High Seaton, Workington, Cumbria, CA14 1NP

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“Educating our children with the skills they need to live fullfilling lives.”

Key Stage 1 Long Term Plans

SUBJECT/AREA:         Science           CO-ORDINATOR:       Miss Birch

   Year 1  Year 2
Autumn 1

Ourselves

  • Identify and name the basic parts of the body.
  • Draw and label the basic parts of the human body.

Senses

  • Locate parts of the human body related to the senses.

Seasonal changes

  • Observe changes throughout the season.
  • Describe the weather
  • Gather and record data to answer questions 

Working Scientifically

  • Ask own questions about what they notice.
  • Observe closely, using senses.
  • Observe changes over time.

Human Body/Health and Growth

  • Identify where internal parts of the body are located
  • Talk about the  purpose of internal body parts in basic terms
  • De scribe the importance of exercise, a balanced diet and hygiene for humans
  • Describe basic needs of animals including humans for survival

Seasonal changes/Day length

  • Describe the weather associated with the seasons
  • Describe how the day length changes
  • Gather and record data to help answer questions 

Working Scientifically

  • Ask own questions about what they notice.
  • Observe closely using senses
  • Observe changes over time.
  • Notice similarities and differences
  • Identify groups and classify things
  • Use appropriate scientific language to communicate ideas and findings
  • Use observation to suggest answers to questions
  • Find information using secondary resources
Autumn 2

Light and Dark/Nocturnal Animals

  • Identify that most living things live in habitats to which they are suited.
  • Identify common nocturnal animals

Seasonal changes

  • Observe changes throughout the season. 
  • Describe the weather
  • Gather and record data to answer questions 

 Working Scientifically

  • Ask own questions about what they notice.
  • Notice similarities and differences.
  • Carry out simple, comparative tests.
  • Use appropriate scientific language to communicate ideas and findings.

Materials

  • Describe how the shape of solid objects made from some materials can be changed by squashing, bending, twisting and stretching
  • Describe ways in which some materials are changed by heating and cooling
  • Recognise that some changes can be reversed 
  • Can clarify changes
  • Describe similarities and differences between materials
  • Identify and compare the suitability of a variety of everyday materials
  • Explain simply why some materials are particularly suitable for specific purposes

Seasonal changes/Day length

  • Describe the weather associated with the seasons
  • Describe how the day length changes
  • Gather and record data to help answer question

Working Scientifically

  • Ask own questions about what they notice.
  • Observe closely using simple equipment 
  • Observe changes over time.
  • Identify groups and classify things
  • Use appropriate scientific language to communicate ideas and findings
  • Use observation to suggest answers to questions
  • Find information using secondary resources
  • Perform simple comparative tests
Spring 1

Materials and their properties

  • Distinguish between an object and the material from which it is made.
  • Identify and name a variety of common materials.
  • 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.
  • Describe the basis for groupings of materials in everyday terms.
  • Describe similarities and differences between materials.

Seasonal changes

  • Observe changes throughout the season
  • Describe the weather
  • Gather and record data to answer questions 

Working Scientifically

  • Ask own questions about what they notice.
  • Observe closely.
  • Notice similarities and differences
  • Carry out simple, comparative tests
  • Identify groups and classify things
  • Use appropriate scientific language to communicate ideas and findings.

Animals: Environments

  • Describe and compare observable features of animals from a range of groups
  • Describe the basic needs of animals for survival
    • Describe how living things are suited to different habitats

    Seasonal changes/Day length

    • Describe the weather associated with the seasons
    • Describe how the day length changes
    • Gather and record data to help answer question

    Working Scientifically

    • Ask own questions about what they notice.
    • Observe changes over time.
    • Use appropriate scientific language to communicate ideas and findings
    • Use observation to suggest answers to questions
    • Find information using primary and secondary resources
    Spring 2

    Plants

    • Recognise common garden plants, wild plants and tress
    • Describe basic needs of plants for survival
    • Identify and describe the basic structure of a variety of common flowering plants and trees

    Seasonal changes

    • Observe changes throughout the season.
    • Describe the weather
    • Gather and record data to answer questions 

     Working Scientifically

    • Ask own questions about what they notice.
    • Observe closely
    • Observe changes over time.
    • Notice similarities and differences
    • Carry out simple, comparative tests
    • Identify groups and classify things
    • Use appropriate scientific language to communicate ideas and findings
    • Use observation to suggest answers to questions

    Animals: Life Cycles and Food Chains

    • Describe how animals obtain their food from plants and other animals using a simple food chain 
    • Identify and name different sources of food
    • Know that animals including humans have offspring that grow into adults
    • Describe the main changes as young animals including humans grow into adults 
    • Explore and compare the differences between things that are living, dead and things that have never lived

    Seasonal changes/Day length

    • Describe the weather associated with the seasons
    • Describe how the day length changes
    • Gather and record data to help answer questions
    • Ask own questions about what they notice.

    Working Scientifically

    • Observe closely using simple equipment 
    • Observe changes over time.
    • Notice similarities, differences and patterns
    • Identify groups and classify things
    • Use appropriate scientific language to communicate ideas and findings
    • Use observation to suggest answers to questions
    • Find information using secondary resources
    • Perform simple comparative tests
    Summer 1

    Animals

    • Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
    • Describe and compare features of a variety of common animals
    • Identify if things are alive, dead and never lived

    Seasonal changes

    • Observe changes throughout the season.
    • Describe the weather
    • Gather and record data to answer questions 

    Working Scientifically

    • Ask own questions about what they notice.
    • Observe closely using simple equipment
    • Notice similarities and differences
    • Identify groups and classify things
    • Use appropriate scientific language to communicate ideas and findings
    • Use observation to suggest answers to questions
    • Find information using secondary resources

    Plants

    • Describe the main changes as seeds and bulbs grow into mature plants
    • Describe the impact of changes to the basic needs of a plant
    • Identify and describe the basic  structure of  plants and trees - see Key Vocabulary
    • Begin to identify and describe the functions of different parts of flowering plants including trees
    • Compare the differences between things that are living, dead and have never lived

    Seasonal changes/Day length

    • Describe the weather associated with the seasons
    • Describe how the day length changes
    • Gather and record data to help answer question

    Working Scientifically

    • Ask own questions about what they notice
    • Observe closely using simple equipment 
    • Observe changes over time.
    • Notice similarities, differences and patterns
    • Identify groups and classify things
    • Use appropriate scientific language to communicate ideas and findings
    • Use observation to suggest answers to questions
    • Find information using primary and  secondary resources
    • Perform simple comparative tests
    Summer 2

    Animals

    • Identify and name a variety of common animals that are carnivores, herbivores and omnivores 
    • Group animals according to what they eat 

    Seasonal changes

    • Observe changes throughout the season. 
    • Describe the weather
    • Gather and record data to answer questions 

     Working Scientifically

    • Ask own questions about what they notice.
    • Notice similarities and differences
    • Identify groups and classify things
    • Use appropriate scientific language to communicate ideas and findings
    • Find information using secondary resources

    Plants

    • Identify and name a variety of plants and animals in their habitats including micro habitats
    • Describe how living things are suited to different habitats
    • Identify and name different sources of food
    • Describe how animals obtain their food from plants and other animals using the idea of a simple food chain

    Seasonal changes/Day length

    • Describe the weather associated with the seasons
    • Describe how the day length changes
    • Gather and record data to help answer question

    Working Scientifically

    • Ask own questions about what they notice 
    • Observe changes over time.
    • Notice similarities, differences and patterns
    • Identify groups and classify things
    • Use appropriate scientific language to communicate ideas and findings
    • Use observation to suggest answers to questions
    • Find information using  secondary resources
    • Perform simple comparative tests

    Although topics taught as a unit many aspects will be ongoing throughout year.