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Animals including humans - KS1 Science - BBC Bitesize

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KS1 Science Animals including humans learning resources for adults, children, parents and teachers.

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ASE PLAN document Year 1 Animals including humans

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ASE PLAN document Year 1 Animals including humans

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Year 1 Programme of Study - the education people

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Year 1 Programme of Study - the education people

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This list consists of lesson plans, activities and video clips to support the teaching of Animals, including humans in Year One. It contains tips on using the resources, suggestions for further use and background subject knowledge. Possible misconceptions are highlighted so that teachers may plan lessons to facilitate correct conceptual understanding.

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You Will Need

Provided Resources

Science Dictionary resource

Mini-beasts and their special places resource

Additional Resources

Bug collecting boxes & magnifying glasses

Clipboards

Cameras

Sketch books and pencils

Planning and Activities

Teaching

Plan and carry out an observation in the school grounds.

Ask questions and discuss findings and patterns.

Make a visual record of observations and annotate to show understanding and learning.

Activities

1. Understand that there are special places (habitats) where mini-beasts (invertebrates) live.

2. Ask questions about what they find and compare information with each other.

3. Talk about whether they have noticed any patterns of where living things grow or live.

4. Make a visual record of their observations in drawings and photographs and annotate to show their understanding and learning.

Investigation - pattern seeking
Use observation skills to look closely at creatures in the school grounds.
Make a visual record of their observations in drawings and photographs and annotate to show their understanding and learning.

Vocabulary
Notice, patterns, behaviour, habitat, living things, damp, shady, dry, vertebrate, invertebrate, backbone

You Will Need

Provided Resources
Where do woodlice like to live? resource
Additional Resources

Lidded pot with air holes for collecting woodlice

Large lidded plastic storage box with air holes (to keep woodlice in while creating choice trays)

Large tray for each group

Cellophane

Apples and potatoes

Flat stones and little pieces of grit

Different things for a woodlice colony for each group

Different types of material (paper, clear plastic, dark plastic, carpet)

1 minute and 5 minute timers

Video recording devices

Planning and Activities

Teaching

Observe and consider what type of conditions a woodlouse might prefer.

Set up different colonies in the classroom based on what they know about their habitats.

Observe the woodlice over a period of time and record the results.

Use the learning to think about creating or preserving woodlice habitats in the school grounds.

Activities

1. Consider what type of conditions a woodlouse might prefer and recreate those conditions in the classroom.

2. Predict which environment might be preferred by the woodlice.

3. Observe the woodlice over a period of time and record the results.

4. Draw conclusions about the habitat features woodlice prefer.

Investigation - exploring, observing over time
Observe and consider what type of conditions a woodlouse might prefer.
Set up different colonies in the classroom based on what they know about their habitats.
Observe the woodlice over a period of time and record the results.

Vocabulary
Observations, prediction, habitat

You Will Need

Additional Resources

Different squares of materials for soaking up liquid (for example, kitchen towel, tea towel, printer paper)

Large sheet of paper per group

Trays with water in the bottom

RSPCA: What do pets need? from www.YouTube.com

Planning and Activities

Teaching Activities

1. Observe what is happening and explore different materials.

2. Predict and explore which material is most effective.

3. Evaluate the results and talk about what they have discovered.

4. Begin to understand what they need to be healthy and happy.

5. Understand that pets need similar and different things to keep them happy and healthy.

Investigation - fair test, problem solving
Discuss the problem: which paper will be best for the job of mopping up the puppy accident?
Consider an investigation to test the different types of paper.

Vocabulary
Happy, healthy, explore, investigate, observe

Planning and Activities

Teaching Activities

1. Understand there are key differences between birds, fish, amphibians, reptiles, mammals and invertebrates.

2. Understand why some animals make good pets and others may not.

3. Design a good pet.

4. Be able to talk about why they have chosen to include specific features for their imaginary pet.

5. Be aware of the meaning of the scientific language: birds, fish, amphibians, reptiles, mammals and invertebrates.

Investigation - researching and analysing secondary sources
Understand that animals' features vary and why some animals make good pets and others do not.
Talk about and design a good pet.

Vocabulary
Birds, fish, amphibians, reptiles, mammals, invertebrates, group, classify, compare, similarities, differences

You Will Need

Provided Resources
Home-made pet ideas resource
Additional Resources

Pet Detective bag (containing a few things a pet might need, e.g. lead, collar, bone, dog bowl, brush)

Materials for pet-making (pebbles, paint, wool, tubes, furry material, pipe cleaners, felt, bottle tops, tissue paper, pom-poms, egg boxes, etc.)

Glue

Tape

Planning and Activities

Teaching

Understand that there are common features in animals that make good pets.

Consider what is involved in keeping a real pet happy and healthy.

Imagine what sort of care and environment their home-made pet might like the most, by considering its needs and features.

Draw up a list: 'Looking after my Pet' and talk about their pet, so as to demonstrate their understanding of what makes an animal happy and healthy.

Activities

1. Consider what is involved in keeping a real pet happy and healthy.

2. Imagine what sort of care and environment their home-made pet might like the most, based on its features.

3. Draw up a list: 'Looking after my Pet'.

4. Make a pet based on their design.

Investigation - exploring
Consider what is involved in keeping a real pet happy and healthy.
Observe different pets in the classroom.
Study their similarities and differences and what features they have in common that make them good pets.

Vocabulary
Birds, fish, amphibians, reptiles, mammals, invertebrates, group, classify, compare, similarities, differences

You Will Need

Additional Resources

Real-life pets and their owners

Video recording devices

Cameras

Sketch books and pencils

Clipboards

Paper and pens

Planning and Activities

Teaching Activities

1. Understand that there are many different types of pets.

2. Be able to observe the behaviour of different pets, looking at their similarities and differences.

3. Be able to ask questions to find out why the pets are good pets and how to look after them well.

4. Record the observation in photographs, sketches, notes and talk about their learning.

Vocabulary
Birds, fish, amphibians, reptiles, mammals, invertebrates, pets, health, care

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Look carefully at the behaviour and habitats of creatures you find in the school grounds in this Year 1 Science Block. Learn about a variety of common animals with a particular focus on the pets we keep and how we keep them happy and healthy.

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You Will Need

Provided Resources
Looking closely at photographs resource
Additional Resources

Clipboards

Paper with numbers down the side

Baby photos displayed on the IWB or stuck in the classroom

Pop-up tent tunnel or similar structure

Photo pairs (baby and older picture) of school staff members

Baby clothes and shoes

Laminated photo pairs for the memory game

'Big' by Tom Hopgood

Planning and Activities

Teaching

Share and discuss their baby photos with each other.

Identify common features and compare similarities and differences and changes over time in baby and recent photographs.

Discuss the question: How do we change over time?

Consolidate their understanding of the passing of time through the playing of a game.

Be aware of the meaning of key scientific words.

Activities

1. Understand that people change as they get older but often retain recognisable features.

2. Recognise some of the ways people change over time, using key scientific words to discuss these.

3. Observe photographs closely, identify changes and use these to suggest answers to questions.

Investigation - exploring
Share baby photos together as a class. Observe changes over time between the baby photos and current ones.

Vocabulary
Compare, describe, similar, different, baby, adult, changes, growing

You Will Need

Provided Resources

How to measure resource

Collecting the data resource

Science Dictionary resource

Additional Resources

Possible memo from the Bursar?

Rulers & paper

Unifix cubes

Paper clips

Planning and Activities

Teaching

Name parts of their bodies.

Collect and record information about their bodies by observing and measuring.

Consider and notice patterns between foot and head size and other body measurements.

Together, make a class wall display of Our Body Patterns, with photographs and measurements, to show their understanding and learning.

Be aware of the meaning of the phrase: notice patterns and the vocabulary: compare, measure, record, gather.

Activities

1. Be able to name parts of the body.

2. Collect measurements about their hands and feet and record the information clearly.

3. Be able to compare the data and begin to notice patterns.

4. Be able to recognise the meaning of some scientific vocabulary: predicting, measuring, gather and data.

Investigation
Consider and notice patterns between foot and hand size.
Together, make a class wall display of Our Body Patterns, with photographs and measurements, to show their understanding and learning (Pattern seeking).

Vocabulary
Patterns, compare, measure, record, data, gather, predict, centimetre, millimetre

Planning and Activities

Teaching

Understand that we hear sounds with our ears and that hearing is one of our senses.

Investigate their ideas about hearing by going outside and asking and extending questions and noticing patterns.

Together, draw up instructions for optimum hearing of the playground whistle, to demonstrate their learning and understanding.

Activities

1. Understand that we hear sounds with our ears and that hearing is one of our senses.

2. Offer suggestions for what might make a difference to how well they can hear a whistle when it is blown.

3. Investigate their ideas by going outside and asking and extending questions and noticing patterns.

4. Together, draw up a list of 'Top Tips for Hearing the Playground Whistle'.

5. Be aware of the meaning of the scientific language: ears, senses, hearing, spotting patterns.

Investigation - pattern seeking, exploring over time
Talk to each other about what makes a difference to how well they can hear a whistle when it is blown.
Investigate ideas by going outside and asking and extending questions and noticing patterns.

Vocabulary
Test, ears, senses, hearing, patterns

You Will Need

Provided Resources
Science dictionary resource
Additional Resources

Hand lenses

A selection of fruit and vegetables

Cameras

Baskets for sorting

Hoops

Large sheets of card or paper and marker pens

Planning and Activities

Teaching

Understand that we use our senses to classify things into groups.

Identify the differences between fruit and vegetables using our senses.

Classify fruit and vegetables into different groups.

Be aware of the meaning of the scientific language: classify, identify, group, tongue and taste.

Know that we taste with our tongues and that taste is one of our senses.

Activities

1. Understand that identifying things means looking at the differences between them.

2. Know that classifying items means putting them into different groups.

3. Be aware of the meaning of the scientific language: classify, identify, group, tongue and taste.

4. Know that we taste with our tongues and that taste is one of our senses.

Investigation - sorting, classifying and identifying
Identify the differences between fruit and vegetables using our senses.
Classify fruit and vegetables into different groups.

Vocabulary
Classify, identify, tongue and taste

You Will Need

Provided Resources Additional Resources

Feely bag and items

Outdoor environment

Scarves for blindfolding

Three covered jars with different smells inside (for example, lavender, garlic, lemon slices)

Planning and Activities

Teaching

Understand that we have different ways of exploring the world and that often our senses work together to help us do that.

Explore the different senses through a range of activities.

Observe different things outside and describe what they smell like, look like and feel like.

Be aware of the meaning of the scientific language concerning senses.

Activities

1. Understand that we need our senses to help us explore the world and that often our senses work together to make that possible.

2. Observe what it is like to explore without sight.

3. Be aware of the meaning of the scientific language concerning senses.

Investigation - exploring
Go outside to explore the school grounds using different senses.
Blindfold each other to find out what it is like without the sense of sight.

Vocabulary
Touch, sight, smell, taste, hear, sense

You Will Need

Provided Resources

Making sensory boards and bottles resource

Letter from the playgroup resource

Additional Resources

Bottles

Thick cardboard or wooden boards

Small objects (interesting, maybe glittery, waterproof, safe) and materials with a variety of textures

Sounds and colours for the sensory boards

Strong tape

Glue gun

Planning and Activities

Teaching

Understand that we have five senses and that we rely on these to make sense of the world.

Accept a challenge to produce sensory items for a local community group.

Classify different stimulating items into sensory groups on a sensory board and in sensory bottles for a local community group.

Send the board and bottles to the community and write a letter explaining the rationale behind them.

Activities

1. Understand that we have five senses and that we rely on these to make sense of the world.

2. Accept a challenge to produce sensory items for a local community group.

3. Classify different stimulating items into sensory groups on a sensory board and in sensory bottles.

4. Send the board and bottles to the community and explain the rationale and learning behind them.

Investigation - sorting, classifying and identifying
Accept a challenge to produce sensory items for a local community group.
Classify different stimulating items into sensory groups on a sensory board and in sensory bottles for a local community group.

Vocabulary
Touch, sight, smell, taste, hear, sensory

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Learn fascinating things about your bodies and senses in this varied and creative block. Observe changes over time and think about the question how do we change as we get older? Collect data, look for patterns and carry out investigations.

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Learn the parts of the human body