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Animals Including Humans

Science Year 1/2 Amazing Me!

Think carefully about what you were like as a baby and how your body has changed since then. Compare foot and hand sizes to make a class display. Consider how to investigate what we can hear in the playground. Investigate fruit and vegetables and plan a balanced picnic for guests.

block outcomes Key Concepts

Session 1 Wow! We have changed!

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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) Notice that animals, including humans, have offspring which grow into adults (2AH).

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Identify and classify.
  4. Use their observations and ideas to suggest answers to questions.
  5. 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 displays 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

Lesson Planning

Teaching

  • Identify common features and compare similarities and differences.
  • Play Memory Games to encourage further talk about the passing of time and to demonstrate their understanding (Yr1).
  • Observe changes over time between the baby photos and current ones, discussing differences between 'baby me' and 'present me' (Yr2).

Activities

  1. Compare similarities and differences between present and past photos.
  2. Understand that we change over time.
  3. Play Memory Games to encourage understanding of the passing of time (Yr1).
  4. Observe changes over time between the baby photos and current ones (Yr2).

Investigation - exploring
Share baby photos together as a class. Discuss differences between 'baby me' and 'present me'. Explore memories and why they are important. Make memory chains/lockets.
Year 1 - Play Memory Games to encourage understanding of the passing of time.
Year 2 - Observe changes over time between the baby photos and current ones.

Vocabulary
Compare, describe, similar, different

Session 2 Body patterns

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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 of the body is associated with each sense (1AH).
ii) Notice that animals, including humans, have offspring which grow into adults (2AH).

Working Scientifically

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

Lesson Planning

Teaching

  • Name parts of their bodies and collect information about their bodies by observing, measuring and noticing patterns.
  • Make a class wall display of Our Body Patterns, with photographs and measurements, to show their understanding and learning (Yr1).
  • Consider a number of ways to present the data and their conclusions (Yr2).

Activities

  1. Name parts of their bodies.
  2. Collect information about their bodies by observing, measuring and noticing patterns between hand and food size.
  3. Consider a number of ways to present the data and their conclusions (Yr2).

Investigation - pattern seeking
Year 1/2 - Make a class wall display of Our Body Patterns, with photographs and measurements, to show their understanding and learning (Pattern seeking).
Year 2 - Extend the activity by looking at ways to present the data.

Vocabulary
Notice patterns, compare, measure, record, predict, gather, centimetre, millimetre

Session 3 Playground sounds

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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.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 of the body is associated with each sense (1AH).

Working Scientifically

  1. Ask simple questions and recognising 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.

Lesson Planning

Teaching

  • Understand that we hear sounds with our ears and that hearing is one of our senses.
  • Talk to each other about what makes a difference to how well they can hear a whistle when it is blown (Yr1).
  • Together, draw up instructions for optimum hearing of the playground whistle, to demonstrate their learning and understanding.
  • Extend the investigation by considering if hoods make a difference to hearing (Yr2).

Activities

  1. Understand that we hear sounds with our ears and that hearing is one of our senses.
  2. Begin to understand that some factors affect the hearing of the whistle (Yr1).
  3. Draw up instructions for optimum hearing of the playground whistle, to demonstrate their learning and understanding.
  4. Explore the extension question Do hoods make a difference to hearing? (Yr2).

Investigation - pattern seeking
Talk to each other about what makes a difference to how well they can hear a whistle when it is blown.
Year 1/2 - Investigate ideas by going outside and asking and extending questions and noticing patterns.
Year 2 - Extend the investigation by considering how to make it fair and looking at what can be changed and what should stay the same.

Vocabulary
Ears, senses, hearing, spotting patterns

Session 4 Sorting using senses

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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 of the body is associated with each sense (1AH).
ii) Find out about and describe the basic needs of animals, including humans, for survival (water, food and air) (2AH).

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Identify and classify.
  4. Use their observations and ideas to suggest answers to questions.

Lesson Planning

Teaching

  • Understand that we use our senses to classify things into groups.
  • Identify the differences between fruit and vegetables using our senses and classify them.
  • Set up a Senses Market Stall in the classroom, sorting produce by using our senses (Yr1).
  • Classify foods using a Venn diagram (Yr2).

Activities

  1. Understand that we use our senses to classify things into groups.
  2. Set up a Market Stall in the classroom, sorting produce by using their senses (Yr1).
  3. Classify foods using a Venn diagram (Yr2).

Investigation - problem solving, sorting, classifying and identifying
Discuss and draw up a list of essential items for basic survival.
Year 1 - Identify differences between fruit and vegetables using our senses.
Year 2 - Classify fruit and vegetables into different groups.

Vocabulary
Ears, senses, hearing, spotting patterns

Session 5 All our senses

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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 of the body is associated with each sense (1AH).
ii) Find out about and describe the basic needs of animals, including humans, for survival (water, food and air) (2AH).

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Identify and classify.

You Will Need

Provided Resources

  • Senses Cards

Additional Resources

  • Feely bag and items
  • Outdoor environment
  • Scarves for blindfolding
  • 3 covered jars with different smells (e.g. lavender, garlic, lemon)

Weblinks
The five senses from www.bbc.co.uk

Lesson Planning

Teaching

  • Understand that we have different ways of exploring the world and that often our senses work together to help us do that.
  • Go outside to explore the school grounds using different senses.
  • Explore what is it like when the sense of sight is taken away (Yr1).
  • Explore the idea of pairs of senses working together (Yr2).

Activities

  1. Go outside to explore the school grounds using different senses.
  2. Explore what is it like when the sense of sight is taken away (Yr1).
  3. Understand that often our senses work together to help us explore the world (Yr2).

Investigation
Year 1 - Use blindfolds to explore without the sense of sight.
Year 2 - Understand how the senses work together.

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

Session 6 Balancing lunch boxes

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Objectives

Talk about what foods are healthy and what the right amount looks like. Design a balanced lunch box on paper, make it and share with guests!

Science Objectives
i) Find out about and describe the basic needs of animals, including humans, for survival (water, food and air) (2AH).
ii) Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene (2AH).

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Identify and classify.
  4. Use their observations and ideas to suggest answers to questions.

You Will Need

Provided Resources

  • Healthy Lunch Boxes resource

Additional Resources

  • Different breads, cheeses, fruits and vegetables suitable for lunchboxes
  • Packaged foods for lunch boxes
  • Large sheet of paper
  • Laminator
  • Internet access
  • Healthy lunch foods from each category (carbs - enough bread for the class, protein, fruit, snack, vegetables)
  • Margarine, water and cups
  • Chopping boards and knives
  • Paper plates and sandwich bags
  • Trays, sticky labels and serviettes

Weblinks
Ideas from the NHS about healthy picnics and lunch boxes from www.nhs.uk

Lesson Planning

Teaching

  • Design a balanced lunch box on paper to serve as a reminder of how much food each food group is required for a balanced lunch.
  • Make healthy sandwiches to pack in a picnic.
  • Record the healthy picnic in photographs and share learning with invited guests.

Activities

  1. Design a balanced lunch box as a reminder of how much food each food group is required.
  2. Make healthy sandwiches to pack in a picnic.
  3. Record picnic in photographs and share learning with invited guests.

Investigation - problem solving
Year 1 /2 - Design a balanced lunch box on paper to serve as a reminder of how much each food group is required for a balanced lunch. By drawing on previous knowledge of healthy food, select healthy sandwiches to pack in a picnic. Record the healthy picnic in photographs and talk about learning with invited guests.

Vocabulary
Fruit/vegetables, bread/rice/potatoes/pasta, milk/dairy/food high in fat/sugar, meat/fish/egg/beans

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