PR-6170RUK Science A STEM Approach - Primary 1

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Lesson 1 Energy and Forces HOW THINGS MOVE Teacher Notes Science Inquiry Focus: How do humans and other animals move? Skills Development/Working Scientifically: • Questioning • Predicting • Investigating and Experimenting • Analysing (sorting and classifying) • Recording and communicating Science Learning Outcome: • Pupils identify types of human and animal movement and observe animals moving in different ways using online videos. Technology/Engineering/Mathematics Links: • Viewing online videos. • Participating in a brainstorm using an online mind-mapping tool. • Participating in an online interactive activity to group animals by how they move. • Taking a digital photograph of sorted cards as evidence of their learning. Background Information • Humans and animals perform different types of movement depending on their body features and the conditions of their environment. They move to meet their basic needs. • Pupils should be familiar with most of the types of movement used within the lesson. It may be helpful to explain the difference between walking, running and crawling, and the difference between sliding and slithering. • Answers to the sorting activity: —— Animals that fly—bird, bee, butterfly —— Animals that walk/run—dog, cat, spider —— Animals that swim—fish, dolphin, ray —— Animals that slither—worm, snake, snail —— Animals that climb—koala, monkey, sloth —— Animals that jump—kangaroo, rabbit, frog —— Animals that crawl—tortoise, crocodile, caterpillar —— Animals that slide—walrus, seal, penguin Assessment Focus: • Use the brainstorm in the Introduction and the Reflection to assess the pupil's prior knowledge of human and animal movements. • Use the digital photograph of the pupil's sorted groups as evidence of learning for portfolios or pupil workbooks. Resources • Online mind-mapping tool • Online video —How Animals Move • Online interactive game— Grouping Animals (Sorting Animals – How they Move) • Copy of animal cards on pages 42 and 43 for each pair. These should be cut and laminated prior to the lesson (see Differentiation for each set). • Digital camera or a tablet computer (optional) • Online video—Sesame Street – Watch these Baby Animals Move at Viewing sample 40 Science: A STEM APPROACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com
Energy and Forces HOW THINGS MOVE Lesson 1 Lesson Plan Introduction: 1. Using an online mind-mapping tool such as , write the question How do humans and other animals move? in the centre box. Read the question aloud to pupils and allow 30 seconds of silence for them to think about all the different ways of movement. Conduct a brainstorm with pupils to identify their ideas and add child nodes to the mind map to list pupils' ideas. Alternatively, conduct this activity on a large piece of paper. Development: 2. View the video How Animals Move at . This video explains different types of movement with examples of how humans and insects demonstrate each action. Pause the video after each action is demonstrated by the hosts and ask pupils to demonstrate the action on the spot. Which actions could you do easily? Which actions couldn’t you do? (e.g. flying) What do humans need to allow them to move through the air? 3. Play the interactive game Grouping Animals (Sorting Animals – How they Move) at . Choose pupils to participate in sorting the animals according to how they move— flying, walking, swimming and slithering. Pupils should be encouraged to describe which body part the animal uses to move. Alternatively, use some of the pre-prepared animal cards on page 42. 4. Divide the class into pairs and give each pair a set of the pre-prepared animal cards and headings from page 42 and the top half of page 43. Read the headings to pupils and encourage them to look at the initial sounds in each word to help them read the words independently during the activity. Pupils work together to sort the animals by how they move. Pupils then take a digital photograph of their sorted groups using a tablet computer or digital camera. These can be printed and used as evidence. Differentiation • Less able pupils may be limited to using the animal cards on page 42. These cards only focus on flying, swimming, walking/running and slithering, as demonstrated in the interactive game Grouping Animals (Sorting Animals – How they Move). • More able pupils may be encouraged to use all animal movement cards on pages 42 and 43. These cards include harder-to-differentiate groups such as identifying if animals walk/run or crawl and if animals slither or slide. Pupils will need to know the meaning of these five words. 5. Watch the video Sesame Street – Watch these Baby Animals Move at . This video explains how other animals move, including mammals, birds, reptiles and fish. Reflection: 6. Re-visit the online mind-mapping tool and read through each type of movement that was suggested during the Introduction activity. As each type of movement is suggested, pupils should name an animal that uses that type of movement in its everyday life. Add any further types of animal movement that pupils suggest. Note: The animal movement cards from the sorting activity can be used to prompt pupils' ideas if necessary. Viewing sample www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Science: Infants A STEM APPROACH 41
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PR-6170RUK Science A STEM Approach - Primary 1

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