Rowan Class Term 5
Science Learning Challenge:
Animals- Why are humans not
like tigers?
Teacher: Miss Duke
Year 1 Statutory Requirements
Working
Scientifically
(Y1 & 2)
•
•
•
•
•
Ask simple questions
and recognise that
they can be
answered in
different ways;
Observe carefully,
using simple
equipment;
Identifying and
classifying
Using their
observations and
ideas to suggest
answers to their
questions;
Gathering and
recording data to
help in answering
questions.
Plants
•
•
Identify and name a
variety of common,
wild and green
plants, including
deciduous and
evergreen trees;
Identify and
describe the basic
structure of a variety
of common
flowering plants,
including trees.
Animals, including
humans
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•
•
•
Identify and name a
variety of common
animals, including
fish, amphibians,
reptiles, birds and
mammals;
Identify and name a
variety of common
animals that are
carnivores,
herbivores and
omnivores;
Describe and
compare the
structure of a variety
of common animals
(fish, amphibians,
reptiles, birds and
mammals, including
pets);
Identify, name, draw
and label the basic
parts of the human
body and say which
part of the human
body is associated
with each sense.
© Focus Education 2014
Everyday materials
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•
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Distinguish between
an object and the
materials 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.
Seasonal Changes
•
•
Observe changes
across the four
seasons;
Observe and
describe weather
associated with the
seasons and how
day length varies.
2
Science: Year 1 Overview
Key Features
ANIMALS
(including Humans)
PLANTS
• Identification
and labelling,
including trees
YEAR 1
• Structure of
plants,
including roots,
stem, flower,
etc.
• Identification and
labelling a variety of
common animals (fish,
amphibians, reptiles,
birds and mammals)
• Know carnivores,
herbivores and
omnivores
• How to care for pets
• Name parts of the
human body
•
Possible
Learning
Challenges
•
Why are humans not
like tigers?
Which birds and plants would Little Red
Riding Hood find in our park?
EVERYDAY
MATERIALS
SEASONAL
CHANGES
• Identify and name
a range of
materials (wood,
plastic, glass,
metal, water and
rock;
• Features of day and
night including
temperature
• Weather, associated
with seasons
• Classifying and
grouping
according to a
range of physical
properties
• Which materials
should the Three
Little Pigs have
used to build their
house? or
• What do Aliens
think of life on
planet Earth?
© Focus Education 2014
•
•
Why does it get
dark earlier in
winter? or
How do the
seasons impact
on what we do?
3
Scientific Knowledge,
Skills and
Understanding within
the
National Curriculum
Year 1 Science
© Focus Education 2014
4
Knowledge, Skills and Understanding breakdown for
Working Scientifically
Year 1
Observing closely
Performing Tests
• Can they talk about
• Can they perform a
what they <see, touch,
simple test?
smell, hear or taste>?
• Can they tell other
• Can they use simple
people about what
equipment to help
they have done?
them make
observations?
•
•
•
•
•
Identifying and
Recording findings
Classifying
Can they identify and • Can they show their
classify things they
work using pictures,
observe?
labels and captions?
Can they think of
• Can they record their
some questions to ask?
findings using standard
Can they answer some
units?
scientific questions?
• Can they put some
Can they give a simple
information in a chart
reason for their
or table?
answers?
Can they explain what
they have found out?
Year 1 (Challenging)
• Can they find out by
watching, listening,
tasting, smelling and
touching?
• Can they give a simple • Can they talk about
reason for their
similarities and
answers?
differences?
• Can they explain what
they have found out
using scientific
vocabulary?
© Focus Education 2014
• Can they use ICT to
show their working?
• Can they make
accurate
measurements?
5
Knowledge, Skills and Understanding breakdown for
Plants and Animals, including humans
Year 1
Plants
• Can they name the petals, stem, leaf,
bulb, flower, seed, stem and root of a
plant?
• Can they identify and name a range
of common plants and trees?
• Can they recognise deciduous and
evergreen trees?
• Can they name the trunk, branches
and root of a tree?
• Can they describe the parts of a plant
(roots, stem, leaves, flowers)?
Animals, including humans
• Can they point out some of the
differences between different
animals?
• Can they sort photographs of living
things and non-living things?
• Can they identify and name a variety
of common animals? (birds, fish,
amphibians, reptiles, mammals,
invertebrates)
• Can they describe how an animal is
suited to its environment?
• Can they identify and name a variety
of common animals that are
carnivores, herbivores and omnivores?
• Can they name the parts of the
human body that they can see?
• Can they draw & label basic parts of
the human body?
• Can they identify the main parts of the
human body and link them to their
senses?
• Can they name the parts of an
animal’s body?
• Can they name a range of domestic
animals?
• Can they classify animals by what they
eat? (carnivore, herbivore, omnivore)
• Can they compare the bodies of
different animals?
Year 1 (Challenging)
• Can they name the main parts of a
flowering plant?
• Can they begin to classify animals
according to a number of given
criteria?
• Can they point out differences
between living things and non-living
things?
© Focus Education 2014
• Can they name some parts of the
human body that cannot be seen?
• Can they say why certain animals
have certain characteristics?
• Can they name a range of wild
animals?
6
Year 1: Why are humans not like tigers?
KS1 Science (Y1 Animals, including Humans)
•
•
•
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Identify and name a variety of common animals, including fish, amphibians,
reptiles, birds and mammals;
Identify and name a variety of common animals that are carnivores,
herbivores and omnivores;
Describe and compare the structure of a variety of common animals (fish,
amphibians, reptiles, birds and mammals, including pets);
Identify, name, draw and label the basic parts of the human body and say
which part of the human body is associated with each sense.
WOW: Read ‘The Tiger who came to tea’ and ‘Zoo’
Visit to a zoo (if possible)
LC1
Why do we call some animals ‘wild’?
LC2
What would you ask a zoo keeper?
LC3
Why would it not be sensible for all animals to
live in England?
LC4
How are we humans different from most
animals?
LC5
What do we mean by carnivore, herbivore and
omnivore?
LC6
What do we need to do to keep our pets
happy?
LC7
Who are the minibeasts that live in our school
grounds?
LC8
Reflection: Can you create your own non fiction
book on a ‘Visit to the Zoo’?
Working scientifically: using their observations to
compare and contrast animals at first hand or
through videos and photographs, describing how
they identify and group them; grouping animals
according to what they eat; and using their senses
to compare different textures, sounds and smells.
Literacy Link: Read the well known books
associated with features of different animals and
get children to talk about their favourite animals
and the way they live.
Literacy Link: Pupils to create their own fact files
based on a chosen wild animal.
They will also think of a specific question to ask a
zoo keeper (ideally to find out when they are on
their zoo visit or to work out from their own
research). This will be linked to the reflection week
when they put this information into a non-fiction
book
Expressive Art Link: This LC will also provide
opportunities to discuss humans’ ability to work
together. To show this off they will create a
special dance about wild animals and perform it
to Years 2 and EYFS.
Creative Art Link: This LC will provide
opportunities to talk about our ability to draw
and write about other things. This will then be
linked to the opportunity to make a self portrait.
© Focus Education 2014
The tiger
who
came
to tea
Judith
Kerr
Bog
Baby
Jeanne
Willis
7
Year 1: Why are humans not like tigers?
Year 1: Science, Art and Dance Knowledge, Skills and Understanding
Science
Working Scientifically/ Animals, including humans
Art & Design
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Can they talk about what they <see, touch, smell, hear or taste>?
Can they use simple equipment to help them make observations?
Can they put some information in a chart or table?
Can they identify and classify things they observe?
Can they think of some questions to ask?
Can they answer some scientific questions?
Can they give a simple reason for their answers?
Can they explain what they have found out?
•
•
•
•
Can they point out some of the differences between different animals?
Can they sort photographs of living things and non-living things?
Can they classify common animals? (birds, fish, amphibians, reptiles, mammals,
invertebrates)
Can they describe how an animal is suited to its environment?
Can they name the parts of the human body that they can see?
Can they identify the main parts of the human body and link them to their senses?
Can they name the parts of an animal’s body?
Can they name a range of domestic animals?
Can they classify animals by what they eat? (carnivore, herbivore, omnivore)
Can they compare the bodies of different animals?
Can they sort some animals by body covering, eg, scales, fur and skin?
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•
Year 1 (Challenging)
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Can they
communicate
something about
themselves in their
drawing?
Can they create
moods in their
drawings?
Can they draw using
pencil and crayons?
Can they draw lines of
different shapes and
thickness, using 2
different grades of
pencil?
Dance
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•
•
•
•
•
•
•
•
•
•
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Can they find out by watching, listening, tasting, smelling and touching?
Can they talk about similarities and differences?
Can they explain what they have found out using scientific vocabulary?
Can they use ICT to show their working?
Can they make accurate measurements?
•
•
•
•
Can they begin to classify animals according to a number of given criteria?
Can they name some parts of the human body that cannot be seen?
Can they say why certain animals have certain characteristics?
Can they name a range of wild animals?
© Focus Education 2014
•
Can they explore and
perform basic body
actions?
Do they use different
parts of the body singly
and in combination?
Do they show some sense
of dynamic, expressive
and rhythmic qualities in
their own dance?
Do they choose
appropriate movements
for different dance
ideas?
Can they remember and
repeat short dance
phrases and simple
dances?
Do they move with
control?
Do they vary the way
they use space?
Do they describe how
their lungs and heart work
when dancing?
Do they describe basic
body actions and simple
expressive and dynamic
qualities of movement?
8
Geography links
• Identifying where selected animals come from on a map.
• Identifying the continents and oceans relating it back to animals.
Maths
• This term Rowan class will be learning place value, fractions,
multiplication and division.
Year 1: Can you write a fact file for the class
book about animals?
Me
My
teacher
Can you think of some questions about what you would like to find out about an
animal?
Can you use a book to find the answers to your questions?
Can you label a picture of the animal?
Can you add an adjective to some of the labels?
Can you find a fact and say it in a sentence?
Can you look at some fact files and say how you need to organise yours?
Can you add some extra information to a fact by using and, but or so?
Can you check that your fact sentences make sense?
Can you check that you have started each fact sentence with a capital letter and
ended it with a full stop?
Can you share your fact file with a partner?
Can you say a fact that you have learned from your partner’s fact file?
11
Year 1: Can you write a fact file for the class book about
animals?
Link to Learning
Challenge:
Science: Why are humans not like tigers?
Text Type:
Information
Spoken Language Speak clearly and loudly enough to communicate meaningfully.
Objectives:
Reading
Objectives:
Use context and vocabulary provided to understand texts.
Read phonically decodable texts.
Writing
Objectives:
Compose a sentence orally before writing it.
.Discuss what they have written with the teacher or a pupil.
Grammar
Objectives:
Join sentences with and, so, but.
Begin to punctuate sentences with a full stop, question mark or
exclamation mark.
12
Year 1: Can you write a report for A Bog Baby
Spotters’ Guide?
Me
My
teacher
Can you talk about the different bog babies in the book?
Can you draw your own bog baby and label it?
Can you add an adjective to some of the labels?
Can you fill in the information form from the book about your bog baby?
Can you read reports about animals and find out about how they have been
written?
Can you make a list of some sentence starters from the reports – Some, Many, All,
Usually etc?
Can you write a first sentence which tells the reader what your report is about?
Can you use the information form and the list of starters to practise saying your
sentences about your bog baby?
Can you use phonemes and syllables to help you spell words?
Can you write your sentences and check they make sense?
Can you write a last sentence with an interesting fact about your bog baby?
Can you be a bog baby expert and answer questions about your bog baby?
Can you talk about what you have written and how you have written it?
13
Year 1: Can you write a report for a Bog Baby
Spotters’ Guide?
Link to Learning
Challenge:
Science: Why are humans not like tigers?
Text Type:
Non-chronological report
Spoken Language Speak in complete sentences after modelling
Objectives:
Reading
Objectives:
Link what they read to their own experiences
Writing
Objectives:
Spell words using the phonemes taught.
Compose a sentence orally before writing it
Grammar
Objectives:
Use sentence starters linked to reports
14
Year 1: Can you retell the Bog Baby story?
Me
My
teacher
Can you say what you like or do not like about the story?
Can you say why the girls kept the bog baby a secret?
Can you put pictures from the story in the right order?
Can you say which is the beginning, middle and end of the story?
Can you use the pictures and stick puppets to retell the story in sentences?
Can you make a story map with the beginning, middle and end of the story?
Can you find some adjectives to give more information about the bog baby?
Can you choose the best adjectives for your story?
Can you start some sentences with time adverbs – later, after, before, as soon as –
and add them to your map?
Can you use your map to practise retelling your story in sentences?
Can you write your sentences and check they make sense?
Can you use phonemes and syllables to help you spell words?
Can you read your story aloud to a friend/group/the class?
15
Year 1: Can you retell the Bog baby story?
Link to Learning
Challenge:
Science: Why are humans not like tigers?
Text Type:
Narrative with beginning, middle and end
Spoken Language Retell a familiar story in sentences, using key narrative language.
Objectives:
Reading
Objectives:
Say what they like or dislike about a text.
Retell a story orally using key narrative language.
Writing
Objectives:
Spell words using the phonemes taught.
Compose a sentence orally before writing it.
Grammar
Objectives:
Choose the best adjectives for the context.
Use time adverbs to sequence the story.
16
Year 1: Can you explain how you made a
shelter for a Bog Baby?
Me
My
teacher
Can you say a sentence to tell the listener what you made and why you made it?
Can you write this sentence and check it makes sense?
Can you draw pictures (sort photographs) of what you did in the right order?
Can you add labels using the right nouns for the materials and tools you used?
Can you add time adverbs to your pictures?
Can you say what you did in the right order in sentences using time adverbs?
Can you join some sentences using and, so, but?
Can you write at least one sentence to go with each picture?
Can you say a sentence to tell the listener how good your Bog Baby’s house is?
Can you write this sentence and check it makes sense?
Can you re-read all your writing and check it makes sense?
Can you talk about what you have written and how you have written it?
17
Year 1: Can you explain how you made a shelter for a Bog
Baby?
Link to Learning
Challenge:
Science: What do aliens think of life on planet earth?
Text Type:
Recount (explanation)
Spoken Language Recount the experience in sentences.
Objectives:
Reading
Objectives:
Blend sounds in unfamiliar words based on unknown GPCs.
Respond to the features of the text type.
Writing
Objectives:
Compose a sentence orally before writing it.
Re-read what they have read to check it makes sense.
Grammar
Objectives:
Use time adverbs to sequence the story.
Join sentences with and, so, but.
18
Design and Technology: Key Stage One Overview
Learning Challenges
Construction
Mouldable
Materials
Mechanisms
Textiles
Year 1
Can we
design a set
of chairs for
The Three
Bears?
What can
our toys eat
their dinner
on?
How can we
make a
picture
move?
Can we
design a hat
for Teddy to
wear
whatever
the
weather?
Year 2
Will you
shake, pluck
or hit your
musical
instrument?
Can we
design our
own
bedroom
door name
signs?
Why might
our monsters
or dinosaurs
bite you?
How can we
put on a
finger
puppet
show?
© Focus Education (UK) Ltd 2014
Cooking
and
Nutrition
Materials
What could
be in our fruit
salad?
What else
could The
Three Little
Pigs have
made their
houses from?
What shall
we have in
our
sandwiches
today?
How will we
float our
boats?
19
Year 1: What could be in our fruit salad?
Cooking and Nutrition
Pupils should be taught to:
Use the basic principles of a healthy and varied diet to
prepare dishes.
Understand where food comes from.
WOW: Play ‘Guess the Fruit’ with the children identifying fruit by
touch, smell and taste.
LC1
How many different fruit can we identify?
LC2
Which fruit grows in this country and which
fruit grows in other countries?
LC3
Why is fruit so good for us?
LC4
What are the ingredients in fruit salads from
a supermarket?
LC5
How do we prepare different fruit so they
are ready to eat?
LC6
Which fruits taste the best?
LC7
What will be in our fruit salad so that it tastes
nice and looks good too?
Ref
What do other people think of our fruit
salads?
Geography Link: Opportunities for the
children to find and name places on maps
and compare geographical features
including climate.
Mathematics Link: Children can compare
prices and calculate with money.
Oracy Links: Opportunities for children to
develop their vocabulary, ask questions and
use comparative language.
Handa’s
Surprise
© Focus Education (UK) Ltd 2014
Eileen
Browne
Oliver’s
Fruit
Salad
French
and
Bartlett
20
What could be in our fruit salad?
Year 1
Developing, planning and
communicating ideas
• Can they think of some ideas of
their own?
• Can they explain what they want
to do?
• Can they use words to plan?
Working with tools, equipment,
materials and components to make
quality products
• Can they explain what they are
making?
• Can they explain which tools
they are using?
Evaluating processes and products
• Can they talk about their own
work and things that other
people have done?
Breadth of study
Cooking and nutrition
• Can they cut food safely?
• Can they describe the texture of foods?
• Do they wash their hands and make sure that surfaces are clean?
• Can they think of interesting ways of decorating food they have made, eg, cakes?
© Focus Education (UK) Ltd 2014
21
Religious Education
• Why are the Saints important?
• What does it mean to be a Hindu?