PR-6170RUK Science A STEM Approach - Primary 1

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Introduction What is STEM? STEM is the integration of science, technology, engineering and mathematics concepts using project-based and cooperative learning. Teachers have been integrating learning areas since the beginning of time, so although the idea behind STEM is not new, this series hopes to make it easier for you to execute learning integration in the classroom. There has been much discussion about the importance of STEM skills, both in Ireland and around the world. The future workforce will require current pupils to be creative and critical thinkers who can collaborate and design solutions to problems. The skills utilised in STEM have never been more valued. STEM education aims to prepare pupils for the roles of the future with skills such as innovation, creativity, reasoning, problem-solving and technical science skills such as questioning, observing, systematic experimentation, and analysis and interpretation of data. Format of this Book This series focuses on delivering a comprehensive and contemporary science programme, culminating in a STEM Project which applies the scientific knowledge acquired during the science lessons. The series incorporates the use of online resources, digital devices and tablet computer applications, where appropriate, in order to enhance the use of technology in the classroom. The Units This book is divided into four units: Living Things, Energy and Forces, Materials, and Earth and the Environment. At the start of each unit, keywords, a unit overview and a curriculum scope and sequence chart are provided, as shown below. Each unit contains between five and seven lessons, a summative assessment of the science knowledge with teacher notes and a STEM Project. Unit Overview Living Things LIVING THINGS HAVE NEEDS living thing non-living thing human plant animal need want Keywords survive food nutrient water air sleep protection warmth shelter space soil sunlight Unit Overview Living Things LIVING THINGS HAVE NEEDS All living things have a variety of basic needs. Lesson 1 Pupils engage in a school walk to identify living and nonliving things. They explore the difference between living What basic needs do all living things have in and non-living things in order to identify what all living common? things, including plants, humans and other animals, need to survive—food/nutrients, air and water. Lesson 2 Pupils explore the specific needs of humans and identify What do humans need? the difference between our needs and our wants. They explore what the term ‘protection’ means in relation to our needs (clothing, shelter, warmth and safety) and create a booklet to explain how they meet their five basic needs. Lesson 3 Pupils explore the needs of animals, including air, food, What do other animals need? water, sleep and protection and compare these needs to the needs of humans to find similarities and differences. They briefly discover who is responsible for taking care of the needs of animals at home, on a farm, in a zoo or in the wild and explain how wild animals meet their needs. Lesson 4 Pupils explore the needs of plants, including air, sunlight, What do plants need? water, soil and space. They conduct an experiment to grow a radish from a seed and then use a presentation application on a tablet computer to draw the needs of their plant and explain how they will cater for its needs. Pupils will need to provide ongoing care for their radish to ensure its needs are met. Lesson 5 Pupils reflect on how well they catered for their plant’s What happens if a plant’s needs and record their observations on a sheet of paper. needs are not met? Pupils participate in an interactive online activity to explore what happens if plants’ needs are not met and discuss who is responsible for taking care of plants at home, at school and in the wild. Lesson 6 Pupils draw on prior experiences to predict what What happens if humans’ happens when humans’ and other animals’ needs are and animals’ needs are not met. They reflect on their individual needs to decide not met? what need is not being met in each of the given images and draw images to meet this need. Pupils then play an interactive game created by the RSPCA to help different pets get their needs. Summative Assessment Pupils explain their knowledge of the needs of living things. They explain how knowing the needs of living things helps us to care for plants in the garden and animals at home. STEM Project Pupils create a home for a parrot out of recycled Make a Home for a Parrot materials. They must ensure they provide for the parrot's needs when designing and creating their bird home. Pages 4–7 8–11 12–15 16–19 20–21 22–25 26–28 29–36 Living Things LIVING THINGS HAVE NEEDS Curriculum Scope and Sequence Chart Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Unit Overview Strand: Living Things – Strand Unit: Myself • Become aware that people have a variety of needs for growth (exercise, food, clothing, shelter). Strand: Living Things – Strand Unit: Plants and Animals • Observe, discuss and identify a variety of plants and animals in different habitats in the immediate environment. • Observe growth and change in some living things. Strand: Living Things – Strand Unit: Myself • Become aware that people have a variety of needs for growth (exercise, food, clothing, shelter). Strand: Living Things – Strand Unit: Plants and Animals • Observe, discuss and identify a variety of plants and animals in different habitats in the immediate environment. • Observe growth and change in some living things. Strand: Living Things – Strand Unit: Plants and Animals • Observe, discuss and identify a variety of plants and animals in different habitats in the immediate environment. • Observe growth and change in some living things. • Explore conditions for growth of bulbs and seeds. Strand: Living Things – Strand unit: Plant and animal life • Observe, discuss and identify a variety of plants and animals in different habitats in the immediate environment. • Observe growth and change in some living things. • Explore conditions for growth of bulbs and seeds. Strand: Living Things – Strand Unit: Myself • Become aware of some changes that occur as children grow and mature. • Become aware that people have a variety of needs for growth (exercise, food, clothing, shelter). Strand: Living Things – Strand unit: Plant and animal life • Observe, discuss and identify a variety of plants and animals in different habitats in the immediate environment. • Observe growth and change in some living things. Viewing sample Lesson 6 www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Infants Title Page Science: A STEM APPROACH 1 2 Science: A STEM APPROACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com Unit Overview www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Infants Science: A STEM APPROACH Curriculum Scope and Sequence Chart 3 iv Science: A STEM APPROACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com
Unit Description Lessons The lessons are based on science knowledge and skills. The lessons contain a page of teacher notes, outlining the strands or strand units, the scientific skills that the lessons develop and any concepts that integrate with other curricular areas, followed by a suggested lesson plan. Any resource sheets required for the lesson follow on. Lesson 1 Teacher Notes Science Inquiry Focus: What basic needs do all living things have in common? Skills Development/Working Scientifically: • Questioning • Investigating and experimenting • Analysing (sorting and classifying) • Recording and communicating Science Learning Outcome: • Pupils learn how to identify living from non-living things in the environments they encounter in their everyday lives. Technology/Engineering/Mathematics Links: • Viewing digital texts including images and videos. • Recording information in a table. Background Information • Living things have characteristics that distinguish them from non-living things. Living things grow, move, respond to stimuli, reproduce and are dependent on their environment. These characteristics are explored by pupils in detail in later classes. • At this age, most pupils would suggest that living things grow and move. Some may suggest that they reproduce/ have babies. This is sufficient at this level. • All living things, including humans, plants and other animals, have basic needs. While these needs vary slightly among each, the common needs are air, food and water. Meeting these physical needs allows the living thing to move and grow. • Other needs that vary among living things include: shelter, protection, love, clothing/coverings, correct environmental conditions, soil and sunlight. These will be explored in later lessons. • For more information about teaching the concept of living things, go to . Living Things LIVING THINGS HAVE NEEDS Assessment Focus: • Use page 7 as a diagnostic assessment of the pupil’s knowledge of living and nonliving things and the three basic needs of all living things. • Make observational notes of the pupil’s ability to answer the two communicating questions in the Reflection section. Resources • Digital cameras • One copy of page 6 to display on the interactive whiteboard • One copy of page 7 for each pupil or each group • Online image—Basic Needs of all Living Things at • Online song—'Living and Non-living Things' at 4 A Science: STEM APPROACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com Living Things LIVING THINGS HAVE NEEDS Lesson Plan Introduction: 1. As a class, conduct a school walk to find living and non-living things. Pupils, or an adult, can take digital photographs of the living and non-living things found in the school grounds. These may be displayed on a poster for future reference. Pupils think about and explain why they think each thing identified is living or non-living. Development: 2. Using page 6, display the T-chart to show examples of living and non-living things. Using a think-pairshare, pupils answer the questions What makes something a living thing? What needs do all living things have in common to help them live? On a large piece of paper, write pupils' ideas. 3. Individually or in small groups, pupils look at the images of living and non-living things on page 7 and draw a tick or cross in each box to identify the needs of each thing. Pupils review their checklist to identify the common needs of humans, plants and animals and complete the sentence, ‘All living things need …’ Note: The specific needs of each type of living thing will be explored in later lessons. Differentiation • Less able pupils may work together with an adult’s assistance to complete the checklist. • More able pupils should be encouraged to write or draw as many living things as they can think of on the back of page 7. 4. As a class, choose some pupils to share the sentence they wrote on page 7. Write the common needs on the whiteboard food, water and air. 5. Display the image of the three basic needs of all living things at . Pupils compare their sentence with the three needs shown in the image to determine if they were correct. 6. Explain that all living things must have access to food, water and air to survive. If they don’t meet these needs, they may get sick. Reflection: 7. Listen to a song about living and non-living things at . This song outlines the basic needs of a living thing. 8. Using a think-pair-share or class discussion, pupils answer the questions How can we tell if something is living or non-living? and What are the basic needs of all living things? www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Infants Assessment A teacher page is provided, outlining the assessment indicators and answers for the following assessment page(s). The assessment page(s) covers the science knowledge explored in the previous lessons. Assessment Teacher Notes Lesson 1 Science: A STEM APPROACH 5 Lesson 1 Living things 6 Science: A STEM APPROACH Living Things LIVING THINGS HAVE NEEDS Non-living things 09:00 AM Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com Teacher Notes Lesson Plan Resource Sheets Living Things LIVING THINGS HAVE NEEDS Science Learning Concept All living things have a variety of basic needs. Indicators • Identifies humans, animals and plants. • Identifies the basic needs of a human, including air, food, water, sleep and protection. • Identifies the basic needs of a plant, including air, sunlight, water, soil and space. • Identifies the basic needs of an animal, including air, food, water, sleep and protection. Differentiation • Easier option—Page 27 requires pupils to draw a human, an animal and a plant of their choosing and draw or write the basic needs for each. • Harder option—Page 28 requires pupils to read and think about real-life contexts. Pupils then identify the needs of the humans, animals or plants and draw or write them in the correct place. Answers Page 27 and Page 28 1. Teacher check Answers should include air, food, water, sleep and protection. Answers may also include love, warmth, shelter or clothing. 2. Teacher check Answers should include air, food, water, sleep and protection. 3. Teacher check Answers should include air, sunlight, water, soil and space. Living Things LIVING THINGS HAVE NEEDS Assessment The Needs of Living Things Draw the living thing and its needs. 1. Human My basic needs are … Viewing sample 2. Animal My basic needs are … 3. Plant My basic needs are … 26 A Science: STEM APPROACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com www.prim-ed.com Science: – Prim-Ed Publishing 978-1-912760-14-5 Infants A STEM APPROACH 27 Teacher Notes Assessment Page(s) www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Science: Infants A STEM APPROACH v
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