 128 – 129 

Science and the environment 

Changes to the local environment.......................... 132 – 133 

Good or bad?...................................................... 134 – 135 

Caring for the environment 

Improving the environment.................................... 138 – 139 

Endangered species............................................. 140 – 141 

Whirligig ............................................................................ 142 

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

i

Teacher information 

Primary Science contains twelve 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 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. 

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. 

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 developed include: 

• questioning • observing • predicting 

• investigating • experimenting • estimating 

• measuring • recording • communicating 

• analysing 

– sorting and classifying 

– recognising patterns 

– interpreting 

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 some 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 

Book 1 

Living things 

Myself 

Plants and animals 


Light 

Sound 

Heat 


Forces 

Materials 

Properties and characteristics 

of materials 



Caring for my locality 


Living things 

Myself 

Plants and animals 


Light 

Sound 

Heat 


Forces 

Materials 


of materials 



Caring for my locality 


Living things 

Human life 



Light 

Sound 

Heat 


Forces 

Materials 


of materials 






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 





Living things 

Human life 



Light 

Sound 

Heat 


Forces 

Materials 


of materials 







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................................... 

Human life 

Resources 

Materials needed for Primary Science – Book 3 

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. 

• pictures or models of the eye, a 

camera, a hammer and nail, 30 

cm 2 of greaseproof paper, a silver 

tin with the lid removed, an elastic 

band, a large cloth or jumper, a 

lunchbox, pictures of different food 

group examples, models or pictures of 

teeth, apple, carrot, biscuit, sandwich, 

pictures and diagrams of male and 

female reproductive organs, model or 

poster of the human skeleton, model 

or poster of the human body showing 

muscles etc., book: The Magic School 

Bus in the Human Body 

Plants and animal life 

• area with diverse plant population, 

posters, charts or books about 

plants and plant life cycles, books 

about animals and plants, access 

to the Internet, pictures showing 

adaptation, diagrams of food chains, 

cactus, clipboard, book: The Hungry 

Caterpillar by Eric Carle, books on 

endangered animals, small plants 

with roots, celery with leaves, jug 

of water, two different coloured food 

dyes, four straight-sided glasses per 

group, potting mix, seeds, cubeshaped 

tissue box 

Light 

• black paper, clear plastic box, 

coloured paints or felt-tip pens, 

coloured cellophane, materials with 

opaque, transparent and translucent 

qualities, shiny objects, metal spoon, 

a protractor, an apple 

Sound 

• tuning fork, rice or sprinkles in 

an easy to pour container, stereo, 

drums, recorders, elastic bands, 

shells, pebbles, beads, shoe boxes, 

milk cartons, tins and material to 

stretch over the top to make drum, 

matchboxes, cardboard tubes, buzzer, 

battery wires, cotton material, carpet, 

bubble wrap 

Heat 


• newspapers for each day, taped 

weather reports, photos of weather 

conditions, thermometers, clay, 

bubble wrap, variety of fabrics 


• materials to test, marker pen, plastic 

pen, woollen jumper, baking tray, AA 

batteries, insulated wires, light bulbs, 

paper bags 

Forces 

• whirligig template (page 142), 

gyrocoptor pattern, toy wheels, wire, 

cotton reels, plywood, batteries, 

rubber ball, tennis ball, variety of 

surfaces, magazines, newspapers, 

coins, screwdriver, teaspoon, Internet 


• perfume or deodorant, cordial, 

marbles, examples of solids (pots), 

liquids (dishwashing liquid) and 

gases (air in a balloon), dressmaking 

pins, rope 


• teaspoons, coconut, plaster of Paris, 

olive oil, heat proof cups, ice cube 

trays, thermometers, custard powder, 

coffee, honey, baking powder, sweets, 

citric acid, icing sugar, sticky labels, 

filter papers, coffee percolator, soil, 

organic matter, sieve 


• clipboard, soil, live worm, hand lens, 

knife, pictures showing damage to the 

environment, A3 paper, nectarines 


• pictures of farming equipment used 

at the turn of the century and today, 

video showing a human-made 

environmental change (logging, 

mining etc.) and people protesting the 

change 


• recyclable materials, books etc. on 

endangered species, Internet 


vii

Assessment - Objectives 

Below are the objectives taken from the teachers pages for each unit in Primary Science – Book 3. 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. 

Human life 

• Become aware of the names and structure of some of the body’s major 

external and internal organs. 

• Develop an awareness of the importance of food for energy and 

growth. 

• Understand the physical changes taking place in both males and females 

during growth to adulthood. 

• Become aware of and investigate breathing. 

• Explore and investigate how people move. 


• Observe, identify and investigate the animals and plants that live in local 

environments. 

• Develop an increasing awareness of plants and animals from wider 

environments. 

• Observe and explore some ways in which plant and animal behaviour is 

influenced by, or adapted to, environmental conditions. 

• Sort and group living things into sets according to observable features. 

• Use simple keys to identify common species of plants and animals. 

• Understand that plants use light energy from the sun. 

• Come to appreciate that animals depend on plants and indirectly on the 

sun for food. 

• Discuss simple food chains. 

• Become aware of some of the basic life processes in animals. 

• Investigate the factors that affect plant growth. 

Light 

• Learn that light is a form of energy. 

• Recognise that light comes from different natural and artificial sources. 

• Investigate that light can be broken up into many different colours. 

• Investigate the relationships between light and materials. 

• Investigate how mirrors and other shiny surfaces are good reflectors of 

light. 

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

animals could not survive. 

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

Sound 

• Learn that sound is a form of energy. 

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

• Understand and explore how different sounds may be made by making 

a variety of materials vibrate. 

• Design and make a range of simple string instruments using an increasing 

variety of tools and materials. 

• Explore the fact that sound travels through materials. 

Heat 

• Learn that heat can be transferred. 

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

• Measure changes in temperature using a thermometer. 

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

school and environment and explore reasons for variations. 

• Understand that the sun is the Earth’s most important heat source. 

• Identify ways in which homes, buildings and materials are 

heated. 


• Learn that magnets can push or pull magnetic materials. 

• Explore how magnets have poles and investigate how these poles attract 

and repel each other. 

• Explore the relationship between magnets and compasses. 

• Examine and classify objects and materials as magnetic and nonmagnetic. 

• Investigate that magnets attract certain materials through other materials. 

• Explore the effects of static electricity. 

• Observe the effects of static electricity on everyday things in the 

environment. 

• Learn about electrical energy. 

• Investigate current electricity by constructing simple circuits. 

• Examine and group materials as conductors and insulators. 

• Become aware of the dangers of electricity. 

Forces 

• Explore how objects may be moved. 

• Explore how some moving objects may be slowed down. 

• Explore the effect of friction on movement through experimenting with toys 

and objects on various surfaces. 

• Investigate falling objects. 

• Explore how levers may be used to help lift different objects. 

• Investigate the pushing force of water. 


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

environment. 

• Recognise that materials can be solid, liquid or gaseous. 

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

and texture. 

• Distinguish between raw and manufactured materials. 

• Group materials according to their properties. 

• Investigate how materials may be used in construction. 


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

gases. 

• Investigate the suitability of different kinds of clothes for variations in 

temperature. 

• Experiment to establish which materials are conductors of heat or 

insulators. 

• Investigate how materials may be changed by mixing. 

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

• Examine the changes that take place in materials when physical forces are 

applied. 

• Explore some simple ways in which materials may be separated. 



• Identify positive aspects of natural and built environments through 

observation, discussion and recording. 

• Identify the interrelationship of the living and non-living elements of local 

and other environments. 

• Become aware of the importance of the Earth’s renewable and nonrenewable 

resources. 

• Recognise how the actions of people may impact on environments. 

• Come to appreciate the need to conserve resources. 


• Begin to explore and appreciate the applications of science and technology 

in familiar contexts. 

• Identify some ways in which science and technology contributes positively 

to society. 

• Recognise and investigate human activities which have positive or adverse 

effects on local and wider environments. 


• Examine a number of ways the local environment could be improved. 

• Identify and discuss a local, national or global environmental issue. 

• Realise that there is a personal and community responsibility for taking 

care of the environment. 

viii 


Assessment proforma 



ix

Assessment proforma – Working scientifically 


x 


Assessment proforma – Designing and making 



xi

Living things 

Human life 

Curriculum links 

England – Science – Key 

Stage Two 

Northern Ireland – The 

World Around Us – Key 

Stages One and Two 

Scotland – Science – 

First and Second Level 

Wales – Knowledge and 

Understanding of the 

World – Key Stage Two 

• Know that the life processes common to humans and other 

animals include nutrition, movement, growth and reproduction. 

• Know about the functions and care of teeth. 

• Know about the need for food for activity and growth and 

about the importance of an adequate and varied diet for health. 

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

• Know that humans have skeletons and muscles to support and 

protect their bodies and help them to move. 

• Know how people grow and move (KS1). 

• Recognise similarities and differences between themselves and 

other children (KS1). 

• Know about the main stages in the lifecycle of living things 

(KS2). 

• Know where the major organs are located in the body (KS2). 

• Know that humans have skeletons to protect major organs, 

support their bodies and help them to move (KS2). 


• Understand ways to keep my teeth healthy (first). 

• Research the structure and function of the eyes (second). 

• Make informed decisions to maintain a healthy, active lifestyle 

(second). 

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

health. 

• Know the names, position and function of a human’s main 

organs. 

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

The structure of the eye 

What do you eat? 

Eating the right things 

Using the healthy eating 

guide 

All about teeth 

Physical changes 

How do we breathe? 

How do we move? 

Living things 

Human life 

breathe 

canine 

diaphragm 

enamel 

eyelashes 

fat 

fruit 

humerus 

iris 

kneecap 

lungs 

milk 

molar 

nerve 

oxygen 

puberty 


retina 

skeleton 

tear duct 

tooth 

camera 

cornea 

diet 

eye 

eyelids 

femur 

grain 

incisor 

jawbone 

lens 

meat 

mirror 

muscle 

optic 

pelvis 

pupil 

ribs 

skull 

teeth 

vegetables 

Name: 

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


Human life ~ Activity 1 

Objective 

• become aware of the names 

and structure of some of the 

body’s major external and 

internal organs 

Working scientifically 

• Questioning 

• Observing 

• Predicting 

• Investigating and 

experimenting 

• Analysing (interpreting) 

• Recording and communicating 


• Exploring 

• Making 


Sight is so important that 80% of 

the knowledge the brain acquires 

comes from the eyes. The eye is 

ball shaped and contains a jellylike 

fluid. The outermost part is 

the sclera, visible from the front as 

the white of the eye. Light enters 

the eye through a clear covering 

at the front called the cornea. The 

coloured part of the eye, called the 

iris, has a small hole in the centre, 

the pupil, through which the light 

enters. The lens is behind the pupil 

and it focuses light onto the retina, 

a special thin lining at the rear 

of the eyeball. Because the light 

rays cross over each other as they 

pass through the lens, the image 

received by the retina is upside 

down. The retina detects light rays 

and translates them into messages 

which are sent to the brain along 

the optic nerve. The brain inverts 

the image to what we ‘see’ in real 

life. 

Tear fluids ooze from the eyelids 

each time we blink to wash away 

dust and germs. 

Before the lesson 

Materials needed 

Charts, books or models of the eye, a camera to open up, a hammer and nail 

(~1 to 2 mm diameter), hand mirrors. Materials for each pupil: 

• piece of white translucent paper (greaseproof is ideal) about 30 cm 2 

• clean, empty, silver tin with the lid removed but the bottom in place 

(ask pupils to bring the tin from home) 

• an elastic band 

• a jumper or large cloth to make a dark area over the pupil’s head. 

Preparation 

• Punch central holes with the nail in the base of all the tins. 

The lesson 

Stimulus 

• Have pupils stand in good light and look at one eye closely in a mirror. Which 

parts of the eye can they see? (Eyelash, iris, pupil, tear duct, sclera). 

• Have partners look carefully at each other’s pupils. What happens when the 

lights go on and off? (Pupils dilate in the dark). 

• Introduce the eye by relating it to the camera lens or showing the eye model/ 

chart. 

What to do 

• Discuss the structure of the eye and have pupils complete the diagram labels. 

• Discuss the inbuilt defences the eye has. These include tears each time we blink 

(to wash away dust and germs) and the pupil contracting to limit the amount 

of light that enters the eye. 

• Discuss how the eye works with the class. The human eye has a design similar 

to a camera. The pupil works like a shutter, growing larger or smaller to control 

the amount of light entering. The lens behind the iris changes shape to focus the 

image on the retina at the back of the eye, just as the lens moves in a camera 

to focus the image on the film at the back. 

• Work with the pupils as they individually construct and operate pinhole ‘eyes’ 

and study the image produced. Steps: 

1. Punch a nail hole in the centre of the bottom of the tin (about 1 to 2 mm 

diameter). 

2. Spread the paper over the open end of the tin and secure with an elastic 

band. Pull the paper taut. This is the screen. 

3. Point the bottom of the tin at an outside window. 

4. Use the jumper or cloth to cover your head and make a dark area 

with just the paper screen showing. 

5. Study the image as it appears on the screen. 

• Pupils draw and label the diagram of the upside-down image. 


After the lesson 

Answers 

eyelashes 

eyelids 

2. (a) Teacher check 

(b) ‘... is upside down’. 

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

pupil 

tear duct 

iris 

cornea 

iris 

pupil 

lens 

retina 

optic nerve




Label the eye diagrams by 

reading the descriptions. 

Retina The back part of the eye 

which receives the image. 

Lens The part of the eye which 

directs light onto the retina. It 

changes shape to help you 

focus on objects. 

Pupil The small hole in the centre 

of the iris which allows light 

to enter. Its size alters with 

the amount of light. 

Iris This is the coloured part of 

the eye which you can see. 

Everyone in the world has 

unique irises. 

Tear duct The part of the eye which 

drains away tears produced by 

the tear glands. 

Eyelids Movable flaps of skin which 

can cover or uncover the 

eyeball. 

Cornea The clear covering of the eye 

over the iris and pupil. 

Optic nerve The nerve which runs from the 

retina and carries the image to 

the brain. 

Eyelashes Short thick hairs on the eyelids 

to protect the eye from dust. 

Creating a ‘pin-hole’ eye. 

(a) Findings: Draw and label a diagram to show your ‘pin-hole eye’ and the image on 

the paper screen. 


(b) Finish the sentence: The light rays cross over as they pass 

through the lens. Therefore, the image received by the retina 




Objective 

• develop an awareness of the 

importance of food for energy 

and growth 



• Observing 


• Estimating and measuring 

• Analysing (sorting and 

classifying) 



Our body takes in food because it 

needs the energy to maintain our 

bodily functions – including growing, 

which is most important in children. 

To gain further information on 

balanced diets, refer to the Healthy 

Eating Guide on page 11. 



• Pupils’ lunch boxes. 

Preparation 

• Tell pupils that they will be required to list all food items consumed on a typical 

school day. 

The lesson 

Stimulus 

• Discuss what the class identifies as a balanced diet. What foods are good/bad 

for you? Why do we need food? 

What to do 

• Have pupils list all items of food consumed on a typical school day — on a blank 

sheet of paper. ‘Dinner’ and ‘Afternoon snack’ can refer to the day before. 

• Pupils allocate each item of food to the appropriate place on the activity sheet. 

Indicate how much of each food type was consumed in the ‘Quantity’ column. 

• Pupils complete the ‘Value scale’. Discuss how this can be done and explain that 

value indicates how good the food item is for the body. This will involve a level 

of prediction as pupils may not know the nutritional value of each item. 

• Pupils provide an overall rating for the day based on the results of their personal 

survey. 


Answers 

1. Teacher check 


Additional activities 

• Gather the information from each pupil. (Note: Complete this task confidentially). 

Collate the information from each pupil into a graph. 

• Discuss whether foods are ‘good’ or ‘bad’. Ask pupils whether it is the food or 

quantity of food that is good or bad for them. 


Display ideas 

• Pupils can draw or find pictures in magazines to add to charts labelled ‘Breakfast’, 

‘Snack’, ‘Lunch’ and ‘Dinner’. They can then discuss good and bad food choices 

on the charts. 

This activity aims to identify 

the diet of individuals in the 

class. It is important that 

individuals themselves not 

be focused on in order to 

eliminate the possibility of 

embarrassment. 




Complete the personal survey to identify what you eat on a normal school day. Rate 

each item of food on the value scale — how good do you think it was for you? 

Item Quantity Value scale 

Breakfast Very bad Very good 

1 

2 

3 

4 

5 

Morning Snack Very bad Very good 

1 

2 

3 

Lunch Very bad Very good 

1 

2 

3 

4 

Afternoon snack Very bad Very good 

1 

2 

3 

Dinner Very bad Very good 

1 

2 

3 

4 

5 


Rate your nutritional day on the value scale below. 




Objective 



and growth 



• Observing 




classifying) 



The names used to describe food 

groups in a human diet can vary; 

however, those used in this activity 

use names easily understood by 

pupils. 

The concept of a ‘food pyramid’ is 

used as a graphic representation of 

the correct balance in a diet, where 

the pyramid provides a visual image 

of the food types and the suggested 

level of intake to create a ‘balanced 

diet’. 



• Charts, pictures, books or photographs of different food group examples, 

paper. 

Preparation 

• In this activity, pupils need to list the foods they eat in each food group. Pupils 

then need to predict the fraction of their diet which is allocated to each food 

group. This may require some revision or discussion of fractions. 

The lesson 

Stimulus 

• Using the copymaster and any collected pictures or charts, discuss the different 

food groups listed. What foods fit each group? Have pupils suggest foods that 

they are unsure as to which food group they fit in and discuss. 

What to do 

• On a sheet of paper, pupils create a list of all the foods they eat in one week. 

• Pupils allocate each food to a food group. In the case of foods cooked in fat, 

the food should be included in ‘fats and sweets’ as well as the correct food 

group. 

• Pupils predict the fraction of their total diet formed by each group, based on 

volume. Discuss the difference between volume of food and number of food 

types. 

• Pupils infer from the information presented how balanced their diet is. 


Answers 

• Teacher check 


• Discuss and investigate the diet of different cultural groups. How and why are 

they different? 

• Make foods from different cultures. Discuss the differences in ingredients and 

their nutritional value. 


Display ideas 

• Draw, find pictures, make 3-D models or bring actual examples of foods to add 

to a display of the food groups listed. 




For humans to grow and remain healthy we must have a ‘balanced diet’. 

A balanced diet is made up of the following groups of foods. 

Next to each group write the types of food you eat that belong to that 

group. What fraction of your diet is made up of each food group? 

Foods 

Fats and sweets 

Fraction of diet 

Milk products 

Meat products 

Fruit products 


Vegetable products 

Grain products 


Using the healthy eating guide 


Objective 



and growth 



• Observing 


• Investigating and experimenting 


• Analysing (sorting, classifying, 

recognising patterns and 

interpreting) 



• Exploring 

• Planning 

• Making 

• Evaluating 


Many people do not have the 

‘perfect’ diet. We all like to eat 

different foods, even though some 

are not good for us. Developing 

good eating habits at a young age 

gives us a better chance to maintain 

a healthy lifestyle. 



• Charts, pictures or photographs of different food group examples, paper. 

Preparation 

• Pupils are required to compare their eating habits to the Healthy Eating Guide. 

While this will provide a comparison, pupils should be reminded that their own 

fraction is a prediction and may not be accurate. 

The lesson 

Stimulus 

• Review the Healthy Eating Guide. Explain how the ‘pie’ represents the volume 

of different food groups required in a child’s diet. Draw to their attention that 

drinking plenty of water is a requirement. 

What to do 

• Pupils transfer fractions allocated to each food group in Activity 3 onto the 

Healthy Eating Guide. 

• Use the comparison of fractions to create their own individual ‘Nutrition report’. 

Provide comments where appropriate and include a final comment which 

indicates overall performance. 


Answers 



• Create a daily ‘school day’ menu that reflects a balanced diet. 

• Discuss the question, ‘do people living in the UK have better or more balanced 

diets than people living in poorer countries?’. 

• Hold a ‘Healthy Sandwich Day’ where pupils design and make a nutritious 

sandwich for lunch. Discuss the criteria to be used to judge the best 

sandwich. 

• Plan and make a junk–model plate of food that shows either a healthy or 

unhealthy meal. 


Display ideas 

• Create a life-size Healthy Eating ‘Pie’ Guide by bringing in samples of foods or 

empty boxes or containers of foods to display. 



Using the healthy eating guide 

The Healthy Eating Guide shows how much of each food group you should eat. 

Compare your eating habits with the guide. 


Drink plenty of water 


Choose these sometimes 

or in small amounts 


Meat products 

What changes do you need to make to your diet? Fill in the report card. 

Nutrition report 

Milk products 


Name: 

Not enough Just right Too much Comment 


Milk products 

Meat products 




Water 

Comment: 





Objective 

• become aware of the 

names and structure 

of some of the body’s 

major external and 

internal organs 



• Observing 


• Analysing (sorting, 

classifying and 

interpreting) 

• Recording and 

communicating 


• Exploring 

• Planning 

• Making 


Although a baby does 

have the beginnings of 

first teeth even before 

he/she is born, they don’t 

become visible until 

about 6 or 7 months old. 

After that, more teeth 

appear in the mouth. 

Most children have all their 

teeth by the time they are 

three years old. These 

are called the primary (or 

baby) teeth, and there are 

20 of them in all. When 

a child gets a little bit 

older, these teeth begin 

to slowly fall out. 

A primary tooth falls 

out because it is being 

pushed out of the way by 

a permanent tooth that 

is behind it. Slowly, the 

permanent teeth grow in 

and take the place of the 

primary teeth. By about 

age 14, most children 

have lost all of their baby 

teeth and have a full set of 

permanent teeth. About 

six years later, at around 

age 20, four more teeth 

usually grow in at the back 

of the mouth, completing 

the set with a total of 32 

teeth. 



• Mirrors, posters and models of teeth (if available), apple, carrot, biscuit, sandwich. 

Preparation 

• Organise the pupils into pairs. Each pair needs a mirror. 

The lesson 

Stimulus 

• Have certain foods available at the front of the classroom. Note: Strict hygiene must be 

observed as the products will be eaten. 

• Ask certain pupils to come to the front of the class and take a bite of the food. 

• Ask the class to describe how each person bit into the food. Which teeth did they use? Did 

they chop the food with their front teeth or tear it with their canines and molars? 

What to do 

• Ask the class the following discussion questions: 

– How old were you when you first lost a tooth? 

– Were you born with teeth? How do you know? 

– At what age do babies first start getting teeth? 

– What is the name of the teeth that usually come through in a person’s early 

twenties? 

• Pupils use the mirrors to count how many teeth they have. (Or a partner can count). 

• Pupils read the information about teeth and complete the diagram in Question 1. 

• Discuss the different types of teeth and match the tooth with its purpose. Pupils can use 

the mirrors to count how many of each teeth they have. 

• Read the details of the experiment in the Additional activities. Allow pupils to come to their 

own conclusions about the effects of soft-drink on teeth. 


Answers 

1. Clockwise, from top, left: enamel, crown, gum, nerve endings, pulp, dentin. 

2. Incisor – Used for cutting and chopping food and shaped liked tiny chisels. 

Canine – Pointy and sharp teeth. Used for tearing food such as hard bread 

and pizza. 

Molar – Used for grinding and mashing food such as steak. Helps to prepare 

the food so it can be swallowed. 

3. Answers will vary. 



• Different teeth work with your tongue and lips to help you form sounds and say letters. 

Investigate the purpose of the teeth, the tongue and lips for talking. 

• A group of scientist conducted an experiment. They asked the local dentist for a spare 

tooth. They weighed the tooth and then placed it in a jar of soft-drink. One week later, they 

removed the tooth and weighed it again. The tooth weighed less the second time. Ask the 

class: 1. What does this experiment tell us about how often we should drink soft-drink? 

2. What would be a sensible thing to do after drinking a can or glass of soft-drink? 

• Design and make a clay model of a set of teeth. 

Display ideas 

• Display models and posters of teeth. Ask pupils to cut out food/drink pictures from 

catalogues and magazines that are good and not so good for teeth. Remind pupils that it 

is important to eat hard foods such as carrots and nuts to keep our teeth working. 



Read the information about teeth. 

Use the information to label the 

diagram of a tooth. 


The part of the tooth you can see above the 

gum is called the crown. The crown of each 

tooth is covered with enamel which is the 

hardest substance in your whole body. Under 

the enamel of the tooth is the dentin. Dentin 

makes up the largest part of the tooth and is 

similar to bone. Although it is not as tough 

as enamel, it is also very hard. The nerve 

endings inside the pulp send messages to 

the brain (especially if foods and drinks are 

too hot or too cold) and contain the tooth’s 

blood vessels. Both the dentin and the pulp 

go all the way down into the root of the 

tooth, the entire area that’s under the gum. 

Far below the gums, the dentin is covered 

by cementum which is like your body’s own 

very strong glue. This cementum holds the 

root of each tooth to your jawbone. 

There are three different types of teeth, each with its own purpose. 

Match the tooth with its function. 

Canine Molar Incisor 


Used for grinding and mashing 

food such as steak. Helps to 

prepare the food so it can be 

swallowed. 

Used for cutting and chopping 

food and shaped liked tiny 

chisels. 

Pointy and sharp teeth. Used for 

tearing food such as hard bread 

and pizza. 

How many teeth do you have? 

(a) Altogether?............. (b) Incisor teeth?........... 

(c) Canine teeth?.......... (d) Molar teeth?............. 




Objective 

• understand the physical 

changes taking place in both 

males and females during 

growth to adulthood 



• Observing 



classifying) 



Puberty is the period of time during 

which a child develops to sexual 

maturity. Puberty is triggered by 

the release of hormones, which are 

released from the ovaries in girls and 

the testicles in boys. The female’s 

egg (ova) mature and the male 

produces sperm. Puberty begins 

around 10 – 14 years in girls and one 

or two years later in boys. The age 

at which puberty occurs depends on 

a wide range of factors, including 

heredity, diet, exercise and the 

amount of body fat. Puberty causes 

physical changes in both males and 

females. 

Physical changes in males include: 

• weight and height gain 

• muscles start to get bigger and 

stronger 

• shoulders get wider 

• penis gets longer and wider, 

testes get larger 

• facial hair, pubic hair and hair 

under arms grow 

• voice becomes deeper 

• regular erections 

• skin gets oilier 

Physical changes in females 

include: 

• weight and height gain 

• bodies become curvier and 

hipbones wider 

• breasts start to develop 

• pubic hair and hair under arms 

grow 

• menstruation starts 

• skin gets oilier 



• Pictures and diagrams of the male and female reproductive organs. 

Preparation 

• Depending on school policy, parents may need to be informed prior to this 

lesson so they can choose whether or not their children attend. 

The lesson 

Stimulus 

• Ask the class some stimulus questions, such as: 

– What is puberty? 

– What physical changes occur in boys during puberty? 

– What physical changes occur in girls during puberty? 

What to do 

• Use the diagrams to explain the different parts of the male and female 

reproductive organs. 

• Discuss the physical changes that occur to males and females during puberty. 

• Reinforce that everyone will go through the changes but not everyone will go 

through them at the same time. 

• Pupils complete Questions 1 and 2 on the worksheet. 

• Ask the pupils to discuss in pairs or small groups (possibly same sex), which 

changes they consider will be the most difficult to cope with. Pupils complete 

Questions 3 and 4 on the worksheet. 


Answers 

1. (a) False (f) True 

(b) True (g) False 

(c) True (h) True 

(d) False (i) True 

(e) True 

2. (a) True (f) True 

(b) True (g) True 

(c) False (h) False 

(d) False (i) True 

(e) True 





• Pupils label diagrams of the male and female reproductive organs. 

Display ideas 

• Display the posters of the male and female reproductive organs. 




Physical changes – Female 

(a) All girls menstruate when they turn 13. True False 

(b) Breasts start to develop during puberty. True False 

(c) Bodies become curvier and hipbones widen. True False 

(d) Skin becomes dry during puberty. True False 

(e) Pubic hair and hair under arms begin to grow. True False 

(f) Females can get pregnant during puberty. True False 

(g) Girls should not exercise at all during their period. True False 

(h) Weight and height is gained. True False 

(i) Diet, exercise and the amount of body fat can influence when 

puberty begins. True False 

Physical changes – Male 

(a) Shoulders become broader. True False 

(b) A boy’s breasts may look like they are developing 

during puberty. True False 

(c) Facial hair will not grow until after puberty is finished. True False 

(d) Muscles start to weaken and decrease in size. True False 

(e) Boys grow taller and become heavier. True False 

(f) During puberty, a boy’s voice will get deeper. True False 

(g) An erection occurs when blood flows to the penis. True False 


(h) All males have the same size penis. True False 

(i) It is normal for males going through puberty to get erections 

for no reason at all. True False 

What physical changes do you think might be the most difficult for 

girls to deal with? 

What physical changes do you think will be the most difficult for boys to 

deal with? 




Objective 

• become aware of and investigate 

breathing 



• Observing 






• Exploring 

• Planning 

• Making 



Breathing air is necessary for keeping 

humans alive. We breathe to take 

oxygen from the air into our bodies. 

The cells use the oxygen to release 

energy for food. Without oxygen, 

these cells would die within a few 

minutes. The cells also make a waste 

gas called carbon-dioxide. This is the 

gas that we breathe out. Oxygen 

and carbon dioxide are carried 

between the cells and the lungs by 

our blood. 

The lungs make up one of the largest 

organs in the body. They work with 

the respiratory system to allow us to 

take in fresh air, get rid of stale air, 

and even talk. The lungs are in the 

chest. The lung on the left side of the 

body is a bit smaller than the lung on 

the right. This extra space on the left 

leaves room for the heart. 

The lungs are protected by the rib 

cage. The ribs are connected to the 

spine and go around the lungs to 

keep them safe. Beneath the lungs 

is the diaphragm, a dome-shaped 

muscle that works with the lungs to 

allow us to inhale (breathe in) and 

exhale (breathe out) air. 



• Clear plastic bottle, balloon, plastic bag, adhesive tape, scissors, small strip of 

thick paper. 

Preparation 

• Organise the class into small groups. 

The lesson 

Stimulus 

• Ask pupils to put their hands on their chest and breathe in very deeply. Explain 

that they will feel their chest getting slightly bigger. Now breathe out the air, 

and feel the chest return to its regular size. 

What to do 

• Distribute the materials among the groups. Write the instructions to make a 

breathing model on the board. 

1. Cut the plastic bottle in half (adult assistance may be required). 

2. Stretch a balloon over the neck of the bottle and push it inside. 

3. Stretch a plastic bag over the open end of the bottle and tape around the 

outside of it. Make sure there are no gaps. 

4. Tape a strip of thick paper to the middle of the plastic bag. Pull on the 

paper strip and then push it. What happens? 

• Use the Background information to discuss how and why we breath with the 

class. 

• Pupils write about how we breathe in their own words. 

Plastic bottle cut in half 

Strong paper strip used 

to pull plastic cover 



Balloon inserted over 

bottle opening 

Plastic bag stretched 

over opening and taped 

securely 

Answers 



Possible answer: 

Every time we breathe, our lungs fill up with air and empty again. A muscle 

under the chest, called the diaphragm, moves down and our ribs move out. This 

action makes enough space for the chest to get bigger and allows the lungs to 

pull in air. When we breathe out, the diaphragm moves up again, our ribs go 

in, pushing the air out of the body. 


• Create a poster to inform others of the dangers of smoking. 

• Investigate air pollution. Use the Internet to discover which countries and cities 

have the highest rate of air pollution. 

Display ideas 

• Display posters, diagrams and models of the breathing process. 




Make a breathing model. 

Materials we use 

What we did 

Diagram (labelled) 

What happened? 

How could we improve our model? 


In your own words, explain how we breathe. 




Objective 

• explore and investigate 

how people move 



• Observing 



experimenting 


communicating 


• Exploring 

• Making 



There are 206 bones in the 

body, known collectively as 

the skeleton. The skeleton has 

three jobs: 

• To protect our body parts. 

The skull protects the brain, 

ribs protect the heart and 

lungs and the backbone 

protects the spinal cord. 

• To support our body. 

The skeleton allows us to 

stand upright and holds up 

our internal organs. 

• To help us move. 

Muscles are joined to our 

bones. Our bones have joints 

which enable the skeleton to 

bend. Joints and ligaments 

connect the bones to each 

other. Within the joints is 

cartilage that enables smooth 

movement. 

Muscles allow movement. 

They always work in pairs. 

To move a joint, one muscle 

gets shorter (contracts) and 

pulls the bone, while the 

other muscle gets longer and 

relaxes (stretches). 

Voluntary muscles, which 

cover the skeleton, have 

two important tasks. One is 

to produce movement and 

the other is to help keep the 

body upright. 

Involuntary muscles move 

when your body needs 

them to work. They move 

automatically to keep body 

parts such as the heart and 

intestines operating. 



• A model or poster of a human skeleton, model or poster of the human body with visible muscles, 

books or videos related to the skeletal and muscular system. 

• Hard cardboard, scissors, split pins, adhesive tape, thick string. 

• Book: ‘The Magic School Bus in the Human Body’. 

Preparation 

• Suggestion: Prepare labels to attach to the posters or models (e.g. skull, humerus, jawbone, 

kneecap, shoulder blade, femur, backbone, pelvis, ribs, collarbone). 

The lesson 

Stimulus 

• Read the book (or view the video) ‘The Magic School Bus in the Human Body’. Discuss the parts 

of the body. 

• Ask the pupils to stand and feel their own leg bones, ribs, skull and backbones. What would 

happen if they didn’t have a skeleton? Ask the pupils to move some of their smaller bones, such 

as their fingers, toes and jaws. How are they attached? 

What to do 

• Use the skeleton model or poster to show the structure of the skeletal system. Discuss the 

skeleton and the names of specific bones. Use labels to match parts. 

• Look at the skull, the ribs and the backbone. Why are they there? What are they protecting? 

(See Background information). Discuss the other functions of the skeletal system. Could we 

exist without a skeleton? 

• Pupils complete Question 1. 

• Ask pupils to orally give the answers to the labelling activity (Question 2) as a class. Note: This 

is a learning activity, not a test, so sharing information is important. Refer to labels on model 

or chart. 

• Study the model or poster of the human body with visible muscles. Ask the pupils, ‘Why do we 

have muscles? What is their function?’. 

• Ask the pupils to stand up and stretch out an arm. Can they feel their muscles? Explain that 

muscles work in pairs. Gently feel the top muscle (bicep) and bottom muscle (tricep). Pull the 

arm up. Draw a diagram on the board (or construct a simple model using wood and elastic bands) 

that shows the top muscle becoming shorter as it contracts and the bottom muscle stretching 

as it relaxes. 

• Pupils work in pairs to make their model arm. 

• Once completed, let the pupils play with their arm. Ask them to report to the class what they 

have learnt about the muscles in their arm. 



Answers 

1. (a) To protect our body parts: skull–brain, ribs–heart/lungs, backbone–spinal cord. 

(b) To support our body: It lets you stand upright and holds up the body parts. 

(c) To help us move: Muscles joined to the bones, the bones have joints so the skeleton 

can bend. 

2. (a) skull (b) jawbone (c) ribs (d) humerus 

(e) backbone (f) femur (g) pelvis (h) kneecap 

3. Teacher check – observation assessment. 


• Build skeletons using paper strips and split pins. Label body parts. 

• Use pieces of wood and elastic bands to illustrate how muscles work. 

• Study diagrams of larger-boned animals (e.g. cow) and smaller animals (e.g. rat). 

Display ideas 

• Display models and posters with pupil labels and explanations of the functions attached. 

• Find pictures in magazines of people doing voluntary and involuntary actions (such as sneezing). 

Attach underneath the correct headings. 



The skeletal system 

Our skeleton performs three main tasks. 

What are they? 

• 


Our muscles 

A muscle is a collection of 

thread-like fibres, surrounded 

by a protective sheath. 

• 

• 

Place these labels in their correct 

position on the diagram. 

humerus skull kneecap 

ribs jawbone femur 

backbone pelvis 

Use these materials to make a 

model arm. 

• cardboard • split pin 

• scissors • thick string 

• adhesive tape 

(a) Cut two strips of cardboard 

– one twice as thick as the 

other. Fold the thicker one in half 

lengthways. 

(b) Give the narrow strip a rounded end. 

Place the rounded end in the fold of 

the folded card and join with the split 

pin. 

(c) Trace your hand onto card and join it 

to the other end. 

(d) Cut two pieces of thick string. Tape a 

piece to each side of the arm. 


(e) Now pull one of the strings then the 

other. The arm should move. Can you 

see that one string makes the arm 

bend and the 

other makes 

it straighten? 

This model works just like the muscles in 

your arm! 


Living things 

Plant and 

animal life 

England – Science 

– Key Stage Two 

Northern Ireland 

– The World 

Around Us – Key 

Stages One and 

Two 

Scotland – 

Science – First 

and Second Level 

Wales – 

Knowledge and 

Understanding of 

the World – Key 

Stage Two 


• Know that the life processes common to plants include growth, nutrition and 

reproduction. 

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

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

environment. 

• Make links between the life processes in familiar animals and plants and the 

environments in which they are found. 

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

• Use food chains to show feeding relationships in a habitat. 

• Know that nearly all food chains start with a green plant. 

• Know that the root anchors the plant, and that water and minerals are taken in 

through the root and transported through the stem to other parts of the plant. 

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

• Know about the variety of living things in the world and how we can take care of 

them (KS1). 

• Know how animals adapt to their natural environment (KS1). 

• Know about animals that hibernate (KS1). 

• Know how animal or plant behaviour is influenced by seasonal change (KS2). 

• Study the relationship between animals and plants in a habitat (KS2). 

• Know about the main stages in the lifecycle of some living things (KS2). 

• Study plants and plant growth (KS2). 


• Observe and record features of living things to enable them to be placed into 

groups (first). 

• Create food chains (first). 

• Complete experiments to find out what plants need in order to grow and develop 

(first). 

• Identify and classify living things and appreciate their variety (second). 

• Study the plants and animals found in contrasting local environments. 

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

environments. 

• Know about the interdependence of living organisms and their representation as 

food chains. 


Plant life cycle survey 

Animal/plant report 

Adapting behaviour 

Plant adaptations 

Animal groups 

Herbivores, carnivores and 

omnivores 

A food chain 

Life cycle of an insect 

The sea turtle 

Plants and water 

Plants and sunlight 

Living things 

Plant and 

animal life 

adaptation 

animal 

carnivore 

climate 

energy 

food chain 

groups 

herbivore 

leaf 

moisture 

adult 

behaviour 

classify 

egg 

flower 

fruit 

habitat 

larva 

life cycle 

native 

nocturnal omnivore 

plant 

report 

summer 

survey 

winter 


pupa 

seed 

sunlight 

transport 

Name: 



Plant and animal life ~ Activity 1 

Objective 

• observe, identify and investigate 

the animals and plants that live 

in local environments 



• Observing 






interpreting) 



Plants can reproduce themselves 

from seeds, spores or by using 

parts of the plant itself (e.g. stem 

cuttings). Most make seeds that can 

be dispersed by the wind, people, 

water or animals. When the seeds 

have the right conditions to grow 

(space, food, water, light) they start 

to germinate. 

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. 

Non-flowering plants such as 

ferns and mushrooms reproduce 

through spores, usually found on the 

underside of the plant. 



• Area of school grounds with a diverse plant population, a dry day, posters, 

charts or books about plants and plant life cycles. 

Preparation 

• Note: This lesson can be approached in two ways: 

(i) the pupils can find their own 30 different plants in the school grounds to 

survey. 

(ii) 30 plants can be found and marked by the teacher first. The teacher then 

designates pupils to specific areas. 

• Organise the class into small groups (suggest 3 – 4). 

The lesson 

Stimulus 

• Discuss the life cycle of a plant and how all flowers and plants follow the same 

cycle. 

• Discuss the terminology and features relating to each part of the cycle (seeds, 

seedlings, flowers, fruit etc.). 

• Explain how the pupils are going to locate 30 different plants to observe and 

identify the stage each plant is at, in that cycle. 

• Remind pupils that trees are plants. 

What to do 

• Explain how each plant should be observed and recorded. (Revise what makes 

a tally if necessary). 

• Pupils locate and observe 30 plants. This number can be increased or decreased 

depending on the availability of plants. 

• Discuss observations. Does the season have any effect on the findings? Are 

there any other influences? 

Note: If the pupils come across a plant they are unsure of, take a note of where 

it can be found so that it can be checked and studied when time allows. 



Answers 

• Answers will vary. 


• Conduct this activity at another time of the year and compare the results. 

• Identify any plants pupils could not classify. Where are they in their cycle? Why 

was there a difficulty? 

Display ideas 

• Make a class or group graph of the results collected about plants in different 

stages of a cycle. 

• Make a large chart showing the life cycle of a plant. Label sections and add 

simple statements about the changes that occur in each stage. Add arrows to 

show the cycle. 




In this activity you will survey different plants in your school grounds. Observe each 

plant. Make a tally in the box which best describes the life cycle stage of the plants 

found. 

Tally 

Places found 

seed 

seedling 

plant in flower 

plant in fruit 

other 


What can you say about the plants in your school grounds? 




Objective 

• develop an increasing 

awareness of plants and animals 

from wider environments 



• Analysing (sorting, classifying 

and interpreting) 



• Exploring 

• Planning 


A report needs to meet the following 

criteria: 

• includes factual text that is 

content-specific; 

• includes descriptions that: 

– are accurate and contain 

detail (size, colour etc.); 

– give general information 

related to the topic (when, 

where); and 

– discuss the dynamics of the 

topic (what it does, how it 

works etc.); 

• uses action verbs (climb, fly 

etc.), specific vocabulary, 

adjectives, present tense and is 

written in the third person. 



• Large butcher paper, books, charts and articles on plants and animals from 

wider environments. 

• Internet access to research topic. 

Preparation 

• Organise access to the Internet. Organise the pupils into pairs. 

The lesson 

Stimulus 

• In groups, pupils brainstorm as many different animals (including birds and 

insects) they can think of that live in the local environment. 

• On the other side of the sheet, the pupils now brainstorm as many different 

plant species (including trees) that live in the local environment. 

• Bring the groups together. Groups volunteer their information until a class list 

has been created and written on the board. Discuss which animals are native 

to the area and which have been introduced. 

• Choose one animal and one plant. Ask the class what they know about it. 

• Now ask the class to think of an animal or plant that is found in the wider 

environment. Make a class list. Prompt pupils by giving them ideas such as the 

bilby found in Australia, the black rhinoceros found in Africa and the bumblebee 

bat from Thailand. 

What to do 

• Discuss the process of writing a report. Firstly, pupils will need to choose their 

animal or plant. Pupils may wish to do research first. 

• The pairs will gather information from different resources. 

• Pupils read the text, highlighting words or phrases that require further 

explanation. 

• Discuss and clarify meaning when required. Using a dictionary may assist with 

some terms. 

• Pupil complete the report plan and use it to create a polished piece of 

writing. 



Answers 



• Pupils use word processing and clip art to present their report in polished 

form. 

• Pupils present a brief oral presentation to the class about the plant or animal 

they have investigated. 

Display ideas 

• Mount the pupils polished pieces of work onto coloured card and display them. 

Place them around a world map, to show where the plants and animals are 

found. 




Use the framework to plan your report. 

File Edit View Go Favourites Tools Window Help 

Super Searcher 

Back Forward Stop Refresh Home Mail Print 

Address: 

go 

Favourites 

Research topic: 

What I already know: 

History Search Scrapbook Page Holder 

What I would like to find out: 

What kind of plant/animal is it? 

Describe its habitat. 


Describe/Sketch its appearance. 

Other interesting facts. 

Use your plan to write the first draft of your report. 

Remember: Reports need to be accurate so be careful with facts and spelling! 




Objective 

• observe and explore some 

ways in which plant and animal 

behaviour is influenced by, 

or adapted to, environmental 

conditions 



• Observing 


• Investigating 




Humans are, by far, the species 

with the most adapted and flexible 

behaviours, due largely to their 

higher level of intelligence. For 

example, humans can live in all 

climates and even survive in space 

for short periods. 

Nocturnal animals have adapted to 

climate and feeding habits to be 

active at night and rest during the 

day. Birds and fish congregate in 

flocks and schools as a method of 

survival. Every animal has behaviour 

traits that assist in their survival in the 

environment. 



• Photographs or pictures showing animal behaviour (e.g. flocks, colour changes, 

human clothing for weather conditions) for adaptation. 

Preparation 

• Collect pictures and photographs of animals displaying behaviour related to 

adaptation. 

The lesson 

Stimulus 

• Discuss the clothes the pupils are wearing today. How do these clothes suit what 

they are doing? Discuss, for example, climate, protection, cleanliness, where 

they are. 

• Explain how this is an example of human behaviour that is helping us to survive 

in our environment and how our survival could be at risk if we were not dressed 

suitably for the conditions. 

What to do 

• This activity looks at how the behaviour of animals is an adaptation that ensures 

survival. 

• Discuss how applying sunscreen is a behaviour adaptation. One hundred years 

ago sunscreen did not exist and for people of European descent this worsened 

a potential skin cancer risk. 

• Have pupils complete their behaviour profile for winter and summer. Discuss 

results. 

• Pupils complete nocturnal questions. Discuss how nocturnal feeding is a 

behaviour resulting from climate, availability of food and feeding habits. These 

animals have also adapted their senses, such as sight, to be better suited to 

nocturnal habits. 

• Pupils observe one animal (bird, insect, mammal etc.) in the school environment 

and record observations relevant to behaviour traits that help the animal to 

survive. Discuss findings with the class. 



Answers 


2. Teacher check – (Some suggestions may be to avoid heat during the day, to 

feed in safety from predators). 



• The pupils choose an animal or plant and use books, encyclopaedias and 

the Internet to discover the adaptations it has to help it survive in its 

environment. 

Display ideas 

• The pupils display their findings and animal adaptations as a poster or 

information page. 

• Pupils find out more about nocturnal animals. They find or draw pictures of the 

animals and attach them to an area that has been made to look like its natural 

habitat. This could include a night sky and trees for owls and possums. 




In hot weather it is important to wear a hat and sunburn cream when 

we go out into the sun. This is an example of humans adapting their 

behaviour to suit the environment. Humans are one of very few animals 

that can adapt to suit almost all environments. 

Describe how you adapt your behaviour in: 

A nocturnal 

possum found in 

Australia. 

Many animals are ‘nocturnal’. This means they are active at night 

and rest during the day. How do you think this behaviour helps 

them to survive? 


Observe one animal in your school environment and describe 

the behaviours that help that animal to survive. 

Animal 

Behaviours 

Draw your animal here. 




Objective 

• observe and explore some 

ways in which plant and animal 

behaviour is influenced by, 

or adapted to, environmental 

conditions 



• Observing 







• Exploring 


Plants adapt in many ways to survive 

in the environment. To assess this 

we need to look at the survival 

requirements of plants, such as 

sunlight, water and nutrition. Each 

environment has a different mix of 

these requirements and therefore 

plants have adapted to suit. 

Some examples of how plants adapt 

include: 

(i) Leaf Shape: The less available 

sun the greater the surface 

area of plants’ leaves to collect 

the available light. Many plant 

species in hot countries have 

narrow leaves to avoid excessive 

sunlight. 

(ii) Root Structure: This is adapted 

to match the availability of water, 

with some plants being capable 

of chasing water hundreds of 

metres beneath the surface. 

Other plants use roots to hang 

on in rocky environments and 

high wind areas. 

(iii) Seed Dispersal: The number of 

seeds dispersed by a plant may 

reflect its chance of survival. 

The method of dispersal also 

determines how far the seeds 

are dispersed. 

(Note: There are many different 

plant adaptation techniques, of 

which these are only a few). 



• Cactus (optional), clipboard (optional), posters, charts, books showing a variety 

of plants and adaptations. 

Preparation 

• Prepare for pupils to observe native and introduced plant species in the school 

grounds. Choose a number of plants that can be observed. 

Note: There will need to be a selection of introduced and native plants for the 

pupils to study. 

The lesson 

Stimulus 

• Discuss the cactus plant and explain how the cactus survives in hot conditions 

by storing water in fleshy stems and leaves and then protecting the water from 

evaporation by a thick waxy coating. A piece of cactus plant can be used to show 

this. Discuss how other plants adapt. Make a whiteboard list of adaptations. 

Use plant visual resources and discuss possible adaptations. 

What to do 

• Have pupils discuss with a partner which leaf they believe is best suited to 

survival in a hot climate and to give reasons for their selection. 

• Pupils indicate their selection and provide reasons. (The long narrow leaf is 

best suited as it presents a smaller surface area to the sun, preventing excessive 

water loss). 

• Survey plants in the school grounds, including native and introduced species. 

Pupils select two of each, draw the leaf shape and then rate each plant on its 

suitability to survive (naturally) in the environment. 

• Discuss the findings of the survey. 


Answers 

1. The long narrow leaf is best suited as it presents a smaller surface area to the 

sun, preventing excessive water loss. 




• Discuss the difference between deciduous and evergreen plant species. How is 

this general classification also an adaptation? 

Display ideas 

• Collect or draw a variety of plants. Research to find out about their special 

adaptations to their environment. Display with pupils’ reports to accompany 

the pictures. 

• The pupils take photographs of the plants they studied in the school grounds. 

A display board can be divided into ‘poorly adapted’ and ‘well adapted’ and the 

appropriate photographs added. 




In hot climates plants need moisture to survive. Colour the leaf below which you think 

would be best suited to survival in a hot climate and explain your reason. 

big leaf 

long narrow leaf 

fern leaf 

Use the grid to record the results of your survey. 



Animal groups 


Objective 

• sort and group living things into 

sets according to observable 

features 



• Observing 



and recognising patterns) 



The huge diversity of animals that 

exists in the animal kingdom allows 

for an equally diverse range of 

groupings. 

While an animal may be grouped 

with other animals by a common 

characteristic, it is also possible to 

group that animal with another from 

a completely different group. 

This activity aims to highlight this 

wide range in characteristics and the 

difficulty scientists can have when 

classifying and grouping animals. 



• Charts/photographs in books of a variety of animals. 

Preparation 

• Organise the materials above. 

The lesson 

Stimulus 

• Use the pictures/photographs to identify the characteristics of a range of 

animals – identify body covering, method of movement, eating habits, size, 

type of habitat etc. 

What to do 

• Refer to the animals listed on the copymaster. Discuss with the class and add 

a further six animals of their own choice to the list. 

• Pupils group the animals according to their method of movement (e.g. flying, 

hopping…). Discuss the results with the class and debate any differences of 

opinion. 

• Pupils group the animals according to habitat (e.g. water – pond, swamp, river, 

ocean, etc.). Discuss and debate results with the class. 

• Discuss other methods of grouping animals. Select one of these methods and 

have pupils group accordingly. 


Answers 



• Identify animals in the local environment. Group these according to common 

characteristics. 

• Discuss whether animals from different habitats can be grouped together. 

Display ideas 

• Pupils can find or sketch pictures to create charts of animals grouped in different 

ways – by habitat, movement, eating habits, size or body covering. 




Animal groups 

There are thousands of different animals in the world. These animals can be 

grouped together in many different ways. Add six more animals to the list. 

dog mouse lion kangaroo shark 

ant elephant frog eagle lizard 

cat fish seal crocodile owl 

cow mosquito snake bear spider 

Group the animals above according to … 

… how they move. 

… their habitat. 


… your own choice. 


Herbivores, carnivores 

and omnivores 


Objective 

• sort and group living things into 

sets according to observable 

features 



• Observing 



and recognising patterns) 



Herbivores: are often found in large 

groups and include animals such as 

elephants, sheep, cattle and horses 

etc. The grouping characteristic is 

largely for protection from prey. Many 

herbivores have special digestive 

systems such as a four-chambered 

stomach to digest grasses and plant 

matter. 

Carnivores: are found in smaller 

groups (or individuals) and also 

in smaller numbers in the habitat. 

Carnivores feed mainly on herbivores 

and maintain the balance within the 

habitat. While lions and tigers are 

well-known carnivores, there are 

many smaller animals, especially 

birds (eagles, falcons, etc.), that are 

classed as carnivores. 

Omnivores: generally have a varied 

diet due to their ability to eat meat 

and plant matter. This can assist 

greatly in survival when food supplies 

run low. 



• Charts/photographs in books of a variety of animals. 

Preparation 

• Organise the materials above. 

The lesson 

Stimulus 

• Using pictures and photographs, have pupils suggest the food eaten by each 

animal. Classify the pictures into groups accordingly. Ask what other animals 

pupils think would eat similar food. 

What to do 

• Discuss herbivores as per definition on the copymaster. Pupils write six animals 

they believe to be herbivores. Discuss results. 

• Discuss carnivores as per definition on the copymaster. Pupils write six animals 

they believe to be carnivores. Discuss results. Note: Many animals popularly 

considered to be carnivores are in fact omnivores. 

• Discuss omnivores as per definition on the copymaster. Pupils write six animals 

they believe to be omnivores. Discuss results. 

• Discuss the interaction pupils believe occurs among the three groups of 

animals. 


Answers 



• List 20 animals that can be found in the local environment. Classify each as 

herbivore, carnivore or omnivore. 

Display ideas 

• Make charts of the additional activity above using pictures from magazines and 

pupils’ sketches. 




Herbivores, carnivores 

and omnivores 

One way to group animals is by the food they eat and the way they obtain it. There are three 

groups that animals fit into. 

Herbivores are animals that eat only material from 

plants. Plants store and capture energy from the sun 

and this energy is transferred to herbivores when they 

eat grasses and leaves. Herbivores have wide, hardwearing 

teeth suited to grinding grass and leaves. 

List six animals you think would be classified as herbivores. 

Carnivores are animals that eat meat. There are two types of 

carnivore – those that kill their own prey (mostly herbivores) 

and others such as hyenas that scavenge animals they find 

dead. Carnivores have sharp canine teeth for tearing meat. 

List six animals you think would be classified as carnivores. 


Omnivores are animals that eat both meat and plant matter. 

Because of this, omnivores have a much greater variation in their 

diet. For example, a grizzly bear will eat fish and meat as well as 

berries, nuts and grasses. Humans are omnivores. The teeth of 

omnivores have characteristics of both herbivores and carnivores. 

List six animals you think would be classified as omnivores. 


A food chain 


Objectives 

• use simple keys to identify 

common species of plants and 

animals 

• understand that plants use light 

energy from the sun 

• come to appreciate that animals 

depend on plants and indirectly 

on the sun for food 

• discuss simple food chains 



• Observing 




interpreting) 



• Exploring 

• Planning 

• Making 


The sun is the source of all energy 

and plants transfer this energy via 

the process of photosynthesis and 

store the energy in leaves. Plants 

are classed as ‘producers’ in the 

food chain. 

Food chains are not isolated 

behaviours but part of more complex 

food webs. However, food chains are 

an excellent method of developing 

an understanding: 

(i) of how energy is transformed; 

(ii) that all organisms need energy 

and water to live; and 

(iii) of how animals compete with 

each other for resources. 



• Charts or books with diagrams of food chains. 

Preparation 

• Display the materials above. 

The lesson 

Stimulus 

• Discuss how the sun is the source of energy and how plants transfer this energy 

and store it in their leaves. What happens to the energy next? How do we as 

humans gain the energy we need? 

What to do 

• Introduce the concept of a food chain and the transference of energy through 

the ecosystem. Discuss the food chains displayed. Have pupils construct a simple 

food chain from the local environment to complete Question 1. Discuss results 

and identify errors. 

• Pupils complete the two food chains in Question 2, using each plant and animal 

only once. 

• Explain that while the plants and animals in different food chains may be 

different, the transfer of energy is the same. Have pupils create their own food 

chains for (i) the ocean and (ii) the jungle in Question 3. Discuss the results. 


Answers 


2. (a) sun, grass, sheep, human 

(b) sun, grain, mouse, owl 



• What is a food web? How is it different from a food chain? 

• Create food webs. 

• Research and create food chains for different habitats (e.g. mountain, tundra, 

grassland, pond, desert, etc.). 


Display ideas 

• In groups, design and make collages of the sun, plants and animals in food 

chains to display and label. 



A food chain 

In nature nothing is ever wasted. Each plant or animal plays a 

part in keeping the environment healthy and active. 

A food chain shows how energy is transferred between plants and 

animals in the environment. The sun is the source of energy and 

starts every food chain. 

sun plant caterpillar bird 

Draw and label a simple food chain in your local environment. 

Use this selection of plants and animals to create two food chains. Use each one only 

once! 

grass grain sheep human mouse owl 

(a) 


(b) 

On the back of this sheet create a food chain found: 

(a) in the ocean. 

(b) in the jungle. 




Objective 

• become aware of some of the 

basic life processes in animals 



• Observing 




interpreting) 



• Exploring 

• Planning 

• Making 


Insects have three patterns 

of growth or life cycles. This 

activity focuses on ‘complete 

metamorphosis’. The other 

two cycles are ‘simple growth’ 

(egg hatches to adult form) and 

‘incomplete metamorphosis’ (egg 

to nymph to adult). Complete 

metamorphosis is the life cycle of 

the large majority of insects. 



• ‘The Hungry Caterpillar’ by Eric Carle. 

Preparation 

• Locate areas in the school grounds where pupils can observe insects at various 

stages in their life cycles; for example, a pupa in a piece of bark. 

The lesson 

Stimulus 

• Read the story ‘The Hungry Caterpillar’ by Eric Carle, which is about an insect 

going through the stages of complete metamorphosis. 

What to do 

• Discuss the life cycle, referring to the story and asking pupils for their own 

experiences. 

• Pupils complete and colour the worksheet. 

• Take pupils into the school grounds. Identify insects and indicate which stage 

of the life cycle each is in. 


Answers 



• Create a living example of the insect life cycle by using silkworms or equivalent 

insects. 

Display ideas 

• Construct 3-D life cycles of different insects; for example, a butterfly, a moth, 

a bee or a beetle. 





Colour, then cut and glue the pictures below into the correct place on the life cycle. 

Egg: Eggs are laid by the adult female. 

Adult: The adult 

hatches from the 

pupa. 

Pupa: When the larva is fully grown it turns 

into a pupa. Some pupae have a protective 

coating. Inside the coating the adult is 

forming. 


Larva: The 

eggs hatch into 

grubs or larvae 

that look very 

different from the 

adult. 




Objective 

• become aware of some of the 

basic life processes in animals 



• Observing 





interpreting) 



At certain stages in its life cycle 

an animal may be vulnerable. The 

example given is that of a sea turtle 

which, as a newborn, must survive 

a trip across sand to reach the 

safety of water. At this stage it is 

highly vulnerable to birds and other 

predators. This is one reason why a 

turtle lays large numbers of eggs. 

Nature has provided protection to 

vulnerable species by ensuring large 

numbers of young are born, allowing 

for high rates of mortality. In addition 

to the pressures of nature, humans 

have, through their development, 

created increasing pressure on many 

animal species. 

The spread of population and 

development of beaches have 

increased pressure on turtles which 

will return to the same beach to 

breed each season. 



• Photographs, charts, books of endangered species, Internet access. 

Preparation 

• Collect books about endangered animals, encyclopaedias and CD-ROMs. 

Bookmark websites on the Internet that contain appropriate images and text 

about endangered animals. 

The lesson 

Stimulus 

• Read the passage on the sea turtle from the worksheet. Discuss the turtle’s life 

cycle and how the turtle is endangered while out of the water. 

What to do 

• After discussing the life cycle, have pupils suggest three reasons why the turtle’s 

life cycle could contribute to its extinction. 

• Discuss how the spread of human civilisation has created pressure on many 

animal species. Pupils list three ways in which this has affected the sea turtle. 

• Discuss what animals would have existed in your local environment before it 

was settled in by humans. Pupils suggest how the life cycle of these animals 

made them vulnerable to human development. 

• Discuss how some animals (generally larger animals) are more vulnerable to 

human development than smaller species such as insects. 

• Use the research materials to find out more about one endangered animal 

(working individually or in pairs). Record and summarise the information and 

present it to the class. Discuss the types of threats to these endangered animals 

(for example, poaching, deforestation). Are any threats more common than 

others? 


Answers 

1. The breeding cycle means that young turtles, when making their way to the 

water, are vulnerable to attack by birds and other predators. 

2. Human activity has had a negative effect on the turtle population. Activities such 

as hunting, egg collecting, lights on beaches and human activity have reduced 

nesting areas and affected the survival rate of hatchlings. 





• Identify the life cycle of a mammal or bird now extinct from your local 

environment. Describe how the life cycle contributed to the animal’s extinction 

from the environment. 

Display ideas 

• Display research reports completed by pupils about an endangered animal. 

Reports could include locations, descriptions, habitats, food, special features 

and threats leading to endangerment. 

• Draw or collect pictures of endangered species to make a collage. Label with 

titles or special facts. 




The life cycle of some animals makes their survival very difficult. This has combined with the 

threat posed by human development, leading to numerous animals becoming endangered. 

The life cycle of a sea turtle 

The sea turtle is a very fast animal when in the water. On land 

the turtle is very slow. In the life cycle of a turtle the female 

must leave the water and lay hundreds of eggs in deep 

burrows in the sand. When the young turtles hatch 

they must get from the burrow to the water across 

many metres of sand. There are only eight species of 

sea turtle and they face extinction for many different 

reasons. 

Describe how the sea turtle’s life cycle contributes to it being in danger of extinction. 

List other reasons why you think the sea 

turtle is an endangered species. 

(a) 

(b) 

(c) 


What animals native to your local 

environment have become endangered? 

How has their life cycle contributed to 

this? 

Complete the box below with facts you have found about one endangered animal. 

Name: 

Where found: 

Why is it endangered?: 




Objective 

• investigate the factors that affect 

plant growth 



• Observing 






• Exploring 

• Planning 

• Making 



Plants have certain requirements 

to live. 

1. Light: is essential for the 

process of food production by 

photosynthesis. 

2. Food: is the level of necessary 

or additional minerals absorbed 

by the plant. 

3. Water: all plants require water, 

which also contains minerals 

and nutrients. The amount of 

water required varies from plant 

to plant. 

Plants move water from their 

roots to the ends of their petals. 

Even the tallest tree has to 

move water from its roots to 

the highest leaves. Plants have 

‘veins’ (vascular tissue) that 

transport water and sugars 

around the plant. 

The force that pushes water 

up to the top of the plant is 

thought to be a result of water 

evaporating from the leaves. 



• Small plants with roots, celery sticks with leaves, jugs of water, two differentcoloured 

food dyes, four straight-sided glasses per group, scissors, paper 

towels. 

Preparation 

• Organise the class into groups. 

• Each group needs: 

– two small plants with roots 

– two sticks of celery with leaves 

– water, two-different coloured food dyes and four straight sided glasses. 

Note: This activity can also be done as a whole-class demonstration. 

The lesson 

Stimulus 

• Ask pupils what plants need to grow. Their responses should include light, food 

and water. Ask the pupils how water gets into the plants. 

• Challenge the pupils: 

‘Using two glasses and two plants with roots and water, how can we show that 

plants need water to survive?’ 

What to do 

• Pupils record their ideas to the stimulus question on the worksheet. One plant 

can be placed in a jar of water with its roots submerged. The other plant can 

be placed upside down in the jar with the roots in the air. 

• This experiment will need to be left for a few days. Pupils predict what will 

happen. 

• How does the water get from the soil to the flower? Pupils break a stick of 

celery in half. What do they see? (string-like structures called veins coming out 

of the stalk). 

• How can we test that water travels in these veins? Pupils follow the instructions 

and record their investigation on the worksheet. 

• After half an hour, the pupils carefully take the celery from the glass and dab 

the stems with paper towels. They then place them on dry paper towels. The 

pupils study the leaves to see if the tiny veins that carry water are visible. 

• Pupils complete the worksheet. 



Answers 


2. (a) petals (b) water (c) force 



• Observe plants in the school grounds: 

– Which plants are receiving ideal conditions? 

– Which plants are not? What is missing? 

Display ideas 

• Pupils can draw and paint the results of their experiment. They can also stick 

the plants to paper and make posters with information explaining how they 

created their celery sticks. 




How can we test that plants need water to survive? 

Describe your experiment below. 

Moisture from the 

air enters the plant. 

Moisture in the ground 

enters the plant. 

Use the words to complete the sentences. 

water force petals 

(a) Plants move water from their roots to the ends 

of their 

and leaves. 

(b) Plants have ‘veins’ that transport 

(c) A 

pushes water up to the top of the plants. 

and sugars around the plant. 

How can we show that plants have veins that carry water around the plant? 

What you need 

• stick of celery 

• water 

• food dye 

• glass 

What to do 

• Mix water and food colouring into the glass. 

• Place the celery in the glass. 

• Wait half an hour then examine the celery. 


What happened? Explain the results. 




Objective 

• investigate the factors that affect 

plant growth 



• Observing 







Sunlight plays a large role in our 

daily lives, giving us light, warmth 

and enabling the plants we obtain 

food from to grow. Plants do this 

by a process called photosynthesis. 

Photosynthesis comes from two 

words photo (light) and synthesis 

(making something). It means using 

light to make food. 

Photosynthesis takes place in the 

green leaves. The leaves contain 

chlorophyll which uses light to 

change carbon dioxide gas and 

water into food and oxygen for the 

plant. This can only take place during 

the day and if the plant receives 

sufficient sunlight. 



• For each group: three jars (medium size), potting mix, seeds (suggest bean, 

pea or pumpkin, but any vegetable seeds will do), cube-shaped tissue box with 

the bottom cut out, water. 

Preparation 

• Complete the first part of the lesson a week or two before the rest. The seeds 

could be planted and other lessons presented while the seeds are sprouting. 

• Discuss photosynthesis and the process involved in simple terms. (Refer to the 

Background information). 

• Divide the class into groups and distribute the materials. Set up the materials 

needed to plant the seeds. Pupils plant the seeds, water and store them – one 

in the sun (Light), one in a cupboard (Dark) and one in the tissue box on a shelf 

(Some light). 

• Pupils record the planting date on their charts and predict the time required 

for the plants to sprout. The lesson can now be left until the seeds sprout. 

The lesson 

Stimulus 

• Collect and examine some leaves from the school grounds. Use them to make 

some leaf rubbings. 

What to do 

• Pupils commence recording from when the plants sprout. 

• Pupils continue recording each week for four weeks. 

• Pupils use the collected data to complete their findings. Discuss the plants’ need 

for sunlight and the fact that plants will grow towards a light source. 


Answers 

• Teacher check. (The plant in the sun will develop normally; the plant in the 

cupboard will grow quickly and be yellow; the plant in the box will grow out 

of the hole and towards the light). 



• Begin planting a vegetable garden. 

• Have pupils prepare a talk about the experiment, using the plants as aids. 

• Graph the leaf lengths. 

Display ideas 

• Pupils could write labels for each plant with a statement about the effect sunlight 

had on each plant. 




What do you want to find out? 

The effect sunlight has on plants. 

List the three places that you have placed your plants. 

• 

• 

• 

Describe the colour of the plants each week. 

Plants Week 1 Week 2 Week 3 Week 4 

Light 

Some light 

Dark 

Record your measurements of the longest leaf below. 

Draw your plants after four weeks. 

Colour 

Plants Week 1 Week 2 Week 3 Week 4 

Light 

Some light 

Dark 

Length of the longest leaf 


Light Some light Dark 

On the back of this page, write a sentence describing the effect that sunlight has on 

plants. 



Light 




Northern Ireland – 

The World Around 

Us – Key Stages 

One and Two 

Scotland – Science 

– Second Level 

Wales – Knowledge 

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 that light is reflected from surfaces. 

• Know about the importance of light in our everyday lives (KS1). 

• Know about different sources of light, such as traffic lights, candles or stars 

(KS1). 

• Know how light shines through some materials (KS2). 

• Investigate the properties of light and show how these can be used in a creative 

way (second). 

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



Splitting light 

Travelling light 

Reflection 

The sun 

artificial atmosphere 

colour dangerous 

energy image 

light materials 


Light 

natural 

rays 

retina 

spectrum 

translucent 

transparent 


opaque 

reflection 

solar 

sun 

Name: 



Light ~ Activity 1 

Objectives 

• learn that light is a form of 

energy 

• recognise that light comes from 

different natural and artificial 

sources 

• investigate that light can be 

broken up into many different 

colours 



• Observing 






interpreting) 



• Exploring 

• Planning 

• Making 



Although sunlight appears to be 

white, it is not actually a pure white 

colour. It is made up of seven different 

colours that we can see (called the 

visible spectrum). Light is also made 

up of other forms of energy that 

can’t be seen such as ultraviolet rays, 

microwaves and x-rays. 

Light travels in straight lines called 

rays. When light shines into water, 

the rays slow down and bend. The 

different shades all bend at slightly 

different angles. This makes the 

light separate into the shades of the 

rainbow. They are reflected off the 

mirror, out onto the paper, where 

they are seen. 



• Torch, black paper to cover end of torch, scissors, clear plastic box, mirror, 

adhesive tape, piece of thick white paper, thick paper or cardboard. 

• Challenge: coloured pencils, coloured paints, white card, coloured cellophane, 

torches. 

Preparation 

• Organise the materials for the splitting light experiment into trays. 

The lesson 

Stimulus 

• Show the class a CD (the side without the label). Move it from side to side. Ask 

the class to describe what they can see. Pupils should state that they can see a 

rainbow on the CD. 

What to do 

• Explain to the class that light is a form of energy. Ask the class to differentiate 

between something that is ‘natural’ and something that is ‘artificial’. Discuss the 

difference between natural light and artificial light. Pupils complete Question 

1 on the worksheet. 

• Write on the board the question ‘Is white one colour?’. Pupils discuss the 

question with their groups and report back to the class. 

• Splitting light experiment. Write the instructions on the board. 

1. Cut a slit into the middle of the black paper. Tape the paper over the end 

of the torch. 

2. Fill the plastic box half way with water. Lean the mirror at one edge of 

the box in the water. 

3. Point the torch so that the light rays hit the mirror underneath the water. 

4. Ask the pupils to look where the light is reflected to. Place a sheet of 

white paper in the light’s path. What do they see? 

• Pupils record the experiment in Questions 2 and 3. 

• Give pupils the challenge of making a white colour or white light. Pupils will 

need access to coloured pencils or paints, coloured cellophane and torches. 

Some groups may design a different experiment and will need to source other 

materials. 



Answers 

1. (a) candle – artificial (b) sun – natural (c) electric light bulb – artificial 

(d) fire – natural 

2–3. Teacher check – observational assessment. 

4. Pupils may create a colour wheel that spins to create white. They may also try 

to create white light using coloured cellophane and a torch. 


• ‘Is the moon a natural source of light?’ Challenge the class to discover why we 

can see the moon. Explain to the class that objects that seem bright but only 

reflect light are not light sources. For example, moon, planets, mirrors and 

shiny objects. 




Are the sources of light below natural or artificial? 

(a) (b) (c) (d) 


Complete the experiment. 

Group members 

What did you do? 

Materials 

Draw and label your experiment 


Discuss what happened with your group. Write your ideas about why it 

happened below. 

Light can be split apart into the seven different colours that we can see (known as the 

visible spectrum). In your group, design a way to use these seven different colours to 

create a white colour or white light. 

Hint: Use coloured pencils/paints or coloured cellophane. 

Describe your design on the back of this sheet. Explain how it works. 




Objective 

• investigate the relationships 

between light and materials 



• Observing 






interpreting) 



• Exploring 

• Planning 

• 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 etc.), strong torches or an OHP. 

Preparation 

• 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’. The pupils write each 

material tested 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. (a) air, water, glass 

(b) Light can pass through transparent materials so we can see through them. 

Light cannot pass through opaque materials so we cannot see through 

them. 


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

Transparent – allows all light to pass through. 

Translucent – allows some light to pass through. 

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

(a) blinds, clothing, walls, doors etc. 

(b) windows, glasses, clear plastic, packaging etc. 



• 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. 

• Discuss whether a lampshade needs to be opaque, transparent or translucent. 

Plan and make a lampshade for a bedroom, using appropriate materials. 

Display ideas 

• Display the shapes made in the Additional activities. 

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

translucent. 




Light is a form of energy. It can only travel through certain kinds of materials. 

(a) Circle the materials that you think light can travel through. 

air water wood metal glass skin 

(b) Circle the correct word to complete the sentence. 

Light can pass through transparent/opaque materials so 

we can see through them. 

Light cannot pass through transparent/opaque materials 

so we cannot see through them. 

List the materials you tested under the correct heading. 

Write a definition for each of these words. A dictionary will help you. 

opaque 

Opaque Transparent Translucent 


transparent 

translucent 

List some of the uses for materials which are ... 

(a) opaque. 

(b) transparent. 


Reflection 


Objective 

• investigate how mirrors and 

other shiny surfaces are good 

reflectors of light 



• Observing 






interpreting) 



• Exploring 

• Planning 

• Making 


Without light we could see nothing at 

all. The amount of light reflected from 

an object depends on the surface of 

the object. The darker and duller the 

material, the more light it absorbs and 

the less light it reflects. Silver is the 

best reflector, reflecting about 96% 

of light and absorbing 4%. 

Light is reflected off a surface such as 

a mirror at exactly the same angle as it 

hits the mirror. Curved mirrors produce 

very different images from those in a 

flat mirror. Concave mirrors make the 

image appear larger. Convex mirrors 

produce a smaller image than the one 

you would see in a flat mirror. 

The first mirror was probably a pool 

of water. For example, the Greek 

myth tells of a young man called 

Narcissus who grew so fond of his 

own reflection that he fell into the 

water and drowned. The Romans were 

thought to be the first to produce glass 

mirrors. There are many examples of 

natural and man-made mirrors in 

our environment. Dishes, doorknobs 

and windows all produce mirror-like 

reflections. When we stand in between 

two parallel mirrors such as in a hotel 

lobby or shopping centre, our image 

appears to be standing in a series of 

rooms that go on forever. 



• Shiny objects; e.g. different-sized spoons, metal cylinders, aluminium foil, metal lids 

etc.; torch. 

• Each group needs – 2 mirrors (preferably backed with wood so they can stand up), a 

large shiny metal spoon, a small object to reflect (toy, block), a protractor. 

Preparation 

• Organise pupils into small groups (2 – 3) with required equipment. 

The lesson 

Stimulus 

• Hand out a variety of shiny materials. Pupils investigate their reflections in each of the 

materials. 

• Slightly darken the classroom and shine a torch beam at an angle onto each of the 

materials. Observe the angle of the light from the torch and the angle of reflection 

from the surface and discuss results. (The angle which light strikes a mirror is always 

the same as the light reflected). Which surfaces reflect the best? 

What to do 

• Divide pupils into small groups of two or three. Each group will need 2 mirrors, a small 

object to reflect and a large shiny spoon. 

• Have pupils look at their reflection in the front of the spoon and record what it is 

like on the sheet. (The concave surface will produce a larger image. The image is also 

upside-down as the light from the top of the head is reflected from the bottom of the 

spoon and so on). Discuss the results. 

• Have pupils look at their reflection in the back of the spoon and record what it is like 

on the sheet. (Due to the convex surface, a smaller image will be produced). 

• Have pupils view their own reflections in a mirror. What can they see? Move the mirror 

closer and further away from their face. What happens to the image? (Closer gets 

larger, further away gets smaller). 

• As a group have pupils explore ways to produce the following images using two mirrors 

and the small object or their faces for reflection. Record their findings on the copymaster 

and draw how the mirrors were positioned to solve the task. Discuss results. 

Safety: Precautions are necessary when dealing with mirrors as they can break if 

dropped. 



Answers 

1. Refer to instructions above. 

2. All these effects can be produced by standing the mirrors next to each other and 

moving the outer edges slightly. Decreasing the angle between the mirrors increases 

the number of reflections: 

(a) Mirrors held at 90º give two images. 

(b) Mirrors held at 60º give three images. 

(c) Parallel mirrors give infinite images. 

(d) Mirrors held apart but angled to face each other in opposing corners, act 

like a periscope. 


• Design and make a periscope or kaleidoscope. 

• Design a coded message that can only be read using a mirror. 

• In maths use mirrors to complete symmetrical images. Which letters and numbers are 

symmetrical? Check using mirrors. 

Display ideas 

• Pupils use black pen or pencil to contour draw their own reflection. Mount and 

display. 



Reflection 

Study the reflection of your face in the spoon. Draw and explain what you see. 

front 

back 

Complete the following tasks and record your results. 

Task 

(using two mirrors) 

(a) Find a way to 

make an object 

produce two 

images. 

(b) Find a way to 


produce three 

images. 

Solution 


(c) Find a way to 


produce four 

images. 

(d) Find a way to 

see an object 

taller than you or 

above you. 


The sun 


Objectives 

• recognise that the sun gives us 

heat and light, without which 

people and animals could not 

survive 

• be aware of the dangers of 

looking directly at the sun 



• Observing 






interpreting) 



• Exploring 

• Planning 

• Making 



Humans have been relying on the 

sun’s 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 large amounts of light 

to the earth. This light is converted 

to heat energy within the earth’s 

atmosphere, which holds much of 

the heat ‘in’. 

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, 

even for a few seconds. 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. 



• A sunny day! 

• Polystyrene cups (2 per group), family-sized yoghurt pots (or other plastic 

pots), tissue paper, baking foil, sheet of black paper, large sheet of stiff paper, 

plastic food wrap, sliced apple, adhesive tape. 

Preparation 

• Organise the materials for each group into trays. Organise the class into small 

groups. 

The lesson 

Stimulus 

• Go to an outside tap where there is a hose. Ask pupils to coil the hose so that 

as much of it as possible is in the sunlight. Turn on the tap. When water comes 

out of the end of the hose, turn the tap off. Place a balloon on the end of the 

hose and leave it until the end of the lesson. 

• Ask the class to predict what will happen and why. 

What to do 

• Read the text at the top of the worksheet together. 

• Ask the class how heat energy from the sun can be captured to warm us. For 

example, solar heating in houses. 

• Pupils work in groups. They use the ‘What you need’ list on the worksheet to 

ensure that they have the materials they need for the experiment. 

• The group reads the instructions together and follows them to make their solar 

oven. 

• Pupils record their responses on the worksheet. 

• Ask the class why they think it can be dangerous to look directly at the sun. 

Record their responses on the board and discuss any further information from 

the Background information text. 

• Pupils write what they would say to a younger sibling about the dangers of the 

sun. 



Answers 


2. The solar oven traps the sun’s heat within. The foil inside the oven reflects the 

sunlight like a mirror. The black cone shaped paper directs the light (and heat) 

onto the apple, ‘cooking’ it. The inner cup is lined with black paper which helps 

to absorb the heat and the food wrap prevents the heat from escaping. 

3. Refer to the Background information. 


• Investigate the design of solar powered cars. Pupils design their own car using 

simple inexpensive materials. 

• ‘If solar energy is free, why don’t we just power everything using solar energy?’ 

Discuss. 

Display ideas 

• Display the pupils’ solar powered car designs. If the cars are made, use a digital 

camera (if available) to photograph the pupils making the cars and the finished 

products. 



Make a solar oven 

What you need: 

• 2 polystyrene cups 

• large family-size 

yoghurt pot 

• tissue paper 

• baking foil 

• black paper 

• large sheet of stiff 

paper 

• plastic food wrap 

• adhesive tape 

• sliced apple 

Humans have been relying on the heat and light from the sun for a 

million years. If the sun was to disappear, animals and plants would 

not be able to survive on the earth. The sun’s rays bring large amounts 

of light to the earth. This light is converted to heat energy within the 

earth’s atmosphere, which holds much of the heat ‘in’. 

Energy from the sun is called solar energy. This energy can be trapped 

to warm our surroundings, our homes and ourselves! 

What to do: 

• Line the polystyrene cup with black 

paper and place the sliced apple in it. 

Tightly cover the top with plastic wrap. 

• Cover one side of the sheet of paper with 

foil. Wrap it around the cup and tape it 

in place. 

• Place the cup and black paper cone 

into the second cup. Place this inside 

the yoghurt pot. Use tissue paper to fill 

in the gaps between the cup and pot. 

• Leave your solar oven in the sunshine 

and angle it directly towards the sun. 

The sun 

What happened? Discuss why the apple ‘cooked’ with your group. Write your ideas 

below. 


Your little sister asks you why you shouldn’t look directly at the sun. What do you tell 

her? 



Sound 



Stage Two 





Second Level 




• Know that sounds are made when objects vibrate but that 

vibrations are not always directly visible. 

• Know how to change the pitch and loudness of sounds 

produced by some vibrating objects. 

• Know that vibrations from sound sources require a medium 

through which to travel to the ear. 

• Recognise sounds in the local environment (KS1). 

• Know how sound travels (KS2). 

• Understand how to change the pitch of a sound and use 

this understanding to 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. 



Sounds in our classroom 

Loudness and pitch 

Musical instruments 

Travelling sounds 

banging 

ears 

hard 

high 

blowing 

frequency 

hear 

instrument 


Sound 

loudness 

material 

playing 

soft 

strumming 


low 

pitch 

plucking 

sound 

vibrate 

Name: 



Sound ~ Activity 1 

Objectives 

• learn that sound is a form of 

energy 

• recognise and identify a variety 

of sounds in the environment 



• Observing 






interpreting) 



• Exploring 


Sounds are created when something 

vibrates. Sounds are transmitted 

through air or other objects or 

materials. The vibrating object 

makes the air or material next to 

it vibrate as well. We hear sounds 

when the vibrations reach our ears. 



• Tuning fork, beaker of water, plastic yoghurt container, rice or sprinkles in an 

easy-to-pour container, stereo with a level top, elastic bands. 

Preparation 

• Arrange the stereo in the corner of the room with the plastic cup alongside it 

with the container of sprinkles. Organise the pupils into small groups. 

The lesson 

Stimulus 

• Ask the pupils to think about different kinds of everyday sounds. Make a list 

on the board. 

What to do 

• In small groups, the pupils sit inside and outside the class, listening to the sounds 

around them with their eyes closed. After two minutes in silence, they write 

down the sounds they hear. A discussion of the different sounds will enable the 

pupils to categorise them. 

• Ask the pupils to think about how sounds are made. Demonstrate visible 

vibrations by banging a tuning fork and placing the tip into a beaker of water. 

What made the water ripple? Ask pupils to put their fingers on their throat 

and to speak. What do they feel? Stretch rubber bands between the forefinger 

and thumb and pluck them with the other hand. How is the sound made? 

• Explain to the pupils that they are going to conduct an experiment to see how 

sounds are made. 

• In small groups, pupils go to the stereo and one person places sprinkles in the 

cup (just enough to cover the bottom). The cup is then placed onto the flat 

part of the stereo. 

• Turn on the music, starting at a low volume. Gradually turn up the volume. 

What happens? The pupils will notice that the sprinkles begin to move. The 

vibrations from the stereo makes the sprinkles vibrate and appear to jump 

about. 



Answers 



• For further support that sound is made by vibrations, place rice on top of a 

drum. Let the pupils tap the drum and watch the rice jump. 

• Identify and discuss words that are spelt as they sound. Play with the sound of 

words, e.g. alliteration, rhyming. 

• Explore moving to sound. Compose various pieces of music with percussion 

instruments. 

Display ideas 

• Cut out different pictures of objects that make sounds. Categorise the different 

sounds and create a collage. Label. 




In your group, sit quietly with your eyes closed for about two minutes. Listen carefully 

to the sounds around you. What do you hear? Record your results. Now find a place 

outside and do the same. 

Sounds inside the class 

Sounds outside inside the class 

Discuss with your group the different kinds of sound you heard. Decide 

if each sound is a human-made sound or a sound from nature. 

Sounds Human-made inside the sounds class 

You have conducted an experiment to see how sounds are made. Write about the test 

below. 

(a) What did you use? 

Sounds inside from the nature class 

(b) Draw and label what you saw. 


(c) What did you do? 

(d) What happened? 




Objectives 

• understand and explore how 

different sounds may be 

made by making a variety of 

materials vibrate 

• design and make a range 

of simple string instruments 

using an increasing variety of 

tools and materials 



• Observing 



experimenting 


• Analysing (sorting, 

classifying, recognising 

patterns and interpreting) 


communicating 


• Exploring 

• Planning 

• Making 



We hear sounds when 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 it sounds. 

The pitch is how high or low a 

sound is. The difference between 

high and low sounds is the rate 

(frequency) of the vibration. High 

pitched sounds are made by 

rapid vibrations and low pitched 

sounds by slower vibrations. The 

less space there is for the sound 

waves to travel through, the 

more rapid the waves are and the 

higher the sound. 



• Drums, recorders, plastic straws, scissors, soft drink bottles made of glass, different-sized 

elastic bands, pencils, empty containers such as a tissue box, milk carton or shoe box. 

Preparation 

• Collect glass milk bottles. Prepare materials for each group (pupils can collect materials 

from home) and place them in trays to make collection easier. Organise the pupils into small 

groups. 

The lesson 

Stimulus 

• Demonstrate loud and soft sounds using a drum, tambourine or 

any other musical instrument available. You can illustrate this by 

drawing large sound waves to show a loud noise and smaller ones High-pitched 

to show a soft noise. 

sound waves 

• Blow a high note and a low note on a recorder. Discuss the difference. 

What to do 

• Complete Question 1 based on discussion from the Background information. 

• Distribute straws and scissors to each pupil. 

• Cut the straws at different lengths. Cut one end of each straw so it resembles the top part 

of a triangle. Flatten the top quarter of the straw. Blow each straw. Why are the sounds 

different? 

• Carefully poke holes into the straws. Ask the pupils to experiment by placing fingers over the 

holes. How do the notes change? 

Discuss: Shorter or smaller things vibrate more quickly; therefore the sound is higher pitched. 

Vibrations are slower in longer or bigger things and so a lower sound is produced. 

• Fill glass bottles with different amounts of liquid. Blow across the top of each bottle. Ask 

the pupils to order the bottles from the highest to lowest sounds produced. Explain that the 

amount of air in each bottle determines whether the sound will be low or high. Record results 

in Question 3. 

• Demonstrate strumming a guitar. Discuss the sounds of other stringed instruments. Does a 

cello have a higher or lower sound than a guitar? What about a violin? Discuss why. Show the 

pupils how the sounds of strings can be changed by tightening and loosening them. Explain 

that this is how a musician ‘tunes’ a stringed instrument. 

Note: The tighter the string, the higher the pitch of the sound. The looser the string, the lower 

the sound. 


• Hand out the materials for the pupils to make their groovy guitars. Complete Question 4. 


flatten 

Low-pitched 

sound waves 

Answers 

1. (a) skin (b) little ball inside whistle (c) strings (d) air inside tube 

(e) metal (f) air from the lungs is pushed through the larynx, vibrating the vocal cords (g) 

metal ball swinging inside bell (h) special thin, metal disk called a diaphragm 

2. 2, 5, 3, 1, 4 

3. (a); the air column inside is a different size. 



• Pupils create a database to record different sounds. 

• Study the parts of the ear and how they function. Draw and label a diagram for further 

understanding. 

Display ideas 

• Display a guitar and explain how to change the pitch of the notes produced. Display pictures 

of guitars with information describing how they work. 




Sound is heard when an object vibrates rapidly. The vibration is transmitted through the 

air, or through materials and is picked up by our funnel-shaped ears. 

What is vibrating in each of the objects below? 

(a) drum 

(c) guitar 

(e) triangle 

(b) whistle 

(d) recorder 

(f) your voice 

(g) bell 

Which straw makes the highest sound 

and which ones make the lowest sound? 

Number them from 1 – 5 (1 being the 

highest sound). 

Make a groovy guitar! 

You will need: 

• tissue box or milk carton with hole on one side 

• elastic bands of different sizes and widths 

• two pencils 

• piece of card 

What to do: 

• Stretch the elastic bands over 

the container lengthways. 

• Slide the pencils under the rubber bands at each 

end on one side of the carton. 

• Pluck the strings of the guitar. 

• Adjust the sound by moving the pencils. 

• Add card to the centre to make the elastic bands 

tighter. 

• Pluck and strum your groovy guitar! 

(h) telephone 

Colour the milk bottle that would make 

the lowest sound when blown across. 

(a) (b) (c) 

Explain why the bottles make different 

sounds when blown across. 


List four ways you could change the 

sound a guitar makes. 

• 

• 

• 

• 




Objective 

• design and make a range of 

simple string instruments using 

an increasing variety of tools 

and materials 



• Observing 






interpreting) 



• Exploring 

• Planning 

• Making 



The pitch of a sound can be altered 

by: 

• increasing or decreasing the 

volume of the materials; 

• tightening or loosening stretchy 

materials; and 

• adding or removing water. 



• Large sheet of paper and pencils, jars with lids, shells, pebbles, rice, beads, 

different-sized glass bottles, jugs, straws, containers with lids, jars, tins, 

materials to stretch over the top to make a drumhead, elastic bands, shoe 

boxes, milk cartons, matchboxes, cardboard, cardboard tubes, straws. 

Preparation 

• Organise the class into six groups. Prepare a collection of materials into trays 

for each group. Include paper for designing. 

The lesson 

Stimulus 

• Explain to the pupils that, in their groups, they are going to design musical 

instruments, make them and alter the loudness and pitch of the sounds made. 

Each pupil will make an instrument. As a group, they will join the sounds of 

their instruments to make a ‘country band’. 

What to do 

• Each group studies materials they have access to. Allow ‘free-play’ time for 

pupils to work off excess excitement related to the new materials. 

• Pupils design an instrument. 

• Through discussion and experimentation, the pupils alter the loudness and pitch 

of their instrument. 

• The pupils individually design a rhythm pattern using loud and soft, high and 

low sounds. 

• The pupils, in their groups, create a sound pattern with symbols. The pupils 

play their instruments together to make a ‘country band’. 


Answers 



• Use encyclopaedias, information books or the Internet to investigate the 

vibrating parts of telephones, speakers, microphones and doorbells. 

• Write notes about how the sounds are made. Draw a labelled diagram. Present 

your report to the class. 

• Tape different sounds made by their instruments. Play them back, explaining 

which sounds are higher and lower. 

• Look at music software. Construct musical pieces using computer programs. 

• Research people and places connected with sound; for example, London’s Royal 

Opera House, San Francisco Symphony Orchestra, Sydney Opera House. 

• Perform a simple improvisation around a situation related to sound. 


Display ideas 

• Pupils can create posters or cut out pictures of different musical instruments. 

Categorise them into string, wind and percussion. Display on wall. Able 

groups could attach information pages explaining how each instrument makes 

sounds. 




My design! 

Label the parts that will make a sound. 

Create your design and play it. Answer the questions below about your musical 

instrument. 

(a) I made sounds with my instrument by: 

(b) I made the sound higher or lower by: 

(c) I made the sounds louder and softer by: 

(d) The pitch of the sound changed because: 

Use your instrument to design a rhythm pattern using loud, soft, high and low sounds. 


✻ = loud ● = soft ▲ = high ▼ = low 

My rhythm pattern 

. 

. 

. 

. 

Work with your group to design a rhythm pattern using all 

of the instruments. You will need to create new symbols for 

each instrument. Write the pattern on a large sheet of paper 

and display it so all of the members of your ‘country band’ 

can read the notes. Rehearse your tune and be prepared to 

perform it in front of the class. 




Objective 

• explore the fact that sound 

travels through materials 



• Observing 






interpreting) 



• Exploring 

• Planning 

• Making 



We hear sounds when vibrating 

air hits our ears. Sounds can travel 

through all kinds of materials like 

stone, brick, water and glass. 

Some materials effectively prevent 

sounds from travelling to our ears. 

Sounds cannot travel through a 

vacuum because there is nothing 

to vibrate. 



• Shoe box, small buzzer, battery, wires, carpet, cotton material, bubble wrap, 

foil, cotton wool, metre stick. 

Preparation 

• Set up an area in the room that is not surrounded by tables. (Near a door that 

leads into a corridor would be ideal). Connect the buzzer to the battery. Lay 

out the different materials. To avoid wasting time, cut the materials to a size 

that will easily fit inside the shoe box. 

The lesson 

Stimulus 

• Speak to the pupils about sound. Continue talking but ask the class to put their 

hands over their ears. Now ask the class to put their fingers in their ears. Talk 

about the apparent difference in the loudness of the teacher’s voice. 

What to do 

• Explain to the pupils that sound travels through objects to reach our ears. 

The vibrations are transmitted through the air or another material. Have a 

discussion about what materials ‘muffle’ or absorb sounds well. Why do we 

need to absorb sounds? 

• Organise the children into small groups. 

• Each group comes to the work area. A material is chosen to be wrapped around 

the buzzer. 

• A group member walks away from the box until the buzzer cannot be heard. 

• The pupils measure the distance from where they stand to the box. 

• Materials and distances are recorded and studied to determine which materials 

are most effective at absorbing sound vibrations. 


Answers 

• Answers will vary 


• Research how sound vibrations travel through water. 

• Explore pitch and sound in language, e.g. in poetry and songs. Make observations 

and record their results as diagrams, tables or graphs. 

• Design and make a device that carries sound over long distances. 


Display ideas 

• Attach a sample of each of the materials to the wall. Ask the pupils to write a 

brief description about each material’s effectiveness at absorbing sound. Display 

the text on coloured card and attach next to the materials. 

• Display ‘earmuff’ designs with pupil sheets explaining their construction and 

effectiveness. 





Make a set of earmuffs that will absorb loud sounds. 

Materials you can use include: 

• pipe cleaners, cardboard • jars, tins, plastic containers 

• felt, foam, bubble wrap • cotton wool, foil, paper 

In your groups, design your earmuffs on a sheet of paper. Label 

your design. Collect the materials and make your earmuffs. Think 

about how you will be able to test whether your earmuffs are 

successful sound absorbers. 



Heat 



Stage Two 



Stage Two 


First Level 




• Relate properties of materials to their everyday uses. 

• Know that some materials are better thermal insulators than 

others. 

• Know why materials are chosen for their use (KS2). 

• Explore the properties of different materials and use this 

experience to choose appropriate materials to solve a practical 

challenge (first). 

• Know how properties of materials relate to their uses. 



Weather chart 

Design an explorer’s hut 

absorb 

energy 

humidity 

maximum 

cloud cover 

heat 

key 

minimum 


rainfall 

Heat 

thermometer 

weather 


temperature 

transfer 

Name: 


Weather chart 

Heat ~ Activity 1 

Objectives 

• recognise that temperature is a 

measurement of how hot something is 

• measure changes in temperature using a 

thermometer 

• measure and compare temperatures in 

different places in the classroom, school 

and environment and explore reasons 

for variations 



• Observing 


• Analysing (sorting, classifying and 

interpreting) 



• Exploring 


Weather conditions on earth rely on many 

elements: wind, temperature, moisture, air 

pressure and humidity. Wind is the movement 

of air. Temperature is the degree of heat in 

the atmosphere. Moisture refers to the water 

vapour in the air that falls as rain when the 

conditions are right. Air pressure is the force 

of the atmosphere on the Earth. Humidity is 

the amount of water vapour (moisture) in the 

air. People often refer to humid days as being 

‘muggy’. 

Knowing about the weather (especially wind) 

is important for pilots and the safety of their 

passengers. Anglers need to know whether 

to venture out to sea for the day’s catch. Will 

there be storms that may leave them unable 

to return? 

For farmers, information about the weather 

is crucial. Farmers will, out of necessity, plant 

crops even if there is a possibility of a drought 

the following year. Although weather patterns 

can be observed and weather predicted, there 

can be no guarantees. Farmers are always 

looking to the sky when they are harvesting 

their crops. Because crops have to be dry 

before they are cut down, farmers must wait for 

sequential dry days. A small rainfall can put off 

harvesting for days. Rain can affect the quality 

of the product as water can stain crops such as 

barley. When harvesting begins, farmers must 

listen to weather information each day. In hot 

countries, if heat and high wind are declared, 

harvesting will stop. This is to prevent the 

tragedy that could occur from a harvester 

catching fire and the flames spreading across 

paddocks of crops. 



• Local newspapers for each day of the school week, television and 

video to view taped weather reports from previous night (suggestion), 

photos of different types of weather, photos of crops in good and poor 

condition, thermometers, wall thermometer. 

• If measuring the temperature, a wall thermometer is needed. 

Preparation 

• Time will need to be allocated each day for pupils to record information 

on their weather chart. Multiple copies of the weather page from the 

local newspaper each day for each group will save time and noise. 

Ask the pupils to view a weather report each night and to make notes 

about maximum and minimum temperatures, cloud cover, hours of 

sunshine and amount of rainfall. 

• Alternatively, pupils can read wall thermometers to determine the 

temperature. 

The lesson 

Stimulus 

• Ask the pupils why they are dressed the way they are today. Are they 

wearing jumpers? Did they bring their coats or an umbrella? Why do 

they have to wear coats during winter break times? Discuss weather 

forecasts, terminology and predictions. 

What to do 

• Use observations, newspapers and television forecasts to record 

information about the weather over five school days. Summarise the 

collected information. 

• Ask the class if they think the temperature is the same inside and 

outside the classroom. Why/why not? Use a thermometer to test their 

prediction. 

• Brainstorm ideas about why it is important to know what the weather 

is going to be. Look at the list. 

• What kinds of groups need to know weather information for their jobs? 

Make a list. How does the weather affect their jobs? (e.g. farmers, 

anglers – see Background information). 



Answers 


2. See Background information. 


• Find definitions and pictures of weather words such as air, barometer, 

Celsius, climate, clouds, cyclone, drought, evaporation, flood, forecast, 

gale, hail, humidity, lightning, meteorology, precipitation, season, 

temperature, thermometer, thunder, wind. Make a class topic dictionary 

with the information collected. 

Display ideas 

• Display weather charts with summaries of the week’s weather. 

Display photos of people who rely on weather information to do their 

jobs. Write explanations about why the weather is so important to 

them. 



(a) Design a key for the different types of weather. 

Weather chart 

rain wind cloud snow 

sun thunder/lightning fog hail 

(b) Record the weather each day for one school week by looking at newspapers 

and watching the television. Complete the chart. Use your key for the weather 

description. 

(c) Use the information on your weather chart to describe the weather in your 

local area over the last school week. 


Is weather an important part of a farmer’s life? 

Explain your answer. 

yes 

no 




Objectives 

• learn that heat can be 

transferred 

• understand that the sun is the 

Earth’s most important heat 

source 

• identify ways in which homes, 

buildings and materials are 

heated 



• Observing 






• Exploring 

• Planning 

• Making 



The sun heats and warms the air, land 

and water that sustains our lives and 

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). 

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 use heat to wash. 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. 



• A variety of materials that can be used to make the hut: 

cardboard (different colours including black), paper, clay, boxes, tissue boxes, 

cotton wool, mirrors, aluminium foil, grease-proof paper, bubble wrap, variety 

of fabrics etc. 

Preparation 

• Distribute the materials into trays for each group. 

The lesson 

Stimulus 

• Many explorers have travelled to Antarctica to explore its uninhabited areas. 

They made camps and built huts on some of the windiest places on earth. How 

did they keep warm in freezing conditions? Discuss. 

What to do 

• Ask the class how they keep warm: in school?, at home? What materials absorb 

heat? (Darker materials). 

• Distribute the materials to the groups. Pupils design their houses considering 

what kind of rooms two explorers would need. They consider what materials 

would be best in each of the different rooms. 

• Pupils use their creativity and knowledge about absorbing heat to design and 

build their homes. 

• When completed, the groups can report back to the class showing their home 

and explaining the reasoning behind the material use and design. 

• Challenge the class: How can we test if the homes absorb heat? Which home 

absorbs the greatest amount of heat? (Use thermometers). 


Answers 



• Use the Internet or library to find out more about people who have travelled 

to and explored places with freezing conditions. For example, Sir Douglas 

Mawson led an expedition in 1911 and 1931 to Antarctica. Mawson’s hut still 

stands today. 

• The class has tested which house absorbs the greatest amount of heat. Now 

consider which house maintains the heat the best. In groups, the pupils design 

an experiment to test this. 


Display 

• If available, use a digital camera to take photographs of the pupil’s during the 

designing and making of their huts. Display the photographs. The pupil’s can 

write text to be attached to the photograph to explain what is happening in 

the picture. 




Two explorers are planning a trip to Antarctica where there will be freezing 

conditions and ferocious winds. They have asked your group to design a 

home for them to live in for the six months of their expedition. 

Design a home that traps the greatest amount of warmth for the explorers. 

Our plan 

The materials we used 

Describe why you chose the materials for 

your house. 

Our design (labelled) 

Does your house absorb heat? 


yes 

no 

How could you improve your design? 

How do you feel about your design? 

1 2 3 4 5 6 7 8 9 10 

cold warm sizzling 



Magnetism 

and electricity 


Stage Two 










• Know about the forces of attraction and repulsion between 

magnets and about the forces of attraction between magnets 

and magnetic materials. 

• Construct circuits, incorporating a battery or power supply. 

• Know how changing the number or type of components in a 

series circuit can make bulbs brighter or dimmer. 

• Know about the use of electricity as an energy source and the 

importance of using it safely (KS1). 

• Know about the effects of adding components to simple circuits 

(KS2). 

• Explore the forces exerted by magnets (first). 

• Use simple components in a series circuit and explain in simple 

terms why the circuit works (second). 

• Sort materials into electrical conductors and insulators 

(second). 

• Identify where conductors and insulators are important in 

everyday applications (second). 


• Know about forces of different kinds; e.g. magnetic forces. 

• Know about the uses of electricity and its control in simple 

circuits. 


Magnetic attraction 

Magnetic problems 

Making lightning 

Simple circuits 

Conductor or insulator? 


Magnetism 

and 

electricity 


attraction 

bar 

circuit 

closed circuit 

conductor 

electricity 

horseshoe 

insulator 

lightning 

magnetic 

material 

metal 

open circuit 

parallel circuit 

poles 

series circuit 

simple circuit 

static 

strength 

temperature 

weather 

Name: 



Magnetism and electricity ~ Activity 1 

Objectives 

• learn that magnets can push 

or pull magnetic materials 

• explore how magnets have 

poles and investigate how 

these poles attract and repel 

each other 

• examine and classify objects 

and materials as magnetic 

and non-magnetic 



• Observing 



experimenting 


classifying) 


communicating 


• Exploring 


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. 

Atoms are small particles that 

make up matter. 

In a magnet, the atoms are all 

pointing in the same direction 

(aligned). This is what gives 

magnets their force. Nonmagnetic 

materials have the 

same atoms but they all point 

in different directions. Items 

attracted to a magnet are called 

magnetic materials. 

All magnetic materials are metal. 

However, not all metals are 

magnetic. Iron, nickel, cobalt 

and mixtures of these metals can 

be magnetic. So can alloys of 

aluminium, copper, nickel, iron 

and cobalt. An alloy is a metal 

made up of two or more metals. 

Iron is by far the strongest. 

Aluminium and some stainless 

steels, however, are not at all 

magnetic. 



• Magnets (different sizes and shapes; e.g. bar, horseshoe), variety of materials to test 

(e.g. bottle caps, cloth, aluminium cans, bolts, nuts, safety pins, cotton wool, thumb 

tacks, crayons, chalk, aluminium foil, coins). 

Preparation 

• Magnetism activities can be set up in one area of the classroom, for small groups to 

rotate through if material supplies are limited. 

The lesson 

Stimulus 

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

responses. 

• Show a variety of different types of magnets (horseshoe, bar, button, door-latch magnet, 

ring etc.). To introduce the idea of ‘magnetic poles’, use bar magnets with clearly labelled 

ends. Have children demonstrate reactions when like and unlike poles are put together. 

What can they ‘feel’ when the poles ‘repel’? 

What to do 

• Have the pupils explore the properties of magnetic poles and record results. (Rule of 

Magnetism: Like poles repel and unlike poles attract). 

• Within their group, have the pupils explore the properties of a magnet by testing a 

variety of the materials provided. 

• Group and record the materials using whether they are attracted or not attracted to a 

magnet as criterion. Pupils should be able to identify materials that attract. Materials 

like aluminium cans, paper, plastic, wood or corks are not attracted or repelled by 

magnets. 

• Study the objects in each group, recording any similarities (e.g. metals – attract). How 

are the objects the same or different from other objects or groups? 

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

would be magnetic and non-magnetic. If possible, test these predictions and discuss the 

reason behind their decisions. 


Answers 

1. (a) repel (b) repel (c) attract 

2 – 4. Answers will vary depending on objects tested, but generally metal objects are 

attracted. Materials like aluminium cans, 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 you 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. 




Colour the box to show what happens when the two magnets get close to each other. 

(a) 

attract repel 

(b) 

(c) 

attract 

attract 

repel 

repel 

Record which objects are attracted by magnets and which are not. 


What is similar about the objects attracted to magnets? 

(a) Name two objects that could be found outdoors that you think 

would be attracted to magnets. 

(b) Explain your choices. 




Objectives 

• explore the relationship between 

magnets and compasses 

• investigate that magnets attract 

certain materials through other 

materials 



• Observing 






• Exploring 

• Planning 

• Making 



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. 

The Earth’s magnetic force causes 

the magnet to stop with one end 

pointing to the top of the Earth 

(the North Pole) and the other end 

pointing to the bottom (the South 

Pole). If the small bowl is moved in 

the second experiment, it will always 

stop with the magnet pointing the 

same way. 



Problem 1 – narrow jar, paperclips, paper towels, magnet, water, string. 

Problem 2 – small plastic bowl, water, adhesive tape, large bowl, bar magnet, 

piece of thin cardboard (with north, east, south, west marked on it), 

scissors, marker pen. 

Preparation 

• Group materials from problems 1 and 2 into separate trays. Provide enough for 

half the class to work on opposite problems and then allow the groups to swap 

activities. This may extend to two lessons. Organise the class into small groups. 

The lesson 

Stimulus 

• Revise results from previous lessons on magnets. What types of objects are attracted 

to a magnet? 

• Working with groups and the materials supplied, pupils need 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. 

• Record possible ideas 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 class groups approached the problems. 

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

work? 


Answers 

• Problem 1 – Pupils will discover that the magnet will attract the paperclip through 

the glass. This will allow them to remove it from the water. 

• Problem 2 – Pupils need to secure the magnet to the bottom of the small bowl. 

Float the small bowl in the larger bowl that is filled with water. Pupils use the marker 

pen to mark where the ends of the magnet are when the smaller bowl stops. Pupils 

place the cardboard in the small bowl so that the ‘N’ is over the north end of the 

magnet. When the magnet has stopped moving, all the arrows will be pointing in 

the correct directions to make a compass. 



• 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 

• Investigate and report on other magnetic experiments (e.g. how to magnetise a 

nail; make an electromagnet). Have the pupils write a science procedure for the 

experiment and display it as a poster. Pupils can demonstrate their findings to 

the class. Other pupils can follow the procedure on the poster and compare their 

results. 




Problem: How can you remove a metal object from a narrow jar of water without touching it? 

Diagram 

Materials used 

Plan of action or 

possible ideas 

Why it did/didn't work How did you do? 

1 2 3 4 5 6 7 8 9 10 

not well average successful 

Problem: How can you make a compass using a magnet? 

What we did 

Materials used 


What we did 

Diagram 

Plan of action or 

possible ideas 

How did you do? 

1 2 3 4 5 6 7 8 9 10 

not well average successful 

Why it did/didn't work 




Objectives 

• explore the effects of static 

electricity 

• explore the effects of static 

electricity on everyday things 

in the environment 



• Observing 



experimenting 




communicating 


• Exploring 

• Planning 

• Making 



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 

it effects. 

Note: These experiments are 

most successful if they are done 

on a dry day. 

A thunder cloud has a negative 

charge underneath. This charge 

creates a positive charge on the 

ground below. When the charge 

is strong enough, the air cannot 

stop it from jumping from the 

cloud to the ground and so a 

flash of lightning is seen. 



• Plastic pen, cloth, balloon, woollen jumper, small square of paper, running water. 

• Large baking tray, modelling clay, large plastic bag, metal lid from jar or a coin. 

Preparation 

• Distribute the materials among the groups. Once the pupils are ready to test their 

experiment, darken the room. 

The lesson 

Stimulus 

• Ask pupils to come to the front of the class and demonstrate the effects of static 

electricity. Try either of the following experiments. 

1. Rub a pen on a cloth and place the pen near small squares of paper. 

2. Rub a pen on a cloth and place the pen near a thin stream of running 

water. 

3. Blow up a balloon and rub it against a woollen jumper. Place the balloon 

near a pupil’s head. 

What to do 

• Pupils record their understanding of static electricity on the worksheet. 

• Discuss with the class when and where they have seen lightning before. 

– What was the weather like? 

– What was the temperature like? 

– What did they see? 

– What did they hear? 

Ask pupils to explain why they think lightning occurs. 

• Pupils record their ideas about lightning on the worksheet. Question 2 is a record 

of the pupils’ preexisting knowledge about lightning and why lightning occurs. 

• Organise the pupil’s into groups. Distribute the materials. 

• The groups read the experiment instructions and follow the steps. Darken the room 

at Step 4. A spark should jump from the tray to the lid. By rubbing the tray on the 

bag, a negative charge is created. When the metal lid or coin is placed near the tray, 

the charge jumps from the tray to it. 

Note: Warn the class that this experiment may make their fingers tingle a little. Ask 

for volunteers to hold the clay and the tray at step 5. 

• Discuss why lightning occurs. A diagram can be drawn on the board to show that 

the cloud has a negative charge underneath ( – ) and the ground has a positive one 

( + ). 

• Explain that when the charge is strong enough, the air cannot stop the charge from 

jumping from the cloud to the ground – and a flash of lightning can be seen. 



Answers 



3. (a) A spark jump from the tray to the lid/coin. 

(b) Teacher check 


• Research the use of lightning conductors on buildings. What is the purpose of 

lightning conductors? 

• Why do some cars have strips of rubber hanging from them that touch the ground? 

What is their purpose? 

Display ideas 

• Source real-life photographs of lightning storms and display them. 



What is static electricity? 

Describe an experiment to help you show the effects of 

static electricity. Include a labelled diagram. 


What do you know about lightning? 

Write anything you know about lightning below. 

Making lightning! 

Electricity is always trying to move from 

one place to another. We can show this 

by doing the following experiment. 


• large baking tray 

• modelling clay 

• plastic bag 

• metal lid from jar or a coin 

What to do: 

1. Press the clay onto the tray. 

2. Put the tray onto the plastic bag. 

3. Hold the clay and move the tray on 

the bag, around and around, for 

about thirty seconds. 

4. Darken the room. 

5. Hold the clay only and place the lid 

or coin close to one corner of the 

tray. 

(a) What did you see? 


(b) How does this experiment help to 

explain lightning? 




Objectives 

• learn about electrical energy 

• investigate current electricity by 

constructing simple circuits 



• Observing 



experimenting 



• Exploring 

• Planning 

• Making 


Electricity travels from a power 

source, such as a battery, around 

the circuit (series of conductors) 

and back to the power source. No 

electricity will flow if there’s a gap 

in the circuit. 

An electric current is a flow of 

microscopic particles called 

electrons through wires and electric 

components. As water is pushed 

through pipes by a pump, electric 

current is pushed through wires by 

a battery. An electron has a negative 

charge. The battery has a negative 

terminal and a positive terminal. The 

negative terminal of a battery will 

push negative electrons along a wire 

and the positive terminal of a battery 

will attract negative electrons along 

a wire. Electric current flows from 

the negative terminal of a battery, 

through the light bulb to the positive 

terminal. 



• AA batteries, insulated wires, 1.5 volt light bulbs and paper bags. 

Preparation 

• Place one battery, four wires and two bulbs in each of the paper bags and seal 

them. Organise the pupils into small groups. 

Note: For a task such as this, mixed ability grouping will work well. 

The lesson 

Stimulus 

• Play a game called ‘circuit’. Hold hands in a circle. Five people are chosen as 

buzzers placed intermittently in the circle. One person is in the middle and 

must find the source of the current moving around the circle. The current 

moves around the circle by squeezing hands. Only the buzzer can change the 

direction of the current. The buzzer must buzz as the current passes through 

him or her. The person spotted with the current changes place with the spotter 

in the middle. 

What to do 

• Give each group a paper bag. 

• Tell the pupils that there is a light bulb in the paper bag and their task is to 

make it light up. 

• The pupils investigate different ways to put their circuits together. They will 

discover that closed circuits are needed so that the electricity will flow through 

all of the components in the circuit. 

• Discuss: What made the light bulb work? What was the power source? What 

did the wires do? What happens if the circuit is open? What happens if the 

circuit is closed? 

• Ask group members to draw their circuits on the board. 

• Hand out the copymaster. Pupils draw an open and closed circuit. 

• Pupils now make the circuits shown on the copymaster and record their results. 

Ask the pupils questions, such as ‘Does the light get brighter or dimmer?’ Does 

the way the batteries are connected make a difference? 

• Have pupils suggest applications for each type of circuit. 



Answers 



Safety 

Take time to discuss the dangers 

of mains electricity. 

All work and equipment should 

be supervised as even low 

voltage batteries have the 

capacity to burn or start a fire. 


• Draw a plan of your home showing where the sockets are. The appliances 

attached to the sockets can be included. The pupils can also include items in 

the house that are run by batteries. 

• Design and make a circuit to light up rooms in a doll’s house. 

Display ideas 

• Tape circuits to boards and label. Set up a circuit table displaying different types 

of circuits and pictures and examples of how these are used in our everyday 

lives; a torch uses a parallel circuit. Categorise each into simple, parallel and 

series circuits. 



(a) Draw an open circuit. 


(b) Draw a closed circuit. 

Draw in here 

Build the following circuits and write down your observations. 

Draw in here 


key 

battery wire bulb 




Objectives 

• examine and group materials as 

conductors and insulators 

• become aware of the dangers 

of electricity 



• Observing 







Some materials let electricity flow 

through them – this means they 

conduct electricity. Conductors 

are materials in which electrons 

easily move and provide a flow of 

electric current. Conductors are 

mostly metals such as gold, silver, 

copper, iron and lead. Carbon is 

a conductor, as are some gases. 

In materials where electrons can’t 

move quite as easily, the resistance 

is higher. Electric current is forced to 

slow down. When this happens, light 

and heat may be produced. This 

is how a regular light bulb works. 

Some materials slow down or stop 

electricity from passing through. 

Examples of these materials are 

wood, plastic, rubber and glass. 

Viewing 

Safety 

Take time to discuss the dangers 

of mains electricity. 

All work and equipment should 

be supervised as even low 

voltage batteries have the 

capacity to burn or start a fire. 



• AA batteries, insulated wires, 1.5 volt light bulbs, selection of items – paperclip, 

pencil, foil, eraser, rock, ice cube, scissors and peg. 

Preparation 

• Tell pupils prior to the lesson that they will be testing the flow of electricity 

through a number of different objects. Encourage them to bring a variety of 

objects from home and to be creative in their selection. 

• Place a battery, wires, a light bulb and a set of objects in trays for each 

group. 

• Organise the pupils into small groups. 

The lesson 

Stimulus 

• Ask the pupils if they have ever cooked something in a saucepan on the stove. 

Where is the heat? The hotplate or gas ring is hot, the saucepan and the food 

are hot, but the handle is not hot. Some materials let heat through easily and 

others don’t. Just like heat, electricity also passes through some materials easily 

and others not so easily. 

What to do 

• Divide the pupils into small groups and give each group a set of materials 

between them and a copymaster each. 

• Instruct the pupils to build a simple circuit using two wires between the battery 

and the bulb so that they can be left open to test the different objects. Test the 

circuit to make sure it works. 

• The pupils test the collection of objects to see if electricity can pass through 

them. They attempt to make the bulb work by touching the free ends of wire 

to the object at the same time. 

• Pupils record their results on the copymaster. Pupils choose their own objects 

to test and complete the table. 

• Discuss why it is important to know what materials are conductors and what 

materials are insulators. 

Sample 


Answers 


2. (a) Conductors are used to transport electricity from one place to another. 

(b) Wires. 

3. (a) Insulators are used to slow down or stop electricity from flowing. 

(b) Plastic coating on wire, glass on a light bulb, wood, etc. 


• Pupils survey items in their kitchen. They make two lists — items made of 

materials that conduct or insulate, and items that contain both types of materials 

(for example, a saucepan). 

• Find examples of insulators in our environment. 

Display ideas 

• Make a large chart listing different types of conductors and insulators. Find 

pictures in magazines or real examples of the materials and attach them to the 

display. 




Test the items in front of you for conductivity. Choose five items of your own to test. 

(a) Why are conductors used ? 


(b) Give an example of a conductor. 

3 

(a) Why are insulators used? 

(b) Give an example of an insulator. 



Forces 



Stage Two 









• Know that objects are pulled downwards because of the 

gravitational attraction between them and the Earth. 

• Know about friction, including air resistance, as a force that 

slows moving objects. 

• Know that when objects are pushed or pulled an opposing push 

or pull can be felt. 

• Know about devices that push, pull and make things move 

(KS1). 

• Know how forces can affect the movement and distance objects 

can travel (KS2). 

• Explore links between how far things move and the force 

applied (first). 

• Explain how friction affects movement (second). 

• Know about forces of different kinds. 

• Know ways in which forces can affect movement and how 

forces can be compared. 



A whirligig 

Gyrocopter 

Design a vehicle 

Friction 

Levers 


Forces 


air 

direction 

energy 

flight 

force 

friction 

gravity 

lever 

lift 

motion 

movement 

pull 

push 

travel 

twist 

vehicle 

Name: 


A whirligig 

Forces ~ Activity 1 

Objective 

• explore how objects may be 

moved 



• Observing 





• Exploring 

• Making 



Four basic forces are involved in flight 

– gravity, lift, drag and thrust. Thrust 

is created by a plane’s propellers or 

its jet engines. Drag is the natural 

force of air resistance against the 

plane’s forward movement. 

Lift is created by the plane’s wings 

as they move through the air and 

gravity is a natural force that pushes 

the plane towards the ground. 

Gravity and lift are opposite forces, 

as are drag and thrust. 

The ‘whirligig’ flies through the air 

because of the force used when it is 

thrown. It spins and cuts through the 

air in the same way as a propeller. It 

works best when held by the end of 

one of the blades or wings with the 

thumb and index finger. 

Keep the whirligig vertical and 

flick forward and upward to start a 

spinning action. It should return in 

a semicircle and come back to the 

place it was thrown from. It may take 

several practices to get the correct 

thrust to make it return. 

Safety warning 

Do not aim flying objects at any 

person. 

Always test flying objects in 

safe conditions and areas. Fly 

them away from people and in 

calm conditions. 



• Stiff card (e.g. cereal boxes – other materials such as cardboard, styrofoam or 

balsa can also be used), whirligig template (page 142), scissors. 

Preparation 

• Have templates already made in thick card for pupils to trace around. 

• Make a model whirligig and practise throwing it to demonstrate and discuss 

results. 

• Pupils will need a large area like the hall or playground to practise throwing 

their whirligig (if outdoors, there should be little wind). 

• Have a collection of pictures of aircraft with propellers or rotor blades on 

display. 

The lesson 

Stimulus 

• Discuss pictures where aircraft use propellers or rotor blades. 

What to do 

• Pupils trace around a whirligig template onto card (see page 142). 

• Pupils carefully cut around the shape so the edges are smooth. 

• Pupils can colour it brightly and add their names. 

• Ask pupils to predict what they think will happen when the whirligig is 

thrown. 

• Demonstrate how to hold and throw the whirligig for pupils by holding one 

blade vertically and flicking it forward and upward. 

• Pupils will need to practise to get the correct amount of thrust to make the 

whirligig circle and come back like a boomerang. (Pupils will need a large area 

to practise—preferably indoors or outdoors without wind). 

• Pupils record what they have found about their whirligig. 

• Try throwing the whirligig horizontally. What happens? 

• What could be changed to make it better? Allow pupils to experiment and 

record results. 

• Talk about the performances of the whirligigs. 

• Ask who can throw and catch their whirligig. Give each throwing technique a 

rating. 



Answers 



• Make a frisbee using an aluminium pie plate and modelling clay. Turn the plate 

upside down and try to fly it. What happens? Add small amounts of modelling 

clay evenly spaced around the outside edge of the dish. Using a backhand toss, 

try to fly it again. Is it better with or without the weights? Try different types 

of plates or alter the weights used. What differences can you notice? Record 

results and compare with others in the class. Hold a competition for the longest 

flying pie plate design. 

• Make small finger boomerangs (from stiff card) that can be launched 

off a slightly tilted book with the flick of a finger. Strike the 

boomerang so that it spins off the book rapidly. The boomerang 

should fly straight out, turn and come back. If needed, give one 

edge of each wing a slight bend upward like a forward flap. 

Display ideas 

• Research and display pictures and reports showing the uses and types of 

boomerangs. Do they all return? 



A whirligig 

Follow the steps to describe and improve your whirligig. 

Step 1 

What do you want to find out about your 

whirligig? 

What do you think will happen? 

Step 2 


What happened when you threw it 

vertically? 

Stay safe! 

Do not aim your whirligig 

at anyone. 

Test your whirligig in a 

safe area 

(like outside or in the hall). 

What happened when you threw it 

horizontally? 


Step 3 

What could you do to 

improve your whirligig? 

Try it! 


Colour a rectangle 

on the ratings picture 

to show how it went. 


Gyrocopter 


Objectives 


moved 

• investigate falling objects 



• Observing 





• Exploring 

• Making 



A gyrocopter is like a helicopter in 

that it generates the lift needed to 

fly by using rotors (rotating wings) 

on top rather than stationary wings. 

Unlike the helicopter, the rotors are 

not powered and need a flow of air 

over their surfaces to keep them 

moving. 

When the model gyrocopter falls, 

air pushes up against the blades, 

bending them up slightly. The two 

blades get the same amount of push 

but in opposite directions, causing 

the gyrocopter to spin. Changing the 

blade directions will cause it to spin 

in different directions. 

Adding a weight (e.g. a paperclip) 

to the base will make it spin faster 

to the ground. 

Igor Sikorsky designed the first 

successful helicopter in the late 

1930’s. He was inspired by Leonardo 

da Vinci’s drawings of an aircraft with 

a rotating, screw-like rotor. 



• Gyrocopter pattern, scissors, paperclips. 

Preparation 

• Collect pictures or videos of planes with propellers, helicopters or ‘rotor’ designs 

through the ages. 

• Make a model gyrocopter and practise from a variety of positions, using different 

weights. These may help the performance of the craft when dropped from a 

higher position, such as when standing on a chair or desk. 

The lesson 

Stimulus 

• Show pictures or videos of helicopters, autogyros, and if possible da Vinci’s 

drawings or early rotor models. Discuss their use of rotor blades for flight. 

Explain how the pupils will make a rotor-like flying machine. 

What to do 

• Ask the pupils to cut out the gyrocopter pattern. Cut along the solid lines only. 

Fold on the dotted lines. 

• Fold ‘A’ wing towards you and ‘B’ wing away from you. 

• Fold ‘C’ and ‘D’ so they overlap each other. 

• Fold the base ‘E’ upwards along the dotted line. 

• Experiment with the gyrocopter to see how it flies. What do you notice? What 

direction does it spin, clockwise or anticlockwise? Can you make it change 

direction? Colour it brightly and watch the colours as it spins. 

• Experiment further with the design. Record the changes and how each affects 

its flight. (For example, add weight (paperclips), alter blade angles, lengthen 

blades, alter the width, drop it from different heights, throw it upwards and 

let it drop). 

• The pupils alter two different variables and test and record the differences in 

performance. 

• Which design was better? Explain why. 

• Have pupils discuss their changes and designs with the class. 



Answers 



• Have pupils experiment and select their best gyrocopter design. Hold 

competitions to time the fastest/slowest ‘copter’. 

• Make a large gyrocopter (as big as you can) and a tiny version. Experiment and 

compare the two. Does size alter the performance? 

• Write a report about Igor Sikorsky and his first helicopter design. 

Safety Warning 

Do not aim flying objects at any 

person. 

Always test flying objects in 

safe conditions and areas. Fly 

them away from people and in 

calm conditions. 

Display ideas 

• Make a time line with pictures about helicopter or ‘rotor’ designs through the 

ages. Display around the classroom. 

• Investigate jobs where helicopters are used (news – traffic reports, firefighting, 

defence forces, air ambulance, rescue etc.). Display pictures, drawings and 

information about how the machines are important for each job. 



Gyrocopter 

When I first dropped my gyrocopter it 

Follow the steps to describe and improve your gyrocopter. 

Step 1 Design 1 Step 2 

Design 2 

Test results 

Test results 


Step 3 

Things I changed 

Design was 

better. I could improve the 

design by … 

A B 

C D 

E 




Objective 


moved 



• Observing 






• Exploring 

• Planning 

• Making 



Motion is everywhere. Pushes, pulls 

and twists move everything from a 

rocket shooting off to outer space, 

to a speck of dust. 

Force is a name for a push, pull 

or twist. Forces can stop, start or 

change the direction of an object. 

It is the force that gives energy to 

an object. 



• Ice-cream containers, wire, boxes, toy wheels, containers, plastic bottles, tins, 

cotton reels, blocks, elastic bands, magnets, lolly sticks, balloons, plywood, 

wheels, tape measures, trundle wheels, batteries etc., white paper and any 

other material that can be used to create a moving vehicle. 

• Internet and library (to investigate how objects move). 

Preparation 

• Organise the materials into trays and distribute materials to each group. 

• Organise the class into small groups. 

Note: This activity may take a number of lessons. Individual lessons may 

be needed for planning and designing, making and testing, improving and 

evaluating etc. 

The lesson 

Stimulus 

• Ask the class to think of as many different types of vehicles (means of transport) 

as they can. Write a list on the board. Discuss each vehicle and consider how 

it moves (air, rotation, pulley systems etc.). 

What to do 

• Pupils collect their materials and equipment for their group. 

• They consider what type of vehicle they wish to make (car, bike, boat, train, 

helicopter, ferry etc.). 

• Each group discusses, plans and designs their vehicle, drawing sketches of their 

vehicle on the plain paper. 

• Groups choose the materials to make their vehicle and request any additional 

materials (depending on availability and cost). 

• Each group makes their vehicle and tests how it moves. How far does it move? 

Pupils consider how they can improve their vehicle to make it travel further 

and apply these changes to the vehicle. 

• Groups evaluate their vehicle. 



Answers 



• Pupils design and make a boat and compare how it floats (or sinks) in fresh 

and salt water. 

• Pupils complete a self-evaluation and group-evaluation and write goals to help 

make designing and making activities more effective in the future. 

Display 

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

and making their vehicles. Display the photographs. 

• Hold a race. The vehicle that travels the furthest is the winner! 




Make a vehicle that moves. 

Describe how you made your vehicle 

move. 

3 How far did your vehicle travel? 


4 


5 

How far does your vehicle travel now? 

6 


1 2 3 4 5 6 7 8 9 10 



Friction 

Objectives 

• explore how some objects may 

be slowed down 

• explore the effect of friction 

on movement through 

experimenting with toys and 

objects on various surfaces 




• Each group: small rubber ball, tennis ball, two identical bowls per group, access 

to water. 

• Variety of different toys, variety of different surfaces such as metal tray, wooden 

plank, concrete, grass, table-top, tiles surface, glass surface etc. 



• Observing 





classifying) 



• Exploring 

• Planning 

• Making 



Friction is a force that resists motion. 

Friction always acts in the opposite 

direction to the motion. The bumps 

on the surface of the two objects 

moving together causes friction. 

Even the smoothest of surfaces have 

these little bumps. 

When two objects move together 

and there is friction, they slow down 

and lose energy (kinetic). The energy 

changes from kinetic energy to heat 

energy. For many machines where 

parts are constantly sliding and 

moving together, oil is placed in the 

parts to reduce friction and heat (this 

is called lubrication). 

Preparation 

• Ask the pupils to bring in small toys from home. 

The lesson 

Stimulus 

• Ask pupils to rub their hands together for a few minutes. When they stop, how 

do their hands feel? (Hot). They have produced heat! 

What to do 

• Discuss friction with the class. When a good level of understanding has been 

obtained, the pupils work in pairs or small groups and complete Question 1. 

• In small groups, the pupils choose different surfaces to test their toys on. They 

then choose the toys (that each member has brought with them) to test. 

• Before they begin, the group decides on a format for a table to show their 

results. They draw their table on the worksheet. 

• Each group tests each toy and then completes their table. 

• Bring the class together to discuss which surfaces allowed which toys to move 

the easiest. 

• To complete the lesson on friction, ask the class what it would be like if there 

was no friction. (For example, there would be no football as friction allows the 

player to kick the ball!). Ask pupils to brainstorm what things would be like 

without friction. Write a list on the board. 

• The pupils write a narrative describing life without friction. 


Answers 

1. (a) The rubber ball should spin faster. 

(b) The smooth surface of the rubber ball allows it to move faster than the 

tennis ball. 





• Investigate why spinning makes us dizzy. 

• What is inertia? Use the Internet or resource centre to discover more information 

about inertia. 

Display 

• Pupils complete polished pieces of their writing and display them on coloured 

card. Another option is to make them into a class book to be read during silent 

reading. 



Spinning balls 


• small rubber ball 

• tennis ball 

• two identical bowls 

• water 

(a) What happens? 

Friction 

(b) Why do you think this is? 

What to do: 

• Fill the bowls to the same level with water. 

• Spin each ball individually, in the water. 

Rolling toys 

In your group, test how certain toys move on different surfaces. First predict how you 

think they will move. Record your results as a table in the box below. 


Imagine life without friction! What would it be like? 

On the back of this sheet, write an imaginative story describing 

a typical day in a world without friction. 


Objective 

• explore how levers may be used 

to help lift different objects 



• Observing 






• Exploring 

• Planning 

• Making 

Levers 


A machine is a tool used to make 

work easier. 

Machines can be very simple, like a 

pair of scissors, or very complicated, 

like a computer. Machines are able 

to amplify a force when energy is 

added to them. Simple machines 

are usually made from only a few 

parts and they alter one force. When 

simple machines are combined 

together, they make a complex 

machine. 

A lever is usually long and rigid. 

It is made up of a bar or rod that 

rests and turns on a support called 

a fulcrum. Force is applied at one 

end to move a load at the other 

end. Levers can be made of many 

materials like metal (crowbar) or 

wood (door). 



• Magazines, newspapers, tin with sealed lid (coffee tin or powdered milk tin), 

coin, screwdriver, teaspoon, ruler, pencil, two coins. 

Preparation 

• Prepare the materials needed. 

• Organise the pupils into groups. 

Note: The groups can be quite large for the levering activity, as long as each 

pupil has a turn and comes to a personal conclusion. 

The lesson 

Stimulus 

• Pupils collect a dozen or so cut-out pictures of machines from magazines. 

Remember, machines can be simple, like a spanner, or complex like the human 

body or a computer. Allow the pupils to discuss in their groups a definition of 

the word ‘machine’. 

• Pupils group the machines according to their own classifications. Let members 

from each group discuss the categories they have chosen. At this stage, let 

the objects under the heading ‘machine’ be very broad. If pupils have made 

interesting choices, allow them the opportunity to explain. 

What to do 

• Distribute the materials for each of the levering activities. 

• Pupils lever the lid off the tin and complete Question 1 on the copymaster. 

Discuss the results. 

• Pupils complete the second activity and discuss their results. They should note 

that the coin jumps the highest when the second coin is dropped on the very 

end of the ruler, (the furthest from the middle). 

• Introduce the concept of a ‘fair test’. Explain that to have accurate results on 

the table, the coin must be dropped from exactly the same height each time. 

• Pupils record what they have learnt about levers in Question 2. Ask pupils to 

share their ideas with the class. 




Answers 

1. (a) The screwdriver should have been the best. 

(b) Reasons include: length of the lever, more handle to grip, sharper end. 

Picture should include arrows to show force direction. 


(b) Answers will vary. 


• Survey the class to see which lever was the most popular. Was it the screwdriver? 

It should be because it is the longest. 

• Brainstorm which tools in the shed use levering to operate (e.g. shovels, 

hammers, screwdrivers). 

• Explore, design and make see–saws. 

Display ideas 

• Display pictures found in the magazines. Make a collage with the heading ‘Simple 

machines’. Have pupils add titles or fact cards about how some of the machines 

work or their uses. 



One of the simplest ways of lifting heavy things more easily 

is to use a lever. Levers work by increasing the pushing 

force underneath the object so a large load can be moved 

with only a small amount of effort. 

Levers 1 

Remove a lid from a tin using the following 

methods: 

• your fingers 

• a coin 

• a screwdriver 

• a teaspoon 

(a) Which method was the most 

successful? 

Levers 2 

You will need: 

• ruler 

• pencil 

• two large coins 

Which tool is best for removing lids? 

Jumping coin trick 

What to do: 

• Put the pencil underneath the middle of the 

ruler and place the coin at one end. 

• Drop the other coin from a height of about 

30 cm onto the other end of the ruler. 

• Measure how high the coin jumps. 

Levers 

(b) Why do you think this tool worked the 

best? 

Diagram (Add arrows to show direction). 

(a) Continue the experiment dropping the 

coin from the same height each time. 

Move the coin on the ruler closer to the 

middle. What happens? 


Coin 1: centimetres 

from edge of ruler 

(b) How does this experiment help to explain how levers work? 

Coin 2: height of 

jumping coin 


Materials 

Properties 

and 

characteristics 

of materials 


Stage Two 





• Compare everyday materials and objects on the basis of their 

properties and relate these properties to everyday uses of 

materials. 

• Recognise differences between solids, liquids and gases. 

• Know about the range of materials used in their area (KS1). 




First Level 




• Explore the properties of different materials and use experience 

to choose appropriate materials to solve a practical challenge 

(first). 

• Know about the features and properties of natural and made 

materials. 

• Know how properties of materials relate to their uses. 


Materials 

Solids, liquids and gases 

Grouping materials 

The tallest tower 

Materials 

Properties 

and 

characteristics 

of materials 


cloth 

colour 

gas 

glass 

liquid 

material 

metal 

natural 

paper 

plastic 

property 

shape 

solid 

synthetic 

texture 

wood 

Name: 


Materials 

Properties and characteristics of materials ~ Activity 1 

Objectives 

• identify and investigate a range 

of common materials in the 

immediate environment 

• describe and compare materials, 

noting the difference in colour, 

shape and texture 

• distinguish between raw and 

manufactured materials 



• 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, metal, 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. 

Properties of materials are those 

characteristics of materials that 

determine their suitability for specific 

applications. 



• A selection of different materials found in the immediate environment. 

Preparation 

• Distribute the materials into trays to be allocated to each group. 

The lesson 

Stimulus 

• Ask the pupils to give examples of natural and synthetic materials. Create a 

class list on the board. 

What to do 

• In pairs or individually, the pupils choose a material from the tray and complete 

the worksheet, describing its properties. 

• Come together as a class when the worksheets are complete. The pupils choose 

one material they have investigated and present a brief report to the class 

describing its properties and uses. 


Answers 



• Pupils create an information poster about one of the materials they 

investigated. 

• Pupils use the Internet to find our more about their materials and to print out 

pictures of them. 

Display ideas 

• Pupils label objects in the room, according to the material(s) it is made of, or 

by the labels ‘natural’ and ‘synthetic’. 

• Display the information posters. 




Materials 





Objective 

• recognise that materials can be 

solid, liquid or gaseous 



• Observing 








Solids, liquids and gases are all 

around us. Some substances can 

change from one state to another 

when heated or cooled. Water can 

change into all three states. 

Everything (all matter) is made up 

of tiny particles called molecules. 

Molecules are always moving. 

Whether an object is a solid, liquid or 

gas governs how much the molecules 

move around. Solids are packed 

tightly together in a definite shape 

and are usually easy to handle. Solids 

(like pencils, cars and desks) are rigid 

and hold their shape. 

Liquid molecules are close together 

but can slide past each other and 

change places. This means liquids 

can flow and change shape easily. 

They take on the shape of the 

container that holds them. 

Gas molecules are very widely 

spaced. Gases are often difficult to 

sense or see but we know they are 

there. They are usually detected 

through our sense of smell. Gas 

molecules spread out in all directions 

but can fit and even be squashed to 

fit into different shapes. 



• Bottle of perfume (or similar smelling spray), cordial, different-shaped glasses or 

containers, marbles, examples of solids (pencils, marbles, pots etc.), liquids (dishwashing 

liquid, cordial, water etc.), trapped gases (gas bottle, air in a balloon, sparkling drink 

etc.). 

Preparation 

• String or rope to form a circle for stimulus activity. 

The lesson 

Stimulus 

• Have a group of pupils (10–15) stand outside a circle of string or rope. Direct them to 

move inside the circle. If it’s not full, add more pupils. When it is tightly packed explain 

how each child is a molecule and together, tightly packed, they make a ‘solid’ with a 

definite shape (change the shape of the rope if you like). Next, have fewer pupils step 

inside the rope. This time they represent liquid molecules, which can slide past each 

other, gently bounce or move around the shape. Gas molecules will require even fewer 

pupils inside the rope. These molecules can spread out and move and bounce freely. 

They can even move outside the shape. Revise and discuss how the molecules move by 

comparing them to real solid, liquid and gas objects. 

Note: A molecule is two or more atoms bound together. Explain that molecules are the 

tiny parts that ‘make up’ solids, liquids and gases. 

What to do 

• Materials can be grouped according to whether they are a solid, liquid or gas. 

• Demonstrate by spraying perfume into the air. Get pupils to put their hand up when 

they can smell it. The perfume liquid has a smell. That smell is a gas that can spread 

throughout the room. 

• Look at the cordial. Is it liquid, solid or gas? Pour it into different containers to see how 

it takes on their shape. Hold the cordial bottle with the lid. Tip it in different positions 

and observe how the ‘shape’ of the liquid conforms to the shape of the bottle. 

• Look at the marbles. Pass them around for pupils to feel. Describe them; for example, 

hard, heavy, definite shape, can feel them, see them, can’t go through them. Marbles 

are a solid. 

• Look around the room or outside to record things under these headings. 

• Identify and circle the solids, liquids and gases in the picture using the specified colours. 

Discuss reasons for choices. (Question 2). 

• Study the items in Question 3. Record the parts of each picture that show solids, liquids 

or gas. 

• Discuss answers and revise the differences between the states of a solid, liquid or 

gas. 



Answers 

1. Solids – pencil, marble, chair. 

Liquids – tap water, cooking oil, honey. 

Gases – steam, car exhaust fumes, air we breathe, air in a balloon. 


3. (a) Solid – bottle, liquid – soft drink, gas – bubbles. 

(b) Solid – glass, sand, shell, plant. Liquid – water. Gas – bubbles in water, bubbles 

breathed out by fish. 


• Make a class chart of examples (pictures or words) of known solids, liquids and 

gases. 

• Make mosaic pictures to represent molecules of solids, liquids and gases using white 

squares and paper punch dots. (Solids tightly packed, liquids with more spaces to allow 

movement, gases – very few floating in and outside the square). 

Display ideas 

• Divide a board into three columns with headings ‘solids’, ‘liquids’, ‘gases’. The pupils 

find pictures in magazines or draw and attach them to the correct column. 

Note: Gases can be drawn attached to what is making them; e.g. a car exhaust, perfume 

bottle. 




Sort these things into the correct group and then add some examples of your own. 

pencil tap water steam cooking oil marble 

chair car exhaust fumes honey the air we breathe air in a balloon 

Solids Liquids Gases 

Look at the 

picture carefully. 

Find two examples 

of each state and 

colour the: 

solids – red 

liquids – blue 

gases – green 


Can you find a solid, liquid and gas in each of these pictures? 

solid 

solid 

liquid 

liquid 

gas 

gas 




Objective 

• group materials according to 

their properties 



• Observing 




classifying) 



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, metal, slate or 

clay. Other materials may come from 

living things; for example, wood, 

wool, cotton, leather, silk or rubber. 









determine their suitability for specific 

applications. 



• Classroom objects such as a stapler, scissors, pencil, ruler, chair, jumper, desk, 

book, newspaper, chalk, drawing pins etc. 

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. 

• 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 complete, the pupils total their tallies and fill in the graph. 

• Discuss the results and have the pupils answer the question at the bottom. 

• Lead the discussion to 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 



• The 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) it is made 

from, or by the labels ‘natural’ and ‘synthetic’. 




Which materials are the 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 it more than once if it is made from more than 

one material. 

Materials 

wood 

glass 

Classroom objects 

Total 

plastic 

cloth 

paper 

metal 

Complete the bar graph. Use 

a different colour for each 

material. 


Answer these questions by looking at your results. 

(a) Which material is the most common in the room? 

(b) Why do you think this material is the most common? 




Objective 

• investigate how materials may 

be used in construction 



• Observing 



experimenting 




• Exploring 

• Planning 

• Making 





determine their suitability for 

specific purposes. Some materials 

occur naturally and others do not. 

Natural materials may come from 

underground; for example, oil, rock, 

metal, slate or clay. Other materials 

may come from living things; for 

example, wood, wool, cotton, 

leather, silk or rubber. 









• Plastic drinking straws (30 per group of pupils); dressmaking pins (30 per 

group of pupils). 

Preparation 

• Prepare drinking straws and pins by counting them into lots of 30. Organise 

the class into small groups. 

The lesson 

Stimulus 

• In this lesson, pupils will use straws and pins to build a tower. Safety when using 

sharp objects such as pins should be emphasised. It is important that pupils be 

provided with a ‘free-play’ time to get rid of excess excitement related to the 

new materials. Pupils could be asked to make as many different shapes as they 

can. 

What to do 

• Explain the task to pupils. The task is to build the tallest free-standing tower 

using 30 drinking straws and 30 pins. 

• Explain to the class that they need to create a set of rules that each group must 

abide by. These rules may include, ‘The tower cannot be fixed to the floor’ etc. 

When the class has agreed on a set of rules, display them on the board. 

• Allow sufficient time for pupils to try various alternatives and to learn from 

their errors. 

• Have each group complete the worksheet and then present their tower to the 

class. Discuss the different difficulties encountered. 

Note: This activity provides an excellent ‘group dynamics’ opportunity. Size of 

groups should ideally be no greater than 3 – 4 pupils. 


Answers 



• Complete the same activity with fewer or more drinking straws. Does using 

twice the number of straws create a tower twice the height? 

• Devise methods to test the strength of the towers. 

• After the task has been completed, provide each pupil with a ‘group analysis’ 

sheet. The pupils can reflect on each member of the group’s contribution and 

communication skills. 


Display ideas 

• Take photos of the pupils during and at the completion of the task. The pupils 

can add their own comments. 

• Display the pupils’ constructions. Behind their constructions, attach photos of 

tall towers from around the world; e.g. the Eiffel Tower. 




Use 30 plastic drinking straws and 30 pins to build the tallest tower you can. 

Now that you have built your tower, discuss the two questions below with the 

members of your group. 

(a) • What problems did you find when you were building your tower? 

(b) • How did you solve each problem? 

Problem 1: 

Solution: 

Problem 2: 

Problem 3: 

Solution: 

How strong is your tower? 

(a) Draw the shapes you think are strong 

and helped to make your tower work. 

Solution: 

(b) Draw the shapes you think are weak 

and made your tower unstable. 


(c) Place a tick on the ‘strength scale’. 

About to 

fall over! 

Very 

strong 

0 1 2 3 4 5 


Materials 

Materials 

and change 



Northern Ireland 

– The World 

Around Us – Key 

Stages One and 

Two 

Scotland – 

Science – First 

and Second Level 

Wales – 

Knowledge and 

Understanding of 

the World – Key 

Stage Two 


• Compare everyday materials on the basis of their 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 about reversible changes, including dissolving. 

• Know how to separate solid particles of different sizes by sieving. 

• Know that some solids dissolve in water to give solutions but some do 

not. 

• Know how to separate insoluble solids from liquids by filtering. 

• Know about the effect of heating and cooling some everyday 

substances (KS1). 

• Know about changes that occur in everyday substances; for example, 

when dissolved in water or heated and cooled (KS2). 



• Explore the properties of different materials and use experience to 

choose appropriate materials to solve a practical challenge (first). 

• Compare the thermal insulating properties of materials and choose 

the most appropriate material for a particular purpose (second). 

• Take part in activities which demonstrate simple chemical reactions 

safely using everyday ‘kitchen chemicals’ (second). 

• Use knowledge of separation techniques to solve problems or 

challenges (second). 

• Know about the properties of materials relating to their uses. 

• Know how some materials are formed or produced. 


Dissolving materials 

Design a cool can holder 

Materials 

Kitchen science 

Sweet tastes 

Making sherbet 

Separating soil 

Separating mixtures 

Materials 

and change 


dissolve 

filtration 

irreversible 

liquid 

material 

mixing 

mixture 

particle 

reversible 

saliva 

separate 

solid 

solution 

temperature 

thermometer 

Name: 



Materials and change ~ 1 

Objective 

• explore the effects of heating 

and cooling on a range of 

liquids, solids and gases 



• Observing 






• Exploring 


A solution is made when something 

is dissolved in a liquid. Solids that 

dissolve are called soluble and 

solids that do not dissolve are called 

insoluble. When no more solid 

will dissolve in a liquid it is called 

a saturated solution. More solids 

dissolve in liquid if the liquid is 

warmer. The liquid part of a solution 

is called the solvent. The soluble 

solid is called the solute. 



• For each group: five jars (two-cup capacity), teaspoon, 300mL of warm water, 

products to attempt to dissolve — sand, coconut, sugar, plaster of Paris, olive 

oil — enough for one teaspoon of each for each group. 

• Cup of warm coffee, teaspoon, sugar. 

Preparation 

• This lesson should be taken outdoors or in a wet area. Organise the pupils 

into small groups. Place the equipment into trays for each group for easy 

collection. 

The lesson 

Stimulus 

• Place a teaspoon of sugar into a warm cup of coffee and take a sip. Ask the 

pupils where the sugar went. 

What to do 

• Direct pupils to prepare for the test and to complete the ‘prediction’ column. 

Ask the class if they think that warm water is better for dissolving than cold. 

• The pupils test each item individually and record the results. As a group, the 

pupils discuss the results and complete the first table. 

• Review the concepts of materials that undergo a reversible (change back) or 

irreversible (permanent) change. 

• The pupils predict which dissolved materials could become solids again and 

describe how they could do this. (Leaving in the sun for the water to evaporate, 

draining etc.). 


Answers 

1. Materials that dissolve: sugar. 

2. Materials that have a reversible change: sugar (by evaporating the water), 

coconut and sand (by filtering), olive oil (by letting it settle). 


• Pupils reverse the processes to see if their predictions were accurate. 

• Mathematics: Measure the amount of product being dissolved; measure the 

temperature; measure the time taken for the material to dissolve. Compare 

products or water temperatures. Discuss if the experiment is a fair test. 


Display ideas 

• Make a display table. Leave the labelled jars (with lids) and a completed 

copymaster mounted on coloured card. Ask the pupils to write questions about 

the experiment on card, fold them and display them so that they stand up. 

Other pupils can go to the table and try to answer the questions. For example, 

‘Did the salt dissolve the sugar?’. 




Some materials dissolve quickly in water, some take longer to dissolve and some will not 

dissolve. 

Which of these materials dissolve in water? 

Materials 

Steps 

1. Label the jars. 

2. Place one teaspoon of each product 

into a jar. 

3. Predict whether the products will 

dissolve or not. 

4. Add the warm water to the first jar 

and stir for 30 seconds. 

5. Record the results on the table. 

6. Repeat this with each of the 

products you are testing. 

7. Complete the table. 

• 5 jars 

• teaspoon 

• 300 mL warm water 

• a teaspoon each 

of sugar, coconut, 

plaster of Paris, sand 

and olive oil 


Materials 

sugar 

coconut 

Plaster of Paris 

olive oil 

sand 

Prediction 

Dissolve 

yes/no 

Describe the change 

Reversible or irreversible? 

Some materials will dissolve in water but can be changed back. This is a reversible 

change. 

(a) Predict if the dissolved materials can be changed back and describe how you 

could do this. 

(b) Choose two materials to test. Write your results on the back of this sheet. 

Materials Reversible or irreversible? How do you get the original material back? 

sugar 

coconut 

Plaster of Paris 

olive oil 

sand 




Materials and change ~ Activity 2 

Objectives 

• experiment to establish which 

materials are conductors of heat 

or insulators 

• investigate the suitability of 

different kinds of clothes for 

variations in temperature 



• Observing 






• Exploring 

• Planning 

• Making 



Temperature is the amount of heat 

in the air or how hot or cold it is – it 

is measured in degrees Celcius (ºC) 

or Fahrenheit (ºF). 

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 drink cold. 



• A variety of containers that are used to keep drinks cold. Materials that can be 

used to make a drink holder: cardboard, cottonwool, plastic, aluminium foil, 

thick paper, fabric, ice cube trays (and water) etc., thermometers for testing. 

Preparation 

• Source containers that keep drinks cold. Organise materials into trays for easy 

distribution. 

The lesson 

Stimulus 

• Ask the class what they use if they are keeping drinks cold: 

– at home 

– at the beach 

– at the park 

– camping 

– at a party etc. 

• Discuss each container and show an example of the containers to the class. 

What to do 

• Distribute the trays to each group. Revisit the ‘designing and making’ process. 

Groups will need to discuss how they are going to keep their drinks cold. 

• Groups draw and label or list their plan on the worksheet. They then list the 

materials they require. Some materials may need to be sourced depending on 

cost and availability. 

• Each group makes their own holder from their design. 

• Groups test the temperature of their drink and evaluate the holder. 

• Challenge the class to work out how long their holders keep their drinks 

cold. 


Answers 




• Pupils research what clothing is worn in colder climates. They can use the 

Internet to discover which places have below-freezing temperatures, for 

example, Canada, Alaska, Switzerland etc. Pupils could focus on one type of 

clothing such as ski wear. In groups, pupils will need to find out what materials 

are used for this type of clothing and investigate the properties of these 

materials. 

• Pupils can create an information poster showing their findings. Clothing 

catalogues and the Internet will be necessary for pupils to attach (or draw) 

pictures of the types of clothes worn. Information will be added explaining the 

properties and benefits of wearing the clothes in freezing temperatures. 

• Design and make a tea–cosy or a cover for a hot–water bottle. 

Display 

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

designing and making of the can holder. Display the photographs. The pupils 

can write text to be attached to the photograph to explain what is happening 

in the picture. 

• Display the pupil’s information posters. 




Make a can holder that keeps a drink cold. 

Our plan 

The materials we used 

Describe how you chose the materials for 

your holder. 

Our design (labelled) 

Did your group experience 

any problems completing 

your design? 




1 2 3 4 5 6 7 8 9 10 





Objective 

• investigate how 

materials may be 

changed by mixing 



• Observing 



experimenting 

• Estimating and 

measuring 


classifying) 


communicating 


• Exploring 


Dissolving happens when 

two substances, like 

salt and water, combine 

completely. When one 

substance dissolves in 

another the result is called a 

solution. A mixture is often 

in the form of a solution, 

where one substance 

(called the solute) is 

dissolved in another (called 

the solvent). 

When no more of a 

substance can be dissolved 

into a liquid, that solution 

has reached its saturation 

point. 


Safety precautions should 

be observed when dealing 

with hot water. 



• A variety of substances to dissolve (e.g. salt, sugar, coffee, custard powder, flour, honey, 

baking powder), five glass jars, five heat-proof cups, cold water, hot water (Safety: adult 

supervision needed), warm water, water jugs (for hot/cold water), separate sugar and 

salt quantities, spoons, two containers, 1 / 2 

-cup measure, bucket. 

Preparation 

• Have a kettle of boiled water ready. Allow only adults to pour the hot water into the jugs 

for the pupils to use. 

• For the hot water experiment, pour 1 / 2 

cup of hot water into each of the five cups for 

the pupils to add the substances to. 

Note: This lesson could be conducted over two lessons (one for hot water and one for 

cold water experiments). 

• Organise the pupils into groups. Prepare trays that contain the required materials for 

each group. Five substances and five teaspoons are needed for each group. 

The lesson 

Stimulus 

• Revise what the term ‘dissolving’ means. Explain the term ‘saturation point’. 

What to do 

• Provide each group with a tray of equipment to conduct experiment with cold water. 

• Pupils put one teaspoon of each substance into five separate containers/jars. 

• The pupils need to add the same amount of water to each substance ( 1 / 2 

cup). Observe 

what happens. Do any substances dissolve immediately? The pupils then stir the water. 

Which substance dissolves the quickest? The results are recorded. 

• The pupils discard the liquid and as directed prepare the equipment for the same 

experiment, but this time hot water is used. 

• Distribute polystyrene (heat-proof) cups to groups, already half filled with hot water. 

• Pupils add a teaspoon of the same substances as used with cold water, into the hot water. 

Observe. Do any dissolve straight away? Record. Stir carefully. What happens? Which 

substances dissolve the quickest? Record results. 

• Compare the differences between dissolving things in cold and hot water. Which was 

quicker to dissolve? The pupils complete Questions 1–3. 

• Remove the equipment. The pupils now use the salt, sugar and a jug of warm water. 

They spoon in a teaspoon at a time of each substance to the warm water. How much 

sugar and salt (in separate containers) can be dissolved in warm water? (The saturation 

point). Compare the groups’ results. 

• Discuss with the class if they think the experiment was a ‘fair test’. The pupils explain 

why or why not. 



Answers 



• Use the samples of dissolved kitchen substances and pour the same amount of each sample 

onto saucers. Leave the saucers on a sunny windowsill to evaporate. What happens? 

• Make ‘jelly sweets’. Make and layer different coloured jellies (let each one set before 

adding the next layer) or try making a jelly with only half the amount of water. Stir in 

chopped nuts and put in an oiled flat tray/pan to set. Cut jelly into squares. Loosen and 

lift with an egg slice. Roll sweets in a mixture of a 1 / 4 

cup cornflour and 1 / 4 

cup icing 

sugar on a plate. Eat and enjoy before they become sticky. 

Display ideas 

• Each group chooses the copymaster that is the most presentable and displays it on coloured 

card. The heading can be ‘Was this a fair test?’. Each group must think of a question, 

write it on coloured card and add it to the display. As a class, the pupils face the display 

and attempt to answer each of the questions. For example, ‘When did you decide the 

mixture had dissolved?’, ‘Did you use a heaped or flat teaspoon of the dry substances?’ 

etc. 




Complete the table. The dissolving order goes from 1 (the fastest) to 5 (the slowest). 

(a) 

Food/Powder 

Cold water 

Hot water 

Observation 

Dissolving 

Observation 

Dissolving 

order 

order 

(b) 

(c) 

(d) 

(e) 

Which substance dissolved the quickest in … 

(a) cold water 

(b) hot water 


Was there any difference between dissolving in hot and cold 

water? Explain. 

We could dissolve 

teaspoons of sugar in the warm water. 

We could dissolve 

teaspoons of salt in the warm water. 


Sweet tastes 


Objective 

• investigate how materials may 

be changed by mixing 



• Observing 






When food is chewed, it decreases 

the time necessary for dissolving. 

Sweets dissolve in saliva in the mouth 

to form a sugar solution. Solutions 

contain two parts, a solvent and 

a solute. The solvent is saliva and 

the solute is the sweet. The sweet 

(solute) dissolves by spreading evenly 

throughout the saliva (solvent). The 

sweet can dissolve even quicker when 

it is stirred and moved around by the 

tongue and by being chewed. 


When pupils are handling and 

eating food, strict hygiene 

must be observed. 

All containers and utensils 

must be cleaned. 



• Sweets such as Smarties ® or M&Ms ® (three per pupil – all the same), timers. 

Preparation 

• Organise the pupils into small groups. Send a letter home to the parents stating 

that the science lesson will involve pupils eating a small amount of sweets. Check 

which pupils are allowed to eat sweets. Pupils with diabetes will only be able 

to observe or they could bring their own ‘special’ sweets from home. 

The lesson 

Stimulus 

• Ask the pupils if they have ever eaten a piece of steak that has been cooked 

‘well-done’. Discuss the time it takes to chew it before a mouthful can be 

swallowed. 

• Ask the pupils, ‘Why do we chew food?’. Listen to and record their 

responses. 

What to do 

• Pupils place one sweet in their mouth and, without chewing or moving their 

tongue around, predict and then record the time taken to dissolve the sweet. 

(Other quiet activities can be completed during this test as it may take some 

time). 

• The second sweet is placed in their mouth. This time the pupils can move their 

tongue but they are not allowed to chew. 

• The pupils predict and then record the time it takes to dissolve the sweet. 

Do they think the sweet will dissolve quicker or slower than the first sweet? 

Why? 

• The third sweet is placed in their mouth and chewed. 

• The pupils predict and then record the time for it to dissolve. 

• Discuss and compare the results. Why are there differences in the time it took for 

each sweet to dissolve? Are there any differences between individual recordings? 

Explain why. Discuss possible reasons for results and why we should chew our 

food (see background notes). 

• Predict what would happen if different sweets were used (e.g. harder/softer 

sweets). 



Answers 



• Repeat the activities using a variety of different types of sweets (hard, soft, 

chocolate etc.). Record and discuss the differences. 

• What colours are hidden in Smarties ® ? Find this out by doing ‘The Smartie ® Test’. 

Eight lots of Smarties ® are placed into shallow bowls. Each bowl has Smarties 

of only one colour. A small amount of water is added and the Smarties ® are 

stirred with a lolly stick. Add a strip of blotting paper to each bowl, with one 

end submerged in the water. The pigments in the Smarties ® are absorbed and 

move up the blotting paper. The colours separate into one or more pigment. 

Record and discuss results. 

Display ideas 

• Display a selection of copymasters to compare and contrast the results where 

pupils used the same sweets. Graph results on a large chart to compare 

differences. 



Sweet tastes 

What are you trying to find out? 

How will you do this? What do you think will happen? 

Record your results. 

My predicted time 

Time taken 

Sweet test 1 

Sweet test 2 

Time taken 

What happened 


Dissolving order 

quickest (1) to slowest (3) 

Time taken 

Sweet test 3 

Explain why we chew our food before we 

swallow. 

List three foods that take a 

long time to chew. 




Objectives 

• investigate the characteristics of 

different materials when wet and 

dry 

• examine the changes that take 

place in materials when physical 

force is applied (mixing) 



• Observing 






• Exploring 

• Making 



When the bicarbonate of soda and 

the citric acid dissolve in our mouths 

the following reaction occurs: 

Citric acid + bicarbonate of soda 

+ water (saliva) = fizz and bubbles 

(carbon dioxide gas). This is a 

chemical reaction. 



• Paper cups (1 per pupil), bicarbonate of soda, citric acid, icing sugar, teaspoons 

or teaspoon measures, lolly sticks, ‘fizzy’ sweets (and packaging). 

Preparation 

• Have recipe sheets prepared for each group. 

• Have enough ingredients for pupils to share in small groups. 

• Have containers (e.g. plastic bowls) for children to empty cup contents if 

necessary. 

• Copy recipe onto board. 

Recipe: (Per pupil per paper cup). 

1 

/ 4 

teaspoon bicarbonate of soda 

1 

/ 2 

teaspoon citric acid 

3 teaspoons icing sugar 

The lesson 

Stimulus 

• Give each child a sweet that makes a ‘fizzy’ reaction in their mouths. Ask pupils 

to describe the taste and sensation caused by the sweet. Read any labels of 

ingredients on the pack and discuss which parts may cause this ‘tingling’. (Note: 

Be aware of pupils who may not be able to eat sugar!). 

What to do 

• Using the recipe and ingredients, each small group will make sherbet. 

• Allocate a paper cup to each pupil and organise in small groups around the 

ingredients. 

• Each pupil follows the recipe individually, placing the measured ingredients into 

his/her cup. 

• Stir ingredients with a lolly stick or spoon. 

• Pupils record how they made sherbet and describe what it tasted like, smelt 

like, looked like etc. on the copymaster. 

• Ask pupils which ingredients they think cause the ‘fizzy’ sensation. 

• Pupils eat the rest or empty the sherbet from the paper cup. 

• Experiment with the ingredients to see if they can make a better sherbet. 

• Pupils record their changes and the results. Were they better? What did they 

change? Why? What were they trying to improve? 



Answers 



Strict hygiene must be 

observed as the final 

product is eaten. 


• For a more extensive recipe for sherbet, try mixing 3 cups of icing sugar in a 

large plastic bag. Add a few drops of colour, seal the top and shake vigorously 

until the sugar is evenly coloured. Place in a large bowl. Place sweets with a 

fizzy taste into a food processor or blender and finely chop. Add to the icing 

sugar with 1 / 4 

teaspoon each of baking soda, cream of tartar and citric acid. 

Mix well until the ingredients are evenly spread. Spoon into individual bags. 

Add a licorice straw to suck up the mixture. Tie with a ribbon. Makes about 

10 parcels. Enjoy! 

Display ideas 

• Display the copymasters for the pupils to read and compare with their own 

results. 








Objective 

• explore some simple ways 

in which materials may be 

separated 



• Observing 





classifying) 



When soil is shaken in water and is 

given time to settle, the heaviest 

and largest particles will sink to the 

bottom. The smallest and lightest 

particles will stay at the top. Humus 

(dead organic matter) will float 

unless it becomes heavy enough by 

absorbing water to sink. 



• For this investigation, soil is needed that has different-sized particles, pebbles, 

plant materials and, if possible, dead or living organic matter. Also needed are 

jars with screw-top lids, water and sticky labels. 

Preparation 

• Decide how many groups there will be. Divide the soil into that many samples. 

Ensure that each sample has different-sized particles and humus. 

The lesson 

Stimulus 

• Ask the pupils how they can separate different-sized particles of soil. They 

may mention using a sieve. Explain that there is another way to separate 

particles. 

What to do 

• The day before the investigation: 

• Give each group a jar, soil and a jug of water. They add soil and water to the 

jar and tightly screw on the lid. Leave enough air so that the contents can be 

shaken. 

• Shake the contents of the jar. Add labels with the pupils’ names on. Place the 

jars somewhere where they won’t be disturbed. 

The day of the investigation: 

• Pupils carefully collect their jars and study them. Complete the copymaster. 


Answers 

• Answers will vary depending on soil. 


• Consider why plants that are over-watered die. What is missing from the soil 

in this case? 

• Place soil in plastic containers with different numbers of holes in them. Pour 

the same amount of water through each. Time the speed of the water flow. 

Record and graph the results. 

• Model valleys and gorges using soil, water and trays. 


Display ideas 

• Choose the jar that showed the different layers the clearest. Use paints, pencils 

and crayons to reproduce it on a poster. Use different types of materials, natural 

and synthetic and stick them on the poster. Label the different sections of the 

soil. Use wool or string to show which label goes with each layer of soil. 



Who are your group 

members? 


What materials did you use? 

What did you do on … 

the first day? 

the next day? 

Now your soil has had time to settle, draw what you can see. 

Label your soil using words such as 'jar', 'soil', 'rocks', 'bark' and 'water'. 


With a different-coloured pencil, write on your picture where 

the heaviest and lightest parts of the soil are. 




Objective 

• explore some simple ways 

in which materials may be 

separated 



• Observing 






• Exploring 

• Planning 

• Making 



Filtration is the process by which 

insoluble particles are removed from 

a liquid through a filter. The liquid 

that passes through a filter is the 

filtrate and the remnants left behind 

are called the residue. 

Tap-water has been filtered many 

times to remove impurities before we 

drink it. The holes in a sieve are small 

enough to stop some soil particles 

passing through, leaving the mixture 

a little clearer. The holes in the filter 

paper only let the tiniest particles 

through with the water. Passing 

the muddy liquid through the filter 

paper several times should result in 

clear water. 



• Two drinking glasses, jug, water, soil/dirt, sieve, filter papers, stirring stick or 

spoon, trays, coffee percolator, coffee (for demonstration). 

Preparation 

• Prepare trays of equipment for each group. The trays can be used to catch any 

dripping water. 

• Folded filter papers (for demonstration). 

The lesson 

Stimulus 

• Brew coffee through a filter paper. Discuss and show the pupils what is left 

behind in the filter (residue). What part do you drink (filtrate)? Try sieving the 

coffee granules. The pupils will discover that the holes are too big and they just 

fall through. How does the filter paper work? Discuss. 

• Demonstrate how filter paper can come already in cone shapes or a flat sheet 

can be made into a cone shape for filtering. 

What to do 

• The challenge for the pupils will be to make muddy water clear. 

• In their trays they have a soil mixture in a jug, stirring stick, sieve, filter papers 

and two drinking glasses. 

• In their group they are to discuss and record ideas about how to complete the 

task. 

• Have the group select one method and conduct the experiment to attempt to 

get the water clear. 

• The pupils record the process on the copymaster. 

• Could the task be achieved? Have groups demonstrate the different methods 

they used and explain why these were chosen. Which group had the clearest 

water? 

• The pupils record and evaluate their experiment and list how they could have 

improved the task. 




• Dissolve salt, sugar or coffee in a glass of water. Pour some of the liquid onto 

a saucer. Leave on a windowsill or in a warm place for a few days. What is 

left behind? The water will evaporate, leaving the original dissolved substance 

behind. Experiment with other solutions. 

Display ideas 

• Collect pictures or drawings of other types of filters used every day (e.g. clothes 

dryer, dishwasher, pool filters, water purifiers). 

• Some animals use filters to feed; for example, baleen whales. Research to find 

out how the baleen plates work. Display findings as an information poster with 

pictures and diagrams. 




Task 

To make muddy 

water clear. 

Group ideas 

(What we can do to solve the problem). 

Suggestion one 

Suggestion two 

Materials 

What did you do? 



Diagram (labelled) 

How could you improve 

your experiment? 

fantastic 

fair 

poor 

Success 

rating 



and care 

Environmental 

awareness 


Stage Two 





First Level 





• Know about ways in which living things and the environment 

need protection. 

• Know about changes in the local environment, including how 

they can affect living things (KS1). 

• Know how waste can be reduced, reused or recycled and how 

this can be beneficial (KS2). 

• Know about the need to conserve the Earth’s resources at 

home and at school and what they can do to help (first). 

• Know how humans affect the local environment. 

• Consider what waste is and what happens to local waste that 

can be recycled and that which cannot be recycled. 



Natural and built 

environment 

All about worms 

Our environment 

Conserving our resources 


and care 

Environmental 

awareness 


beach 

built 

cave 

changes 

conservation 

damage 

desert 

environment 

feature 

grassland 

lake 

mountain 

natural 

pond 

rainforest 

recycling 

renewable 

resources 

river 

valley 

woodland 

worms 

Name: 


Natural and built environment 

Environmental awareness ~ Activity 1 

Objective 

• identify positive aspects of 

natural and built environments 

through observation, discussion 

and recording 



• Observing 




classifying) 



The world has many different types 

of environments. 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. 

With increasing demands placed 

on the environment by growing 

cities, we are forced to encroach 

further and further onto the natural 

landscape, replacing natural features 

of the environment with built ones. 



• A sunny day, clip boards, paper, pencils. 

Preparation 

• Permission to take the pupils out of the school grounds. Organise adult helpers 

to accompany the class. 

The lesson 

Stimulus 

• Ask the class to name famous features of the world. For example, the Grand 

Canyon, the Eiffel Tower, Sydney Opera House, Stonehenge, Amazon rainforests, 

Mississippi River etc. 

• Using two different coloured chalks, ask the class to help you decide which 

features are natural and which are built. Circle each feature accordingly. 

What to do 

• As a class with adult helpers, walk around the local environment. Pupils identify 

natural and built features of the environment. 

• Ask the class what is their ‘favourite’ natural feature of the local environment. 

Why? The pupil’s sketch the feature (this could be a pond, park, shady area, 

beach, river etc.). 

• Continue to walk around the local environment. The pupils list built features 

of the local environment and discuss reasons why they like them (for aesthetic 

appeal or for use etc.). 

• Pupils list features and write about them. 

• Ask the class to think about the statement in Question 4. Is it reasonable that 

we could just stop encroaching on our natural resources with homes and 

buildings? Why/why not? Is there another solution? Pupils write their ideas 

on the worksheet. 


Answers 




• Pupils look through local newspapers to see if there are any plans to alter the 

local natural environment to build homes, offices or shopping centres etc. In 

groups, pupils list reasons for and against the development. 

Display ideas 

• Take photographs of natural and built features of the local environment and 

display them. 



Natural and built environment 

What natural features do you have in your local environment? Tick the ones you have. 

Write any features that are missing on the lines. 

desert river grassland 

pond beach valley 

cave 

lake 

mountain 

woodland 

Choose one natural feature from your local environment that you enjoy (to look at or to 

play in etc.). In your group, discuss the positive things about the natural feature. List 

them and sketch the natural feature. 

Positive aspect of feature 

Natural feature: 

Walk around and observe your local environment. List some of the built features. 

In your group, think of one positive aspect about each. Write about it. 

Built feature 

Positive aspect 


‘We must stop replacing our natural resources with offices, shopping centres and homes!’ 

Do you agree or disagree? Agree Disagree Give your reasons below. 




Objective 

• identify the interrelationship 

of the living and non-living 

elements of local and other 

environments 



• Observing 




A worm has a concentration of 

sensory cells around its front end. 

Though it has no eyes a worm 

possesses light-sensitive cells and 

can ‘sense’ light. You can tell the 

front end of a worm by a swollen 

band near that end. 

The worm’s body has about 100 body 

segments. As it slides forward, it uses 

contracting waves of thickening and 

thinning. Bristles push against the 

ground with each contraction and 

help the animal move. 

Worms are nature’s recyclers. They 

break down organic matter, such as 

dead plants and animals, and create 

nutrients that make the soil fertile. 

This rich soil promotes the growth 

of healthy seedlings and the cycle 

begins again! 



• For each pupil (or pair): a jar with moist potting mix in it, a live worm, hand 

lens. 

Preparation 

• Have the jars separate from the worms. The worms need to be kept moist and 

away from the jars for now. When the pupils put them in the jars, the worms 

will quickly dig into the soil. 

The lesson 

Stimulus 

• Pick up a worm and show the pupils that they are harmless. 

• Read ‘How to Eat Fried Worms’ by Thomas Rockwell. 

Visit http://www.mce.k12tn.net/reading/fried_worms_unit.htm (This website 

has many activities based on the book). 

What to do 

• Encourage the pupils to touch and pick up the worms gently. 

• Discuss the following points regarding the use of worms in the soil and the 

structure of the worm. 

(i) They put air in the soil by tunnelling. This helps water soak in and makes 

space for the plants to grow. 

(ii) They digest waste plant material in the soil and their castings are very 

nutritious for plants. 

(iii) By using up the waste plant material they keep the topsoil clean from 

mould and fungus, which can kill plants. 

• Pupils study the worm with the hand lens. Refer to the background information 

and explain to the pupils how they can tell the different ends of a worm, how 

a worm sees and how it moves. 

• Discuss answers to the questions about the worms before the pupils write 

them. 

• Discuss rainforests with the class. Create a ‘mind map’ on the board using the 

pupils pre-existing knowledge. Discuss what can be found on the floor of a 

rainforest (such as worms). 

• Pupils research rainforests and create an information poster for display. 



Answers 



• Set up jars of coloured soil in separate layers and add some worms. This shows 

the process of worms mixing up the soil. 

• Create a worm farm and start a worm farm diary with all major events 

noted. 


Ensure pupils wash their 

hands with soap and water 

after handling worms. 

Display ideas 

• Display the rainforest information posters. 




Study your worm with the hand lens. Draw your worm here. 

Describe how your worm feels. 

How does a worm see? 

Put the worm in the jar of dirt and describe how it moves. Can you see the 

bristles that help it move? 

Worms are very useful. Describe one way they can help the environment. 


Researching rainforests 

In a rainforest, the rainfall is very high with tropical, humid conditions. Use the 

library and the Internet to find out more about the floor of a rainforest. 

• What plants and animals can be found there? 

• What occurs there? 

Create an information poster about the floor of a rainforest. Include pictures and 

labelled diagrams. 




Objective 

• recognise how the actions of 

people may impact on the 

environment 



• Observing 






Some changes to the environment 

benefit it, other changes benefit the 

people who live in that environment. 

Many human-made changes have 

a great influence on the natural 

environment. Unfortunately, these 

influences usually have a negative 

impact. 

Today we are very aware that the way 

we live can damage the environment. 

We are now more educated about 

environmentally friendly ways to 

live than ever before. To try to 

repair some of the damage we have 

created, we now recycle rubbish, use 

aerosol cans less frequently and try 

to car pool or ride bicycles to work 

and school. Hopefully, these small 

steps will start to rectify some of the 

negative impacts that humans have 

had on the natural environment in 

the past. 



• A3 paper, coloured pencils, pictures, charts or books showing damage to the 

environment (e.g. erosion, deforestation). 

Preparation 

• Organise the pupils into pairs or small groups for the second part of the 

activity. 

The lesson 

Stimulus 

• Write the word ‘environment’ on the board. Brainstorm words and images 

about the environment until the board is full. As a class, create a definition of 

‘the environment’. (Environment – The physical conditions of a place such as 

weather, water, vegetation and surrounding influences). 

What to do 

• Discuss what makes up the environment. Explain that it is not just people, 

plants and animals but also the air, the ground we stand on and the places we 

live and work. Pupils complete Question 1 on the copymaster. 

• In pairs or small groups, pupils discuss and write examples of each of the four 

influences on the environment. If they find it difficult to write the positive 

effect of people on the environment, remind them that we are now trying to 

fix our damage. 

• Pupils share the results of Question 2 with the class. 

• Focus on the positive effects of people on the environment. Make a list of ways 

we are now trying to rectify the damage we have caused. Obviously some 

damage is irreparable, such as land that has been cleared to build cities and 

homes. 

• Pupils work together to create posters that remind us of ways we can help to 

conserve the environment. 


Answers 


2. (a) Possible answers 

• rain: good effect – animals/plants will flourish, soil will hold together 

and not be blown away, bad effect – flooding, destroy crops and soil. 

• logging: good effect – we have furniture to sit on, paper to write on and 

houses to live in, bad effect – forests destroyed, land cleared and soil in 

bad condition. 

• fire: good effect – germinate seeds providing food for animals and plants 

to flourish, bad effect – destroys plants and animals, destroys their homes 

and our homes. 

• people: good effect – in the last twenty years, we have begun to 

consider the consequences of our actions. We now recycle, use less 

chlorofluorocarbons, car pool, conserve environments to prevent animal 

extinction and much more, bad effect – pollution, logging, mining, 

greenhouse effect, land-clearing, overpopulation, extinction of animals. 



• Pupils choose one way of conserving the environment to research. They use 

books and the Internet to find information and present it as a poster. 

• Pupils spend a weekend at home making records of things they can do to be 

environmentally friendly. These can include saving electricity by turning lights 

off, not using aerosol cans, saving water and recycling rubbish. 

• Pupils research National Parks and the reason we have them. 

Display ideas 

• Display pupil posters. 




The environment is everything around us. 

Draw pictures or write keywords about the things that represent your environment. 

The environment is … 

people animals and plants the air we breathe 

the water we drink and 

play in 

the buildings we live and 

work in 

the countryside 

In your group, look at each of the pictures. 

Write an example of a good and bad way that they affect the environment. 

Good effect 


Bad effect 

Design a poster that shows ways we can help to repair some of the damage to the 

environment; for example, by recycling, conserving water and energy and by riding our 

bikes to school. 




Objectives 

• become aware of the 

importance of the 

Earth’s renewable 

and non-renewable 

resources. 

• come to appreciate 

the need to conserve 

resources 



• Observing 


• Recording 

• Communicating 

• Analysing and 

interpreting 


Conservation is about 

looking after something 

that you value. We value 

our survival and so we must 

conserve our environment to 

ensure that it can continue to 

sustain life. Today there are 

many conservation efforts 

occurring all over the world. 

Groups such as Greenpeace 

and the World Wildlife Fund 

keep a watchful eye over the 

environment to make sure 

that environmental rules and 

laws are being followed. 

Millions of pounds are spent 

on ways to clean up our 

environment. We can help 

to minimise further damage 

by curbing our everyday 

behaviours that cause it. In 

most communities, there 

are groups that plant trees 

and clean up the coast. 

These people are important 

because they keep the 

community aware of its 

responsibility to conserve 

by being seen regularly 

performing worthwhile tasks. 

Humans must be conscious 

of their everyday behaviours 

and educate others around 

them. 



• Poster paper, chart-making materials, 2 nectarines, knife. 

Preparation 

• Organise pupils into pairs or small groups. Cut one nectarine in half but do not pull apart. 

The lesson 

Stimulus 

• Write the word ‘conservation’ on the board. Ask the class to offer ideas, examples and explanations of 

what they believe this word to mean. Show the class the cut nectarine (still intact). Explain how this 

is a good and fair representation of the Earth. Twist and pull it apart to reveal how the skin is like the 

thickness of the Earth’s crust, the flesh is like the mantle and the seed is like the core. 

Ask the class to make predictions for the following questions. 

(Use a nectarine to represent the earth. Cut away sections as directed). 

1. How much of the Earth’s surface is covered with water? (Cut away 70% of the flesh). 

2. How much of the Earth’s land surface is habitable? (Cut away 33% of what is left). 

3. How much of the Earth’s surface has a climate suitable for growing food? (Cut away 33% of 

what is left). 

What is left is the part of the Earth that all the animals, including humans, live on and must share. 

Discuss responses to demonstration. Why is there a need to conserve our resources? 

What to do 

• Read the top paragraph of the copymaster together. Ensure that the pupils understand that conservation 

means protecting our resources. 

• Discuss what is meant by ‘renewable’ and ‘non–renewable’ resources. Renewable resources are generally 

living resources that can renew (restock) themselves at about the same rate that they are extracted, 

e.g. fish, cattle, trees. Non–renewable resources cannot renew themselves, e.g. oil, coal, diamonds. 

On the board, list examples of ‘renewable’ and ‘non–renewable’ resources. 

• In small groups or pairs, the pupils read each scenario in Question 2. They discuss what they would 

do next to help minimise the damage to the natural environment. 

• When each group has finished, all of the pupils are to contribute their ideas to the class. Discuss which 

of these activities the pupils are doing already. 

• In Question 3, the pupils think of environmentally friendly behaviours in the home. Once again, bring 

the class together. Pupils read out their behaviours and a list of these activities can be compiled and 

displayed as a reminder of ways to be environmentally friendly. 

• Each pupil can choose one way or a number of ways that the whole school can help to minimise damage 

to the natural environment while at school. A poster is designed and coloured to be displayed in the 

school grounds. 


Answers 

1. Renewable – sheep, forest, cereal. Non–renewable – diamond, oil. 

2. (Possible answers) 

(a) Sarah can turn off the tap while she is brushing her teeth. 

(b) Simon can tell his mum to take the plastic shopping bags to the supermarket to use again; or to 

buy big calico bags that can be used for shopping over and over again. 

(c) Nicola, Brad and Sally can car pool. 

(d) Mrs Thompson can use the food scraps from her shopping to create compost. This will improve 

the condition of her soil and she will be able to make things grow in her garden. 




• Pupils research the amount of rubbish thrown away in the school each day or each week. Is there a 

recycling programme in place. Is it effective? Can one be started? 

• Research some of the ways that the local council and government police energy and water use in the 

community. 

• Look through the current newspaper to search for articles about the environment. Cut them out and 

create a ‘clippings board’ that can be added to throughout this unit. 

• Find out which environmental groups are in the local community. What are they trying to conserve? 

How often do they meet? 

Display ideas 

• Pupils draw posters that show some people doing environmentally friendly things and others that 

are damaging the environment. Other pupils have to detect which people are which and define the 

activities they are doing. 

• Display posters of different organisations such as Greenpeace and the World Wildlife Fund. 




Conservation is the careful use and protection of our natural resources. Our 

environment is our most valuable resource as it holds the key to our survival. 

Some things can reproduce naturally in a short length of time. These are known 

as renewable reources. Non-renewable resources are those that we must 

conserve. 

Put a tick next to the pictures of renewable resources and a cross next 

to those that are non-renewable. 

Read each of the activities below. Discuss with your partner what you would do next to 

help minimise the damage to the natural environment. Record your ideas below. 

(a) When Sarah brushes her teeth, she keeps the 

tap running and watches herself brushing in 

the mirror. 

(b) Simon was about to go shopping with his 

mum. He noticed there was a big container of 

plastic shopping bags in the kitchen already. 

(c) Nicola, Brad and Sally work together in an 

office and live quite close to each other. Sally 

catches the bus to work, Brad drives his 

4WD wagon and Nicola drives to work in her 

hatchback. 


(d) Mrs Thompson hates gardening because she 

says nothing she plants will grow. She does 

love to cook though. Mrs Thompson throws 

all of the plastic wrappings and food scraps 

in the bin. 

What could you and your family do at home to help conserve the environment? 



and care 

Science 

and the 

environment 


Stage Two 



Stage One 













• Research a major environmental or sustainability issue of global 

importance (second). 




Changes to the local 

environment 

Good or bad? 


and care 

Science 

and the 

environment 


condition 

conservation 

crops 

environment 

farming 

machines 

modernisation 

nature 

science 

soil 

Name: 


Changes to the local environment 

Science and the environment ~ Activity 1 

Objectives 

• begin to explore and appreciate 

the applications of science and 

technology in familiar contexts 

• identify some ways in which 

science and technology 

contributes positively to society 



• Observing 





• Exploring 


Clearing the land has caused a 

number of problems. When trees 

and plants are cleared for farming, 

the soil begins to erode from wind 

and rain. Plants help to keep the 

soil in good condition with their 

roots, allowing oxygen to move 

through the soil. The roots of the 

trees and plants help to keep the 

soil together and prevent it from 

being blown away. 

Because of land-clearing and 

destructive farming methods, the 

Earth now has large areas of soil that 

are useless to the environment. 

Some farmers cause problems for 

soil conservation by overgrazing 

their land. This occurs when too 

many animals graze on too small 

an area of land. All of the grass and 

shrubs are eaten, leaving the soil 

loose and easily blown away by wind 

or carried away by water. 



• Pictures of farming equipment used at the turn of the century and the machines 

used today. An area of the school grounds where the soil is in poor condition. 

Preparation 

• Walk around the school and find areas in the school grounds where the soil 

appears to be in poor condition. These areas may be where pupils walk or play, 

or near a tap or water fountain. 

The lesson 

Stimulus 

• Show the pupils a loaf of bread. Ask them where it comes from. Talk to them 

about wheat and the process of farming it. This includes ploughing, seeding, 

fertilizing and finally harvesting. Explain that to grow crops such as wheat, the 

condition of the soil must be good. Ask the class what might make the soil poor. 

Make a list. 

What to do 

• Read the passage about farming. Show the pupils the pictures and photographs of 

the farming machinery. Compare them. Ask the pupils what the main differences 

would be when using them. Talk about time and how important it is during 

harvest for the crops to be collected before it rains. (This is due to the wheat 

swelling and barley becoming stained). 

• Pupils compete Question 1(a) of the copymaster; 1(b) may need pair, group or 

class discussions to be completed. Discuss overgrazing with the pupils as another 

cause of soil degradation. 

• Explain to the pupils that they are going to be studying an area in the school 

grounds where the soil is in poor condition. 

• Walk around the grounds and find an area or areas that the pupils can study in 

small groups. Pupils complete Question 2 of the copymaster. 

• Posters are designed and displayed to make the school aware of the degraded 

soil. Each week, the soil can be checked by pupils, who report back to the 

class on its condition. Through the effort of the class, the areas should start 

improving. 



Answers 


(b) Plant trees and native vegetation to improve the quality of the soil. Make sure 

they don’t overgraze the land by moving the sheep or cows from paddock 

to paddock and limiting stock numbers. 



• Study other areas in the school grounds with soil degradation. Have different 

groups looking after the areas. Make weekly reports on any changes. Compare 

each site and discuss the cause and possible solution to the damage. 

• Research the farming methods at the turn of the century. Present the information 

as a poster with facts, diagrams and a time line. 

Display ideas 

• Display the pictures and photographs of past and present farming machinery 

with explanations of the difference and the progression. 

• Display the posters. 



Changes to the local environment 

At the beginning of the twentieth century, farming 

changed. Ploughs that were once pulled by horses were 

attached to tractors. Harvesting machines were used 

to collect crops much faster than 

ever before. This modernisation 

of farming meant that things were 

done very quickly and, as a result, 

the amount of land used for crops 

and grazing increased. To prevent 

the machines from having to slow 

(a) 

(b) 

Explain in your own words, why the land used by farmers changed during the last 

century. 

How could farmers improve the condition of the soil? Write two suggestions. 

• 

• 

Soil profile 

(a) 

What: 

Farming 

down, trees and native plants were removed from the land. 

This left the soil with very little to hold it together and the 

wind blew a lot of it away. In winter, the rain washed 

the soil from the land. This loss of 

topsoil left the land in poor condition 

and sometimes useless for growing 

crops. In many countries today, 

over half of the topsoil has been lost 

due to poor farming methods. 

Take a walk around the school grounds. Find an area where the 

soil looks like it is in poor condition. Complete the soil profile. 

The problem 


The cause 

Where: 

The solution 

(b) Design a poster that tells the school about 

the area in trouble. Add suggestions to 

help conserve it. For example: 

• walk around the area 

• turn off the taps 

• play on the grass not by the tree 


Good or bad? 


Objective 

• recognise and investigate 

human activities which have 

positive or adverse effects on 

local and wider environments 



• Observing 







Our environment is constantly 

changing. There are natural changes 

such as a river gouging out a wider 

riverbank over time. There are 

also human-made changes. These 

changes usually involve creating 

something that the ever-increasing 

population needs or wants. 

Unfortunately, many things that 

people do cause changes that affect 

the environment in a harmful way. For 

example, rubbish disposal, farming, 

land-clearing, logging, mining and 

damming all have the propensity to 

cause great environmental change. 



• Video displaying a human-made environmental change (for example, logging, 

damming, mining etc.) and people who are protesting against the change. 

Preparation 

• Organise the pupils into groups of four. If possible, create groups with a mixed 

range of speaking abilities. The pupils will be performing short pieces in front 

of the class. 

The lesson 

Stimulus 

• Watch a video that shows people protesting about a change to the environment. 

This could include sections of the news or a documentary. Discuss with the class 

the impact of the change on the environment. Discuss who the protesting people 

might be. If possible, find a video where a representative from the protesters 

and the organisation that is making the change are explaining their actions. 

What to do 

• Discuss and list the main changes that have occurred to the local 

environment. 

• Discuss each change briefly. Pupils complete Question 1 on the copymaster. Next 

to each change, the pupils write ‘N’ for a change that has occurred naturally 

and ‘H’ for a human-made change. 

• In small groups, the pupils categorise the changes that have been an improvement 

to the environment and those that have damaged the environment. The faces 

next to their descriptions are completed with either a sad look or a happy 

smile. 

• As a group, the pupils choose one change. They complete Question 2 on the 

copymaster by considering the opinions of the four people pictured on the 

copymaster. 

• Roles are chosen and short scripts written and performed to the class. 


Answers 





• Research human-made changes that have occurred in the local environment 

that may have caused unrest in the community. Present information about the 

changes as a newspaper article. 

• Consider natural changes that have occurred in the local environment. Create 

a poster that explains the reason why these changes occurred. Include pictures 

and diagrams with labels. 

Display ideas 

• Display information about changes that have occurred in the local environment 

over the last 50 years. Visit the areas with the most changes (natural and 

human-made) and take photographs as they look now. Place the ‘past’ and 

‘present’ pictures next to each other and explain the change. 



Good or bad? 

Choose five changes that have occurred in your local environment over the last 50 

years. Describe them below and complete the table. 

Change to the local environment 

natural 'N' or Good change or 

human-made 'H' bad change 

(a) Choose one change and describe it in the box below. 

(b) In your group, discuss what you think each person would say about the change. 

Write his or her comments in the speech bubbles. 

town mayor 


Change 

environmentalist 

shop owner 

longest town resident 

(c) Write a short script and perform it to the class. 



and care 

Caring 

for the 

environment 


Stage Two 











• Know how waste can be reduced, reused or recycled and how 

this can be beneficial (KS2). 




• Research a major environmental or sustainability issue of global 

importance (second). 





• Consider what waste is and what happens to local waste that 

can be recycled and that which cannot be recycled. 


Improving the environment 

Endangered species 

change 

endangered 

environment 

extinct 

food chain 


and care 

Caring 

for the 

environment 


foreign 

habitat 

recycling 

responsibility 

rubbish 

species 

Name: 



Caring for the environment ~ Activity 1 

Objective 

• examine a number of ways in 

which the local environment 

could be improved or 

enhanced 



• Observing 






These are the sorts of materials 

now being recycled: 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 for different 

types of waste, e.g. paper, glass, 

tins, garden waste, clothing and 

other ‘general’ rubbish. 

Recycling and anti-litter campaigns 

are ways that the environment can 

be improved. 



• 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 etc. 

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 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 Question 2 by describing their chosen recyclable material 

and describing how it can be recycled. 

• Ask the class to think about the school grounds. What areas could be 

improved? 

Make a list on the board. Talk to the class about what would need to happen so 

that these areas could be improved. For example, area needs to be recognised 

as needing improvement or enhancement, a plan set in place and the funding 

organised. Workers are needed to improve the area. 

• In groups, pupils consider an area in a local environment that needs improving. 

Pupils complete Question 3 on the worksheet. 

• Bring the class together. Groups report on the area they chose and discuss how 

they felt it could be improved. 


Answers 

1. To recycle means to use again or make into something different. 

2. Teacher check. 




• Make a class display of the recyclable materials. 

• Have pupils present an oral report on recycling to another class, using the 

worksheet as stimulus. 

• Write to the local council to find out what areas the local council are currently 

improving or have future plants to be improve. Keep records and check these 

areas at the end of each term. Are they improved by the end of the year. Why/ 

why not? 

Display ideas 

• Pupils create a collage of cutouts, grouping into recyclable and not recyclable. 




What does recycling mean? 

Choose one of these things and explain how it can be recycled. 

banana skin soft-drink can newspaper 

(a) In your group, think about and discuss your local environment. How could it be 

improved? Write some suggestions below. 

(b) Choose one area in your local environment. How would you improve it? 

(c) Who would need to be involved to 

make this change? 





Objectives 

• identify and discuss a 

local, national or global 

environmental issue 

• realise that there is a personal 

and community responsibility 

for taking care of the 

environment 



• Observing 





communicating 


The loss of a species has an 

effect throughout an ecosystem. 

Every species contributes to the 

balance of nature. It makes sense 

to protect a species before its 

numbers decline too far. 

For ecosystems to remain healthy, 

it is vital to conserve the plant 

and animal species which support 

each ecosystem. 

There are two main reasons 

an animal or plant species can 

become endangered. 

1. Loss of habitat. A species’ 

environment can change for 

a variety of reasons: 

– climate change 

– people 

– natural events such as 

earthquakes, cyclones and 

fires. 

2. Introduction of a foreign 

species. Foreign or feral 

species are plants and animals 

introduced to an environment 

by people. These introduced 

species compete with native 

species and are placing many 

native plants and animals at 

risk of extinction. 



• Books, charts and articles on extinct and endangered species, Internet-access 

to research topic. 

Preparation 

• Organise access to the Internet. Organise pupils into pairs. 

The lesson 

Stimulus 

• Collect newspaper articles or perform an Internet search on endangered 

species. Discuss issues of endangered species within the local and wider 

environments. 

• Make a whiteboard list of animals worldwide that are now extinct or endangered. 

Discuss possible reasons for the situations of these animals. 

What to do 

• Ensure pupils have an understanding of a food chain. Discuss the food chain in 

Question 1. Pupils record their thoughts on the worksheet. 

• In groups, pupils discuss the two main reasons that animals and plants species 

become extinct. They record their thoughts on the worksheet. 

• Pose the question stated in Question 3 to the class. Ask for volunteers to share 

their thoughts. 

• Individually or in pairs, the pupils choose and research an endangered species. 

Access to information is required. Pupils will need to access the Internet. Book 

mark a number of relevant sites to make searching more efficient. Remind 

pupils how to take notes and write in their own words. 

• Pupils plan their research on a separate sheet of paper. The pupils record the 

information in their own words and add pictures or sketches of the animal. 

• Have pupils read the text, highlighting words or phrases that require further 

explanation. Discuss the text and clarify meaning where required. 

• Pupils create polished posters. 


Answers 

1. (a) It would need to look for a different source of food. If this isn’t possible, 

it may die out. 

(b) The bird and the caterpillar would need an alternative food source. 

2. Teacher check. Refer to background information. 


4. Teacher check. 



• Complete a news survey to identify current issues relating to endangered species 

or species at risk. 

• Research an endangered or extinct species and present a report to the class 

and for display. 

• Contact the local zoo. Do they have any campaigns to help support endangered 

species. How could the school become involved in this campaign? Pupils could 

organise fund-raising activities to help support an endangered species. 

Display ideas 

• Collect or draw pictures of endangered or extinct species. Place them around 

a world map where they are or were once found. Label with brief descriptions 

of the animals and reasons why they are endangered or extinct. 




Extinct and endangered species of plants and animals are a major issue in the world today. 

People have finally realised that all animal and plant species are important to the world. This 

can be shown by using a simple food chain. 

(a) If the caterpillar in this food chain became extinct, what would happen to the bird? 

(b) If the plant species in this food chain became extinct, why would the effect be even 

greater? 

How does a species become endangered? 

There are two main reasons an animal or plant species becomes endangered. In your 

group, discuss the effects of each of the following. Record your ideas below. 

Loss of habitat: Introduction of foreign species: 


Why do you think the extinction of a humpback whale would draw more attention than 

the extinction of a native grass? 

Choose one endangered species to create an information poster about. Include: 

• Description and picture of plant or animal. 

• Describe its habitat. Where is it found in the world? 

• Why has the species become endangered? 

• Is anything being done to increase numbers of the species? 

My species is: 


A whirligig 

Forces ~ Activity 1 (Template) 

Forces ~ Activity 1 (Template) 

See activities on page 84 – 85. 

What to do 

• Pupils trace around the whirligig 

template onto card. 

• Pupils carefully cut around the 

shape so the edges are smooth. 

• Pupils colour the whirligig brightly 

and add their names. 

• Pupils predict what they think 

will happen when the whirligig is 

thrown. 

• Teacher demonstrates how to hold 

and throw the whirligig for pupils, 

by holding one blade vertically and 

flicking it forward and upward. 

• Pupils will need to practise to get the 

correct amount of thrust to make the 

whirligig circle and come back like a 

boomerang. (Pupils will need a large 

area to practise—preferably indoors 

without wind). 

• Pupils record what they have found 

out about their whirligig. 

• Pupils try throwing the whirligig 

horizontally. What happens? 

• What could be changed to make it 

better? Pupils to experiment and 

record results. 

• Talk about the performances of the 

whirligigs. 

• Discover who can throw and catch 

their whirligig. Give each throwing 

technique a rating.

PR-0553UK Primary Science - Book 3

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