Animals Including Humans

Science Year 1 Ourselves

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.

Session 1 Look at how we've changed!

Objectives

Look at photographs of everyone as babies. We all look very different! Consider the questions: How do we change as we get older? Do we only get older on our birthdays? Observe changes over time by comparing baby photos with current ones.

Science Objectives
i) Identify, name, draw and label the basic parts of the human body and say which parts of the body is associated with which sense.

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Identify and classify.
  3. Use their observations and ideas to suggest answers to questions.
  4. Gather and record data to help answer questions.

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

Teaching 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

Session 2 Look at our bodies!

Objectives

Look carefully at our bodies and collect data about head size, hand and foot size, hair and eye colour. Consider the question: If someone has big feet, do they also need larger gloves? Look for patterns in the measurements collected.

Science Objectives
i) identify, name, draw and label the basic parts of the human body and say which parts of the body is associated with which sense.

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Identify and classify.
  3. Use observations and ideas to suggest answers to questions.
  4. Gather and record data to help answer questions.

Other Curriculum Areas
Maths

  • Compare, describe and solve practical problems for length.
  • Measure and begin to record lengths.

Teaching 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

Session 3 What can we hear?

Objectives

Listen for sounds all around us - what can we hear with our ears? Can we hear the playtime bell? Consider simple factors affecting how well we hear the whistle and explore what happens when we change just one thing at a time.

Science Objectives
i) Identify, name, draw and label the basic parts of the human body and say which parts of the body is associated with which sense.

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Perform simple tests.
  3. Use their observations and ideas to suggest answers to questions.
  4. Gather and record data to help answer questions.

Teaching 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

Session 4 How can we sort things using senses?

Objectives

Explore different foods using different senses and classify into groups. Set out a Senses Market Stall in the classroom and then eat the produce! Discover that our tongues are used for sensing taste differences.

Science Objectives
i) Identify, name, draw and label the basic parts of the human body and say which parts of the body is associated with which sense.

Working Scientifically

  1. Observe closely, using simple equipment.
  2. Identify and classify.
  3. Use their observations and ideas to suggest answers to questions.

Teaching 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

Session 5 Sense explorers

Objectives

Place different items (noisy, textured, smelly) in a feely bag and talk about how we know what those items are. What senses are we using? List the five senses together and go outside to explore the environment.

Science Objectives
i) Identify, name, draw and label the basic parts of the human body and say which parts of the body is associated with which sense.

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Use their observations and ideas to suggest answers to questions.

You Will Need

Provided Resources

  • Senses Cards resource

Additional Resources

  • Feely bag and items
  • Outdoor environment
  • Scarves for blindfolding
  • Three covered jars with different smells inside (for example, lavender, garlic, lemon slices)

Weblinks
BBC Bitesize - The five senses from www.bbc.co.uk

Teaching 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

Session 6 Sensory boards and bottles

Objectives

Discuss what we know about all five senses. Accept a challenge to make a sensory board and bottles for a local community group. Gather together safe but stimulating things to engage the different senses. Classify these together into the five sensory groups.

Science Objectives
i) identify, name, draw and label the basic parts of the human body and say which parts of the body is associated with which sense.

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Perform simple tests.
  4. Identify and classify.
  5. Use their observations and ideas to suggest answers to questions.
  6. Gather and record data to help answer questions.

Other Curriculum Areas
Design and Technology
Design: Design purposeful, functional, appealing products for themselves and other users based on design criteria.
Make: Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.
Evaluate: Evaluate their ideas and products against design criteria.

Extended Writing Opportunities
Labels, lists and signs: Make a sign to go with the final sensory board.
Letters: Write a letter to the community explaining the rationale behind the sensory board.
Stories with repeating patterns: Use the items on the sensory board as prompts to orally retell a familiar story before writing it down.

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

Weblinks
Information for adults on the human senses from www.todayifoundout.com
BBC Bitesize - The five senses from www.bbc.co.uk

Teaching 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