1. PRIMARY SCIENCE Education Consultancy The new science curriculum for Years 1 and 2 Led by Naomi Hiscock naomi@primary-science.co.uk www.primary-science.co.uk

2. Aims To consider aspects of seasonal change To consider progression in plants and materials To explore a range of materials activities

3. Gap tasks Explore your local area and identify good spots for your ongoing units Begin to get outside on a regular basis When planning consider the type of enquiry that children will be using –Exploration –Classifying –Comparative/fair testing –Observing over time –Pattern seeking –Researching

4. Our changing world How does our world change through the year?

5. Seasonal change Sunny Cloudy Very hot Very cold Rain Snow Sleet Frost Icy Hail Fog/mist Windy Rainbow Changes in weather How can children record the weather? How often?

6. Day length How can we encourage children to notice the change in day length?

7. Animals in their habitats What animals do you see? What animals can you hear? What other evidence is there of animals in the habitat?

8. Deciduous trees http://www.youtube.com/watch?v=lmIFXIXQ Q_E Time lapse video of trees changing through the year

9. Using photographs

10. Linking to art

11. Seasonal art - Winter Nature Detectives Winter booklet Twig picture frames

12. Seasonal art - Spring Use petal from different flowers that have fallen from trees to make a rainbow flower

13. Seasonal art - Summer Invisible drawings Find an area where many dandelions are growing and pick one. Look at the stem – a white liquid or sap will be oozing out. You can use this white sap as an invisible ink! Just draw on a piece of paper using the stem sap. It will be very difficult to read. Leave to dry and your picture or message will then be clear to see!

14. Seasonal art - Autumn What other seasonal art ideas can you share?

15. A hat for all seasons

16. Scavenger hunts Try to go out for a scavenger hunt at least four times in the year See additional sheet for ideas to hunt for

17. Exploring using different senses Scents of spring - Look for things on the wood land floor, pick them up, crush them or break them between your fingers and smell. Add any smells that you like to a pot to make a spring scent. Get to know a tree blindfolded Spring symphony - Find a quiet spot, be still and listen for a while. You may hear woodpeckers drumming as they make their nesting hollows, birds singing, cuckoos calling, bees buzzing, rustles from birds or squirrels in the undergrowth, the breeze in the tree tops or if you’re unlucky, the sound of falling rain! Look around you on the woodland floor – what could you use to make those sounds? Find a way to make as many spring sounds as you can.

18. Clothing How does your clothing change through the year? How can we help children to observe this and think of reasons why?

19. Consolidating learning Describe the seasons to Olaf http://www.youtube.com/ watch?v=UFatVn1hP3o

20. Links to year 2 How habitats change through the seasons Plants – planting, growing, harvesting Offspring

21. Tricky statement in year 2 How can you sort the objects that you have been given?

22. How have I sorted?

23. Were living but now dead Never lived – although the shell and wool come from a living thing they do not contain cells Living as given the right condition they will grow

24. Progression in plants Year 1 – Can stick to observing plants in their habitat. If planting (notes and guidance), use plug plants not seeds. Observe growth. Year 2 – plan planting for a purpose e.g. to make a salad or soup. Plant a range of seeds and bulbs. Observe and measure growth.

25. Square foot gardening A raised and edged bed 4ftx4ft is made and subdivided into 1ft squares. Each square is planted with a different crop using very close spacing. Throughout the growing season, as soon as each crop is finished it is replaced by a different one. Plants are grown so that the tallest are at the back, with sizes decreasing progressively towards the front of the bed. The bed should face south for maximum sunlight http://www.ga rdenorganic.o rg.uk/organic gardening/gh _sqft.php

26. Square foot gardening

27. Materials Year 1 distinguish between an object and the material from which it is made identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock describe the simple physical properties of a variety of everyday materials compare and group together a variety of everyday materials on the basis of their simple physical properties. Year 2 identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

28. Silly choices metal glass plastic wood rock paper Lens of glasses book cars raincoat matchstick wall Hold the paper clip at the centre with a pencil or pen and spin it to select a material and an object. Is this a good choice or silly choice of material?

29. Woolly saucepan? Could I have a ___________ ____________ and a ___________ ____________ please? Er - sorry - I mean a ___________ ____________ and a ___________ ____________ please? Er - sorry - I mean Oh – blow it! You know what I mean, don’t you? Make up your own poem based on the one by Michael Rosen.

30. Make a duck Take it in turns to roll the dice and carry out the action on the play dough. Try and make a duck. 1 = push4 = pinch 2 = pull5 = poke 3 = twist6 = roll

31. Looking at trees more carefully There is a special tree in every woodland just waiting to meet you! Find a thin stick and some wet mud. Use the stick to trace with mud the 2, 3 or 4 main lines on your palm (alternatively use a pen to mark these lines clearly). Look carefully at this pattern, for the special tree you need to find will have this pattern too. Look for it in the big branches, in the tiny twigs or in the bark. Some of you may have further to explore than others but your tree will be there, waiting. Nature Detectives Winter booklet

32. Faces in trees Now that the leaves have fallen off our deciduous trees, their once hidden faces are easier to spot. As you walk look for some faces in the trees. A tree may have only one eye showing as it mischievously winks at you, it may have both eyes open wide, or you may only spot the nose and mouth of a sleeping tree. You may be able to tell how the tree is feeling – the signs are there! Nature Detectives Winter booklet

33. Resources Dead – lolly stick, seed cases, leaf, twig Living – seeds, bulb (garlic), grapes Never lived – stone, shell, wool, metal coin, plastic top Play dough Paper clips Dice