PR-6171IRE Science A STEM Approach - 1st Class
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Unit Description<br />
Lessons<br />
The lessons are based on scientific knowledge and skills and provide a wide range of opportunities<br />
for pupils to work scientifically. The lessons contain a page of teacher notes, outlining the inquiry<br />
questions, science strands and any links to technology and mathematics concepts followed by a<br />
suggested lesson plan. Any resource sheets required for the lesson follow on.<br />
Lesson 1<br />
Teacher Notes<br />
<strong>Science</strong> Inquiry Focus:<br />
Where are living things found and what external features do<br />
they have to help them survive?<br />
Skills Development/Working Scientifically:<br />
• Questioning and predicting<br />
• Analysing<br />
<strong>Science</strong> Learning Outcome:<br />
• Ask questions about the needs of living things, the<br />
features of living things and where they live.<br />
Technology/Engineering/Mathematics Links:<br />
• Using an interactive game to sort living and non-living<br />
things.<br />
• Using a digital mind map tool to present class questions.<br />
• Using a digital timer to create awareness of minutes and<br />
seconds.<br />
Background Information<br />
• A living thing is either a plant or an animal. Living<br />
things are sometimes easily visible (dog) and at other<br />
times it is hard to tell (seed).<br />
• All living things are made up of one or more cells<br />
and exhibit the seven main life functions of: growth,<br />
movement, reproduction, sensitivity, respiration,<br />
elimination and nutrition. Pupils at this age generally<br />
need to know the more simple characteristics of growth<br />
and change, reproduction, breathing and eating.<br />
• Living things make a home in various environments,<br />
called their habitat. Plants and animals are specific to<br />
their environments because they are best suited for<br />
survival in those conditions.<br />
• The basic needs of living things include air, water and<br />
food. Animals’ needs also include shelter. Different<br />
animals have different needs.<br />
4 <strong>Science</strong>: <strong>1st</strong><br />
A <strong>STEM</strong> AP<strong>PR</strong>OACH CLASS<br />
Assessment<br />
Living Things<br />
CREATURE FEATURES IN DIFFERENT PLACES<br />
Assessment Focus:<br />
• Use the six posters as a diagnostic<br />
assessment to gauge the pupils<br />
level of understanding regarding<br />
the six questions posed about<br />
living things, their external features<br />
and how they meet their needs<br />
where they live.<br />
Resources<br />
• Living or Not game <br />
• Discussion cards from page 6<br />
• A3 paper<br />
• Online timer <br />
• Online mind map <br />
Note: Teachers may wish to<br />
familiarise themselves with how<br />
to use the online mind map<br />
prior to the lesson. Simply type<br />
text into the blue box, then click<br />
‘insert child node’ from the menu<br />
bar at the top and add text. For<br />
additional text you need to add,<br />
click back on the centre text box<br />
and ‘insert child node’ again.<br />
978-1-912760-15-2 Prim-Ed Publishing – www.prim-ed.com<br />
Living Things<br />
CREATURE FEATURES IN DIFFERENT PLACES<br />
Lesson Plan<br />
Teacher Notes Lesson Plan Resource Sheets<br />
A teacher page is provided outlining the assessment indicators and answers for the following<br />
assessment pages. The assessment pages cover the science knowledge explored in the previous<br />
pages.<br />
Assessment<br />
Teacher Notes<br />
Living Things<br />
CREATURE FEATURES IN DIFFERENT PLACES<br />
<strong>Science</strong> Learning Concepts<br />
• Observe, identify and explore a variety of living things from local and wider environments.<br />
• Recognise and describe the parts of some living things.<br />
• Appreciate that living things have essential needs for growth.<br />
Indicators<br />
• Draws an animal and depicts the features of its home.<br />
• Identifies and labels the external features of an animal and describes what the body parts do.<br />
• Draws a plant and labels the common features.<br />
• Draws a plant that lives in the desert or rainforest.<br />
• Describes the difference between a common garden plant and one that lives in the desert or<br />
rainforest by referring to the leaf size.<br />
Answers<br />
Pages 45–46<br />
1.–3. Teacher check—Pupils should choose an animal explored in previous lessons, including a fish,<br />
shark, sea turtle, rabbit or insect.<br />
4.–5.<br />
seeds<br />
flower<br />
petal<br />
fruit<br />
roots<br />
stem<br />
leaf<br />
6. Teacher check—Pupils should draw either a cactus or large-leafed plant.<br />
7. Teacher check—The difference between a common garden plant and either a desert or<br />
rainforest plant is the leaf size. This is because of the different amount of sunlight in each<br />
environment.<br />
Lesson 1<br />
Introduction:<br />
1. Recall what living things are by conducting an interactive sorting activity of Living or Not . Discuss any things pupils are unsure about. How do you know something is<br />
living? Ensure pupils have a correct understanding that a living thing is a plant or an animal. (The<br />
sorting activity can be printed and used as the basis for the creation of a working wall.)<br />
Development:<br />
2. Pupils form six groups and discuss the discussion card at each station. Encourage pupils to draw or<br />
write their responses on A3 paper that has a discussion card stuck in the centre. Allow pupils five<br />
minutes at each station. Display an online countdown timer to ensure pupils stay on task . Pupils then rotate to the next discussion card station and<br />
must read/look at the previous group’s responses before adding their own. They cannot write or<br />
draw the same response. Allow one minute on the timer for reading time, then start the five-minute<br />
timer. Continue until groups return to their original station.<br />
Note: This lesson is to establish pupils’ prior knowledge, so it is important to not correct their<br />
responses at this stage.<br />
Differentiation<br />
• Some pupils could be grouped with an adult who could write or help with reading or<br />
prompting discussion at each station.<br />
• Challenge pupils to write detailed explanations.<br />
• Mixed ability groupings would stimulate discussion and help with reading and in the scribing of<br />
answers from the group. More able pupils can write more detailed responses or take the role of<br />
scribe.<br />
• Alternatively, the activity may be done as a whole class discussion with the teacher scribing<br />
responses or entering them into an online mind map .<br />
Reflection:<br />
3. Choose a pupil at random to play a guessing game. The pupil thinks of a plant or animal, and the<br />
class asks questions about what parts it has, where it lives or what it needs to survives. The class can<br />
guess what the living thing is based on the answers. The pupil who guesses correctly becomes the<br />
next interviewee.<br />
4. As a class, think of questions pupils would like to explore about the parts of plants and animals,<br />
where they live or what they need to survive. Compile the questions in an online mind map such as<br />
, which can be printed and displayed on the working wall.<br />
Prim-Ed Publishing – www.prim-ed.com 978-1-912760-15-2 <strong>1st</strong> <strong>Science</strong>:<br />
CLASS A <strong>STEM</strong> AP<strong>PR</strong>OACH 5<br />
Living Things<br />
CREATURE FEATURES IN DIFFERENT PLACES<br />
1. Draw an animal in its home.<br />
2. Label its body parts.<br />
3. Describe how it uses one of its body parts.<br />
Assessment<br />
Lesson 1<br />
What do plants<br />
need?<br />
What are the<br />
parts of a plant?<br />
Where do plants<br />
live?<br />
6 <strong>Science</strong>: <strong>1st</strong><br />
A <strong>STEM</strong> AP<strong>PR</strong>OACH CLASS<br />
Discussion Cards<br />
Living Things<br />
CREATURE FEATURES IN DIFFERENT PLACES<br />
What do animals<br />
need?<br />
What are the<br />
parts of an<br />
animal?<br />
Where do<br />
animals live?<br />
978-1-912760-15-2 Prim-Ed Publishing – www.prim-ed.com<br />
Viewing sample<br />
44 <strong>Science</strong>: <strong>1st</strong><br />
A <strong>STEM</strong> AP<strong>PR</strong>OACH CLASS<br />
978-1-912760-15-2 Prim-Ed Publishing – www.prim-ed.com<br />
Prim-Ed Publishing – www.prim-ed.com 978-1-912760-15-2 <strong>1st</strong> <strong>Science</strong>:<br />
CLASS A <strong>STEM</strong> AP<strong>PR</strong>OACH 45<br />
Teacher Notes<br />
Assessment Page(s)<br />
Prim-Ed Publishing – www.prim-ed.com 978-1-912760-15-2 <strong>1st</strong> <strong>Science</strong>: v<br />
CLASS<br />
A <strong>STEM</strong> AP<strong>PR</strong>OACH