PR-6171IRE Science A STEM Approach - 1st Class

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Lesson 1 Earth and the Environment IN THE SKY AND ON THE LAND Teacher Notes Science Inquiry Focus: What changes do we see in the sky and in the landscape during the day and at night-time? Skills Development/Working Scientifically: • Questioning and predicting • Analysing Science Learning Outcomes: • Pupils predict changes in the sky and landscape from day to night and over a longer period of time. • Pupils develop questions about the changing sky and landscape. Technology/Engineering/Mathematics Links: • Using a QR code reader to access information. • Describing durations of time in days, months and years. Background Information • Landscape can be defined simply as ‘a view or prospect of natural scenery, or that part of an area that can be viewed at one time from one place’. This can include natural features like trees and man-made features such as a park bench. • Day generally conjures up images of the sun, blue sky, clouds, rainbows and other visible features. • Night generally conjures up images of the moon, stars and black sky. • Common misconceptions include that the clouds are only visible in the day and the moon is only visible at night. Assessment Focus: • Use the T-chart and page 136 as a diagnostic assessment to establish prior knowledge. Resources • Day and night bottles (image at ). Use coloured water, silver pompoms (clouds), glitter (stars) and a permanent black marker pen to label the bottles. • Image of landscape in day linked to QR code on page 136 • Sufficient copies of page 136 for pupils Viewing sample 134 Science: A STEM APPROACH 1st CLASS 978-1-912760-15-2 Prim-Ed Publishing – www.prim-ed.com
Earth and the Environment IN THE SKY AND ON THE LAND Lesson 1 Lesson Plan Note: This lesson is to establish pupils’ prior knowledge, so it is important to not correct them at this stage. Introduction: 1. Before the lesson, prepare the sensory bottles representing ‘day’ and ‘night’. (Refer to ‘Resources’.) 2. Shake up the bottles and ask pupils what they think the bottles are supposed to represent (day and night). Use a black marker pen to label each bottle. Development: 3. Individually, pupils draw a picture on a sticky note, one that represents day and one that represents night. Draw a T-chart on a large piece of paper, with columns labelled ‘day’ and ‘night’, for pupils to glue their pictures in the appropriate columns. Pupils view the drawings and discuss What does the sky look like in the day? What does the sky look like at night-time? What changes from day to night? (This can be used to start your working wall on this unit of work). 4. What other things can you see in the sky or on the land that change over time? Display an image of a park scene, with the sun shining and trees and a bench in the landscape such as the one shown at . In pairs, pupils discuss and answer questions about changes that might occur in the sky and on the land, using the table on page 136. Pupils can access the image by scanning the QR code on the page. 5. In the space provided in the table, pupils think of one question they want answered about the changes in the sky or on the land. Differentiation • Mixed ability pairings will allow both pupils to discuss ideas and ensure that page 136 can be completed by both pupils. • Guided group work with an adult leading a discussion and supporting individual pupils to complete page 136. • Challenge pupils to think of other objects they can see in the sky or on the land and predict how they might change over time. They can record their predictions on the back of page 136 or in their science books. Reflection: 6. In round robin style, pupils share the question they want answered and check if anyone knows the answer and can share with the class. Viewing sample Prim-Ed Publishing – www.prim-ed.com 978-1-912760-15-2 1st Science: 135 CLASS A STEM APPROACH
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Foreword Science: A STEM Approach (
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PR-6171IRE Science A STEM Approach - 1st Class

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