Beruflich Dokumente
Kultur Dokumente
Subject
Year Group
When
Teacher
Week
Year-2015
Science
4
SPRING Term (2)
Saritha
Objectives
Children learn
to identify different
types of habitat
that different animals
are found in different
habitats
to recognise the term
organism
1
to identify different
types of habitat
that different animals
are found in different
habitats
to identify different
types of habitat in the
Resource
s
Assessment
Opportunities
Photograp
hs
Discussion
Education
City
Virtual
Experimen
ts on
Smartboar
d
Blank map
of the
school
Safety
Issues
Childrens ideas
Lists produced
Discussion and
observation of
children
Completed map
Discussion
Small groups
each with an
adult. Stay
with adult
Stay within
the School
grounds i.e.
at the back
of the school
Year-2015
local area
that different animals
are found in different
habitats
to identify and
investigate a variety of
different local habitats
Recording
sheets
Virtual
Experimen
ts
Concept
maps
Concept maps
produced
Observation
Discussion
Sheets
produced
Photos of
plants
Daydream
PE hoops
Recording
sheets
Risk
assessment
Stay with
adult
Stay within
the School
grounds
Discussion
Work produced
Observation of
children
Discussion
Recording sheet
produced.
Each group
with an
adult.
Do not work
near the
pond.
Stay with
adult
Discussion
Keys produced
Photograp
hs
Photograp
hs
Food for
Keys produced
Discussion
and birds
Discuss how to observe the birds silent watching from
the library, no sudden movements or noises etc
We will investigate how many birds eat each type of food
seeds, fruit, bread and fat balls. Make predictions
about what the most popular type of food will be.
Discuss making the test fair same amount of food each
time, length of time the birds will be observed for, where
we will be observing so the only thing that is changing is
the food.
Split children into four groups. Each group will observe
and count the birds eating one type of food (with adult
support). Rest of the group produce an information sheet
about what birds like to eat
Collate each groups results from the previous lesson.
Demonstrate and question to draw conclusions from
what we have found which food did the birds prefer to
eat?
Collate information from each group and create a bar
chart with a table of results
Model writing the test up
the birds
to understand what is
meant by a food chain
to understand the terms
producer and
consumer
100
Science
Lessons Yr
4 p. 61
Year-2015
Recording
sheet
Results
Questions and
answers
Write up of the
experiment
Questioning
Completed
sorting activity
Sorting
cards
Discussion and
questioning
Week
Objectives
Children learn
Recap on previous
Intro: ShortSchool,
quiz on previous
covered
what
do the
GEMS Westminster
RAK topic
Medium
Term
Planning
knowledge of circuits
children remember?
and conductors.
Main: Discuss with chn what they think the unit will be
about.
to understand the terms Go
Introduce
terms
predator
over what
a concept
map and
is. prey and carnivore and
carnivore and
herbivore
Write up concept map that the chn were set for hw what
herbivore
Children
construct
do
the chn will
already
know.mobiles of food chains with more
confident
children
the name
of animal/plant,
Chn
write down
ideaslabelling
they havent
thought
of.
carnivore,
herbivore,
and prey with the circuit
Plenary:
Discuss
safetypredator
and expectations
equipment.
That circuits powered by
Intro: Discuss what electricity is?
batteries can be used for Main: Can children think about items around their
investigation and
home/school that require electricity/power.? Brainstorm
experiment, appliances
ideas.
connected to the main
Discuss ideas as a class. How are they powered plugs
must not.
and batteries.
What are the main differences between batteries and
mains electricity?
Discuss electrical safety why do we not use mains
electricity in experiments?
Play electrical safety game.
Plenary: What have we learnt about electrical safety?
That a circuit needs a
Intro: Go over safety of using circuit equipment.
power source.
Main: Discuss what electricity is and how it works brief
That a complete circuit is detail.
needed for a device to
In a circle hold hands and squeeze the hand of the person
work.
on the left until it comes back to me.
2 chn let go of the circle discuss what has happened.
Why has it happened?
Show chn symbols associated with circuits bulbs, cells
etc. Chn draw these into book and label them. Why do we
use symbols rather than drawings?
Show chn circuit diagrams what can the chn notice about
the circuits complete/incomplete?
Chn draw into book and write a short prediction about
what might happen with that circuit.
Plenary: Test knowledge of symbols can chn recall
them.
Resource
s
IWB
IWB
Assessment
Cues/Success
Criteria
Children
Year-2015
understand what
a concept map is
used for.
Completed
mobiles
Explain why
devices in some
circuits shown in
drawings will
work but devices
in other circuits
will not.
Safety
Issues