5 Lessons including resources and lesson plans
Lesson 1: Where does water come from?
Learning objectives
Children should learn to:
• recognise the processes which make up the water
cycle;
• sequence the components of the water cycle;
• see that human uses of water are also part of the
water cycle.
Lesson 2: Where does water go?
Learning objectives
Children should learn to:
• understand what happens to rainfall when it
reaches the ground;
• undertake investigations in the field
Lesson 3: Weather around the world
Learning objectives
Children should learn to:
• investigate places;
• locate places using an atlas;
• describe what places are like in terms of weather
conditions;
• understand that different places experience
different weather/climate
Lesson 4: Where are hot and cold places found around the world?
Learning objectives
Children should learn:.
• to recognise broad global climate patterns;
• about weather and climate conditions around the
world
Lesson 5: Climate Patterns
Learning objectives
Children should learn to:
• describe the main climate patterns;
Taken from LCP’s LKS2 Geography Resource File
2 Lessons with worksheets, lesson plans and flip book.
1st Lesson
Learning objectives
Children should learn: • that plants need water but not unlimited water, for healthy growth • to use results to draw conclusions
Learning outcomes
Children will be able to: • state that plants need water to grow but too much or too little water may kill them • describe differences in the way the plants grew
Lesson centered around an investigation to find out how the amount of water a runner bean seedling is given affects how much it grows.
2nd Lesson
Learning objectives
Children should learn: • to suggest how a fair test could be carried out • that in experiments with living things, using just one plant in each set of conditions does not give sufficient evidence
Learning outcomes
Children will be able to: • recognise the correct order in which to undertake a simple investigation • describe factors that contribute to the test being fair • suggest why one sample may not be adequate in each set of conditions
Science lesson centered around an investigation- Does soil type affect the height to which seedlings grow?
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2 full lessons with worksheets, visual flipbook and lesson plans
1st Lesson: Air in Soil
Learning objective-
Children should learn: • that soils have air within them • to recognise whether measurements need to be repeated • to use results to compare the amount of air trapped in different soils
Learning outcomes
Children will be able to: • state that soils have air within them • state why measurements need to be repeated • make comparisons between samples from a set of data
Task: Ask the children to investigate which soil they think will contain the most air and why?
2nd Lesson- Gases in our Environment
Learning objectives
Children should learn: • that there are a number of common gases that are useful to us in our everyday lives
Learning outcomes
Children will be able to: • name a number of common gases • state how a number of common gases are used
Task:The sheet provides a framework for children to research and collect information about carbon dioxide from secondary sources. Once the information has been recorded in note form, it could be displayed in a leaflet or poster.
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Taken from our Year 2 Literacy Resource File
The focus is on following and producing explanatory texts. This unit is closely linked to the curriculum area of science and life cycles of plants. Children begin with an investigation into the seeds of various plants. This is followed by a reading phase about the life cycles of some of these plants. The children then link the texts with the appropriate diagrams and pull out some of the key language to help them make a glossary and understand how to write explanatory texts. Children are given the opportunity to look at more examples of explanatory texts before they begin the investigative study which they will finally write about. In groups, children follow instructions to grow potatoes. At each stage they are encouraged to observe and record the process and the results. They are encouraged to keep a diary of the investigation and to evaluate their own work as they go. At the end of the investigation, they are asked to review the process and finally to produce a presentation about the life cycle of the potato
1 What is it? • To promote interest in the topic. • To follow the stages in an explanatory text about the life cycle of a plant. • To understand what a glossary is.
2 Explanation language and features
• To focus on the form and organisational features of explanatory texts. • To widen the concept of what topics explanatory texts deal with.
3 Let’s grow potatoes
• To initiate an ongoing investigative study in order to develop and produce an explanatory text. • To read, understand and follow instructions.
4 Our potatoes• To conclude an ongoing investigative study in order to develop and produce an explanatory text. • To work collaboratively to produce a paragraph describing the end result of an investigation. • To share information
5 Presentations• To produce an explanatory text/ presentation. • To produce a suitable visual explanation of a process. • To use labels as an aid to visuals.
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The LCP Science Homework Activities are divided into three sections: Biological processes, Materials and Physical processes. There are 22 homework sheets in each section. There is also a teacher’s answer section, which provides answers to questions posed on the homework sheets and suggests the sort of responses you can expect from children.
The LCP Science Homework Activities contain 66 colourful, printable homework sheets which give your children the opportunity to practise scientific skills, encourage their curiosity and improve their understanding of science.
Each homework activity sheet is divided into two parts. The first part provides an opportunity for children to consolidate scientific skills, such as predicting, planning, observing, analysing data through tables and graphs, drawing conclusions and evaluating.
The second part of each sheet consists of practical challenges. Some are quick while others can take place over a few days. The challenges are varied, to suit different learning styles. They are also designed to be fun, in order to develop curiosity and inspire children to think and work like scientists. Because learning is always best shared, it is a good idea for children to carry out the challenges as a group; this could be with classmates or at home with a responsible adult.
This download is packed with homework sheets featuring written activities and practical challenges – all supported by a teacher’s answer section that suggests the sort of responses you should expect. All of the homework sheets are in Microsoft® Word.
Answers included!
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A worksheet on the Watercycle.
Written for Year 4. Taken from KS2 Geography Resources File.
Downloadable as a PDF
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Daily Dynamo! – the whole class resource that gives you over daily starters to challenge your pupils’ thinking and reasoning. Ideal for pre-Registration engagement in the morning, these PowerPoint slides are fully customisable by you to suit your class needs. All have clear links to ECM Objectives, and are themed so that you can choose on a daily basis which Daily Dynamo! to get your pupils powered up in the morning.
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This resource includes 1 text with activities and questions. Text title:
Ants
The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills.
There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme.
The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable.
The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy
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2 lessons with resources, lesson plan and worksheets.
1st Lesson:
Learning objectives
Children should learn: • how to test an idea about whether a material is suitable for a particular purpose • to take measurements and say what they found out
Learning Outcomes
Children will be able to: • make a suggestion about which material might be the most stretchy • test materials for stretchiness and collect measurements.
Lesson name: Giant’s Tights- Children test different materials for a purpose.
2nd Lesson- Learning objectives
Children should learn: • that materials are chosen for specific purposes on the basis of their properties • why different clothing materials are needed in different situations
Learning outcomes
Children will be able to: • identify reasons for using materials for particular purposes • identify a range of materials and correctly associate them with properties and uses
Lesson name: All the wrong clothes
Children decide the materials for clothes in different locations.
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2 full lessons with resources, flipbook and worksheets
1st lesson:
Learning objectives
Children should learn: • that rocks and natural materials are chosen for particular purposes because of their characteristics
Learning outcomes
Children will be able to: • relate the use of some rocks and natural materials to their characteristics and say why they are used
Lesson focuses on describing the use of material in buildings.
Do you recognise this building? Try to describe it. • Describe the main building material(s) that was (were) used to make this building. • Are the materials natural or man-made? If the materials are man-made, what do you think the original material was? (e.g. glass is made from sandstone/silica) • Why do you think these materials have been chosen?
2nd lesson:
Learning objectives
Children should learn: • about planning a fair test and using results to draw conclusions
Learning outcomes
Children will be able to: • explain whether a simple test is fair and what the results indicate
Lesson focuses which rock is the most permeable?
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2 full lessons with Flipbook, Worksheet and Resources
Learning objectives
Children should learn: • to recognise and identify a range of common materials • to consider why particular materials are used to make items
Learning outcomes
Children will be able to: • say whether some objects are made of plastic, wood, metal or rock • say why an item might be made with a particular material
Lesson centered around grouping objects of the same material
Learning objectives
Children should learn: • about some properties of common materials such as hardness and transparency
Learning outcomes
Children will be able to: • state one or two characteristics of a range of common materials
Prompts children to consider some properties of a set of objects and to read information from their tables.
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2 Full lessons includes lesson plans, worksheets and visual aids.
1st Lesson: Learning objectives
Children should learn: • that the Earth is approximately spherical • that it can be difficult to collect evidence to test ideas and that evidence may be indirect
Learning outcomes
Children will be able to: • recognise that the Earth is approximately spherical • describe some indirect evidence to support the idea that the Earth is spherical
The task: the children to use different coloured pens to outline/underline the various factors that are listed below (these will need to be written on a board). • Factual information • Evidence that supports the theory that the Earth is spherical • Opinion of the author
2nd Lesson: Learning objectives
Children should learn: • that the Moon takes approximately 28 days to orbit the Earth • that the different appearance of the Moon over 28 days provides evidence for a 28 day cycle
Learning outcomes
Children will be able to: • explain that the pattern and timescale of the changes in the Moon’s appearance over 28 days is evidence that the Moon orbits the Earth once every 28 days
The task: Ask the children to cut out and arrange the pictures and names of the phases of the Moon in the correct sequence around a representation of the Earth. This will show how the appearance of the Moon changes over the course of its orbit.
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2 full lessons includes lesson plans resources and flipbook.
Fun-engaging lesson that can easily be done at home.
1st lesson: Learning objectives
Children should learn: • that plants provide food for humans
Learning outcomes
Children will be able to: • state that humans eat some plants
2nd Lesson Learning objectives
Children should learn: • that there are different plants in the environment • to make observations of one or two plants and of where they grow and to communicate these
Learning outcomes
Children will be able to: • name some common plants • describe where some common plants grow
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2 full lessons includes lesson plans resources and flipbook.
1st lesson: Learning objectives
Children should learn: • that humans grow and change as they become older
Learning Outcome: Children will be able to: • sequence pictures of people from youngest to oldest, giving reasons for their choices
Children look at different stages of a humans life from baby to the elderly
2nd Lesson
Learning objective: Children should learn: • that there are differences between humans • to collect and organise data and present it in a chart
Learning outcomes
Children will be able to: • count how many children have a particular feature and represent this information in a chart • interpret the chart
Children create block graphs to focus on the similarities and difference of physical apperances. Such as ‘brown eyes’ and ‘blonde hair’
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The LCP Primary Science Dictionary is an easy-to-use, alphabetically-arranged dictionary of scientific words, with lots of useful diagrams, photographs and illustrations. It will help students find out more about the science topics they study in class, improve their literacy skills as well as achieve a higher mark in their National Curriculum tests.
This is a really great resource aimed at primary KS1 & KS2 and is jam packed with 128 pages of scientific facts and information. A must have resource.
Taken from Learning Outside the Classroom: Early Years Foundation and Key Stage 1.
Includes 5 detailed Lesson Plans
Lesson 1: In this session, the children talked about why homes are important and thought about what it would be like to be homeless. I then introduced the children to a homeless woodlouse who needed us to help him fi nd a new home
Lesson 2: This session involved a walk around the local area, where the children looked at the different types of homes in which people live. This would then lead into the next session about the different homes in which animals live, which would help the children to fi nd a new home for Harry the woodlouse.
Lesson 3; In this session, we looked, in our school grounds, at the types of homes that different animals live in. The idea of the session was to gather some more ideas about the kind of home that Harry the woodlouse might like to live in
Lesson 4: In this session, we looked at ‘habitats’, as a wider term for animals’ homes, i.e. the area where an animal lives, fi nds food and moves around. We studied different habitats in the school grounds and looked at the animals which lived there. We focused particularly on minibeasts, to help us decide about the habitat we could create for Harry the woodlouse
Lesson 5: In this session, the class collected materials from outside to create their own habitat for Harry, which would be put outside afterwards for Harry and other wildlife to live in. The children used their prior learning about animal homes and habitats to decide on the important features of Harry’s new habitat.
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Lesson 1: This activity should be used to focus on considering and analysing evidence, rather than planning an investigation. However, it can also be used before the children carry out an investigation of their own to provide them with a good structure for setting up their own tests
Lesson 1: Learning objectives
Children should learn:
• that plants need water but not unlimited water, for
healthy growth
• to use results to draw conclusions
Lesson 1: Learning outcomes
Children will be able to:
• state that plants need water to grow but too much
or too little water may kill them
• describe differences in the way the plants grew
Lesson 2: This activity is intended to support children in their understanding of how simple investigations are planned. Begin the lesson by asking the children to recall any investigations that they have done and the stages of planning that they went through.
Lesson 2: Learning objectives
Children should learn:
• to suggest how a fair test could be carried out
• that in experiments with living things, using just
one plant in each set of conditions does not give
sufficient evidence
Lesson 2: Learning outcomes
Children will be able to:
• recognise the correct order in which to undertake
a simple investigation
• describe factors that contribute to the test
being fair
• suggest why one sample may not be adequate in
each set of conditions
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Two lessons on the three states.
Lesson One: Three States- a revision of Solids and Liquids, and an Introduction to Gases, including Activities, Resource Sheets and Teacher’s Notes.
Lesson Two: It Gets Everywhere- a lesson on air spaces and bubbles, including Activities, Resource Sheets and Teacher’s Notes.
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1 lesson with resources, flipbook and worksheet
Lesson: Shadow-Land
Learning objectives
Children should learn: • that light travels in straight lines • that shadows are cast by objects which obstruct light • that the Sun casts shadows which change as each day progresses
Learning outcomes
Children will be able to: • explain what causes shadows • explain why shadows cast by sunlight move and change shape and size during a day
Task:The activity sheet has the cut-out parts for making a sundial. The children can mark on the dial the position of the shadow cast by the raised part at different times on the next sunny day. It will work better if you stick the sundial onto a card base
This resource includes 1 text with activities and questions. Text title:
Snakes
The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills.
There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme.
The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable.
The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy
Leave a review