PR-6170RUK Science A STEM Approach - Primary 1

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Lesson 6 Earth and the Environment DAILY AND SEASONAL CHANGES Teacher Notes Science Inquiry Focus: What special events happen in the different seasons? Skills Development/Working Scientifically: • Questioning • Observing • Recording and communicating Scientific Learning Outcome: • Pupils identify different events and special occasions that happen during the year and are associated with the different seasons. Technology/Engineering/Mathematics Links: • Viewing online animation about festivals. • Participating and contributing to online searches about different festivals. Assessment Focus: • View the pupil’s completed copy of page 133 to identify their understanding of how different festivals and celebrations, including some personal to them, are celebrated during different seasons. Viewing sample Background Information • Events in children’s lives are linked to the seasons and the weather; for example, annual holidays are often taken during the summer time, Christmas is usually cold and everyone hopes for a ‘white Christmas’. Easter is in the spring time and is associated with new beginnings and new life. Many harvests are carried out in the early autumn, when the children are returning to school. • Each child will have different major events in their lives, some personal to them and some linked to their religious beliefs or the communities that they belong to. Resources • Online Video – Learn about Festivals < https://tinyurl. com/ybbq46ct > • Online images of religious festivals such as Christmas, Easter, Eid Al Fitr, Holi, Diwali • Online images of other festivals and celebrations such as harvest, St Patrick's Day, Halloween, New Year 130 Science: A STEM APPROACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com
Earth and the Environment DAILY AND SEASONAL CHANGES Lesson 6 Lesson Plan Introduction: 1. Ask the pupils; In which month were they born? What season is their birthday? (It may be prudent to have a list of birthday months for the pupils in your class). As children give their answers, write their names on an enlarged version of page 132. Explain to them that this is a very simple calendar that shows the four seasons of the year. 2. Give each pupil a copy of page 133 and ask them to draw a picture of themselves celebrating their birthday in the correct season. Ask them to leave enough space for other drawings to be added to the calendar. Development: 3. Show the online video Learn about Festivals . Show it once to allow pupils to understand the theme behind the video. Play it again and stop the video after each ‘festival’. Using a think-pair-share, pupils describe their experiences of the festival, what happens at the festival and the religion from which the festival comes from. Depending upon the community that your schools serves, answers will be very different and there may be some festivals that will need to be explored further with the pupils. (This can be achieved through whole class web searches on an interactive whiteboard). Ask the pupils whether they know which festivals occur in which seasons. Some are quite easy, such as Christmas in the winter. Some other festivals may need exploring further using whole class web searches on an interactive whiteboard. Add the names of the festivals to the enlarged calendar in the correct season. 4. Ask the pupils to select some festivals that they have enjoyed and ask them to draw a picture that symbolises that festival in the correct season of the calendar. (Note some festivals, such as Eid change each year and so the exact season may need checking). Shrove Tuesday (Pancake Day) may be another celebration that pupils are aware of and may have experienced. 5. Ask pupils about other festivals that they celebrate that are not religious; for example, Halloween. 6. Consolidate learning from previous lessons by asking the children to include some other drawings on their calendar that are particular to the seasons. These could include: • Weather – sunshine in the summer, snow in the winter • What you wear • Where you go • What you do • Plants flowering in the spring and leaves dropping off trees in the autumn Differentiation • Less able pupils may work with adult support, prompting and discussing with pupils the different celebrations throughout their year. Adults may help pupils to decide which season to place them in and prompt them with some ideas from Stage 5. • More able pupils may add more detail and other celebrations and events from their life and their family. Viewing sample Reflection: 7. Bring pupils together and invite them to share their calendars with the rest of the class and talk through some of the main events, celebrations and festivals that occur in their year. www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Infants Science: A STEM APPROACH 131
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PR-6170RUK Science A STEM Approach - Primary 1

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