PR-6171R Science A STEM Approach - Primary 2

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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 aims 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 information 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 six or seven lessons, a summative assessment of the science knowledge with teacher notes, and a STEM Project. Unit Overview Living Things CREATURE FEATURES IN living thing feature habitat plant animal DIFFERENT PLACES Keywords leaf stem flower seed root seeds fruit roots survive eat breathe move protection flower petal Prim-Ed Publishing – www.prim-ed.com 978-1-912760-15-2 1st Science: CLASS A STEM APPROACH 1 stem leaf Unit Overview Living Things CREATURE FEATURES IN DIFFERENT PLACES Science Learning Concepts: • Observe, identify and explore a variety of living things from local and wider environments. • Recognise and describe the parts of some living things. • Appreciate that living things have essential needs for growth. Pages Lesson 1 Pupils recall prior knowledge to establish what they 4–6 Where are living things found know about what living things need, the features of living and what external features things and where they live. do they have to help them survive? Lesson 2 Pupils explore four different habitats (pond, desert, 7–12 Where do animals live and woodland and coast) and the animals that live there what external features do they through an interactive website. They learn about the have that help them survive? body parts of the animals that live there and how they help them survive. Lesson 3 Pupils investigate animals that live at the beach and 13–18 What animals live in the ocean underwater. The external features of fish, sharks and sea and what body parts do they turtles are explored and labelled, with the aid of research have that help them survive? via QR codes that link to videos. Lesson 4 Pupils observe and investigate common footprints made 19–30 What animals live in Irish by Irish woodland animals, including the rabbit, squirrel, woodlands and what body badger and fox. Pupils then focus on the rabbit and parts do they have that help create a fact minibook, labelling the rabbit’s external them survive? features and investigating how it uses its body parts to live in the woodland. Lesson 5 Pupils explore creatures found in the garden by playing 31–34 What insects live in the garden an interactive game. Pupils then explore by themselves and what body parts do they by photographing an insect from their own locality and have to help them survive? finding information about it. Pupils create a ‘creature fact file’ to present their information and include a labelled photograph. Lesson 6 Pupils examine the common parts of a plant and use 35-38 What are the parts of a plant an interactive game to label a plant and understand and what does each part do? the function of its features. Pupils then observe and investigate an actual plant and prepare an alien report explaining the parts of a plant and their functions. Lesson 7 Pupils think about what plants belong in the desert and 39–43 Why do plants from different the rainforest. They focus on leaves and the function of habitats look different? leaves to observe and investigate a cactus and a leaf from a rainforest plant and explain why the leaves are different. Summative Assessment Pupils draw an animal in its habitat and label the body 44–46 parts, as well as draw a regular garden plant and its features and compare it to a desert or rainforest plant. STEM Project Pupils apply their knowledge of animal features and 47–54 Alien Animals functions to create an alien animal using a website game. Pupils then design and make a 3-D display model suitable for the animal. 2 Science: 1st 978-1-912760-15-2 Prim-Ed Publishing – www.prim-ed.com A STEM APPROACH CLASS Living Things CREATURE FEATURES IN DIFFERENT PLACES Curriculum Scope and Sequence Chart Unit Overview Lesson 1 Strand: Living Things – Strand unit: Plants and animals • Observe, identify and explore a variety of living things in local habitats and environments. • Recognise and describe the parts of some living things. • Group and sort living things into sets according to certain characteristics. • Appreciate that living things have essential needs for growth. Lesson 2 Strand: Living Things – Strand unit: Plants and animals • Observe, identify and explore a variety of living things in local habitats and environments. • Develop some awareness of plants and animals from wider environments. • Recognise and describe the parts of some living things. • Group and sort living things into sets according to certain characteristics. Linkage: Strand: Environmental awareness and care – Strand unit: Caring for my locality • Observe and develop an awareness of living things in a range of habitats in local and wider environments. • Observe similarities and differences among plants and animals in different local habitats. Lesson 3 Strand: Living Things – Strand unit: Plants and animals • Observe, identify and explore a variety of living things in local habitats and environments. • Develop some awareness of plants and animals from wider environments. • Recognise and describe the parts of some living things. • Group and sort living things into sets according to certain characteristics. Lesson 4 Strand: Living Things – Strand unit: Plants and animals • Observe, identify and explore a variety of living things in local habitats and environments. • Develop some awareness of plants and animals from wider environments. • Recognise and describe the parts of some living things. • Group and sort living things into sets according to certain characteristics. Lesson 5 Strand: Living Things – Strand unit: Plants and animals • Observe, identify and explore a variety of living things in local habitats and environments. • Develop some awareness of plants and animals from wider environments. • Recognise and describe the parts of some living things. • Group and sort living things into sets according to certain characteristics. Lesson 6 Strand: Living Things – Strand unit: Plants and animals • Observe, identify and explore a variety of living things in local habitats and environments. • Develop some awareness of plants and animals from wider environments. • Recognise and describe the parts of some living things. • Recognise that trees are plants. • Group and sort living things into sets according to certain characteristics. Lesson 7 Strand: Living Things – Strand unit: Plants and animals • Develop some awareness of plants and animals from wider environments. • Recognise and describe the parts of some living things. • Recognise that trees are plants. • Appreciate that living things have essential needs for growth. • Investigate how plants respond to light. Prim-Ed Publishing – www.prim-ed.com 978-1-912760-15-2 1st Science: CLASS A STEM APPROACH 3 Viewing sample iv Title Page Unit Overview Curriculum Scope and Sequence Chart 978-1-912760-15-2 Prim-Ed Publishing – www.prim-ed.com Science: A STEM APPROACH 1st CLASS
Unit Description Lessons The lessons are based on scientific knowledge and skills and provide a wide range of opportunities for pupils to work scientifically. The lessons contain a page of teacher notes, outlining the inquiry questions, science strands and any links to technology and mathematics concepts followed by a suggested lesson plan. Any resource sheets required for the lesson follow on. Lesson 1 Teacher Notes Science Inquiry Focus: Where are living things found and what external features do they have to help them survive? Skills Development/Working Scientifically: • Questioning and predicting • Analysing Science Learning Outcome: • Ask questions about the needs of living things, the features of living things and where they live. Technology/Engineering/Mathematics Links: • Using an interactive game to sort living and non-living things. • Using a digital mind map tool to present class questions. • Using a digital timer to create awareness of minutes and seconds. Background Information • A living thing is either a plant or an animal. Living things are sometimes easily visible (dog) and at other times it is hard to tell (seed). • All living things are made up of one or more cells and exhibit the seven main life functions of: growth, movement, reproduction, sensitivity, respiration, elimination and nutrition. Pupils at this age generally need to know the more simple characteristics of growth and change, reproduction, breathing and eating. • Living things make a home in various environments, called their habitat. Plants and animals are specific to their environments because they are best suited for survival in those conditions. • The basic needs of living things include air, water and food. Animals’ needs also include shelter. Different animals have different needs. 4 Science: 1st A STEM APPROACH CLASS Assessment Living Things CREATURE FEATURES IN DIFFERENT PLACES Assessment Focus: • Use the six posters as a diagnostic assessment to gauge the pupils level of understanding regarding the six questions posed about living things, their external features and how they meet their needs where they live. Resources • Living or Not game • Discussion cards from page 6 • A3 paper • Online timer • Online mind map Note: Teachers may wish to familiarise themselves with how to use the online mind map prior to the lesson. Simply type text into the blue box, then click ‘insert child node’ from the menu bar at the top and add text. For additional text you need to add, click back on the centre text box and ‘insert child node’ again. 978-1-912760-15-2 Prim-Ed Publishing – www.prim-ed.com Living Things CREATURE FEATURES IN DIFFERENT PLACES Lesson Plan Teacher Notes Lesson Plan Resource Sheets A teacher page is provided outlining the assessment indicators and answers for the following assessment pages. The assessment pages cover the science knowledge explored in the previous pages. Assessment Teacher Notes Living Things CREATURE FEATURES IN DIFFERENT PLACES Science Learning Concepts • Observe, identify and explore a variety of living things from local and wider environments. • Recognise and describe the parts of some living things. • Appreciate that living things have essential needs for growth. Indicators • Draws an animal and depicts the features of its home. • Identifies and labels the external features of an animal and describes what the body parts do. • Draws a plant and labels the common features. • Draws a plant that lives in the desert or rainforest. • Describes the difference between a common garden plant and one that lives in the desert or rainforest by referring to the leaf size. Answers Pages 45–46 1.–3. Teacher check—Pupils should choose an animal explored in previous lessons, including a fish, shark, sea turtle, rabbit or insect. 4.–5. seeds flower petal fruit roots stem leaf 6. Teacher check—Pupils should draw either a cactus or large-leafed plant. 7. Teacher check—The difference between a common garden plant and either a desert or rainforest plant is the leaf size. This is because of the different amount of sunlight in each environment. Lesson 1 Introduction: 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 living? Ensure pupils have a correct understanding that a living thing is a plant or an animal. (The sorting activity can be printed and used as the basis for the creation of a working wall.) Development: 2. Pupils form six groups and discuss the discussion card at each station. Encourage pupils to draw or write their responses on A3 paper that has a discussion card stuck in the centre. Allow pupils five 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 must read/look at the previous group’s responses before adding their own. They cannot write or draw the same response. Allow one minute on the timer for reading time, then start the five-minute timer. Continue until groups return to their original station. Note: This lesson is to establish pupils’ prior knowledge, so it is important to not correct their responses at this stage. Differentiation • Some pupils could be grouped with an adult who could write or help with reading or prompting discussion at each station. • Challenge pupils to write detailed explanations. • Mixed ability groupings would stimulate discussion and help with reading and in the scribing of answers from the group. More able pupils can write more detailed responses or take the role of scribe. • Alternatively, the activity may be done as a whole class discussion with the teacher scribing responses or entering them into an online mind map . Reflection: 3. Choose a pupil at random to play a guessing game. The pupil thinks of a plant or animal, and the class asks questions about what parts it has, where it lives or what it needs to survives. The class can guess what the living thing is based on the answers. The pupil who guesses correctly becomes the next interviewee. 4. As a class, think of questions pupils would like to explore about the parts of plants and animals, where they live or what they need to survive. Compile the questions in an online mind map such as , which can be printed and displayed on the working wall. Prim-Ed Publishing – www.prim-ed.com 978-1-912760-15-2 1st Science: CLASS A STEM APPROACH 5 Living Things CREATURE FEATURES IN DIFFERENT PLACES 1. Draw an animal in its home. 2. Label its body parts. 3. Describe how it uses one of its body parts. Assessment Lesson 1 What do plants need? What are the parts of a plant? Where do plants live? 6 Science: 1st A STEM APPROACH CLASS Discussion Cards Living Things CREATURE FEATURES IN DIFFERENT PLACES What do animals need? What are the parts of an animal? Where do animals live? 978-1-912760-15-2 Prim-Ed Publishing – www.prim-ed.com Viewing sample 44 Science: 1st A STEM APPROACH CLASS 978-1-912760-15-2 Prim-Ed Publishing – www.prim-ed.com Prim-Ed Publishing – www.prim-ed.com 978-1-912760-15-2 1st Science: CLASS A STEM APPROACH 45 Teacher Notes Assessment Page(s) Prim-Ed Publishing – www.prim-ed.com 978-1-912760-15-2 1st Science: v CLASS A STEM APPROACH
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PR-6171R Science A STEM Approach - Primary 2

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