Science - Level A

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Interactive Guidelines - Knowledge & Understanding

Earth & Space Earth in Space

this is
Level A

Home Page	Access to other Strands & Attainment Outcomes	Skills	Materials from Earth	Energy & Forces	Living Things
Level A	Learning activities & links to Target Groups (G) in Framework for Planning	Additional advice from Guide for Teachers & Managers
Target, Code & Menu		Additional advice from Guide for Teachers & Managers
ES-A1.1	Target Menu from G6 Attractive compilation covering Level A, from Kirkcaldy High School (pdf, 18 pages, 5.31 Mb)	Earth in Space
Identify the Sun, the Moon and the stars	observe the sky over a period of a month, presenting findings in simple form on a class wallchart showing night and day arrange paper stars in patterns to represent the Plough and Orion	Observations made at night require parental help and daytime sky watching must avoid looking directly at the Sun. Features to note include the apparent movement of the Sun, the change in shape of the Moon and the pattern of some constellations such as the Plough and Orion, best observed in early evening during winter months.
ES-A1.2	Target Menu from G6	Earth in Space
Link the pattern of day and night to the position of the Sun.	at a window, view the motion of the Sun across the sky, using sticky paper discs to record the observations made at intervals through the school day create pictures or collages of day/night, sunrise/sunset.	Stress the danger of looking directly at the Sun. Link darkness and absence of light from the Sun. An Earth globe can be used to introduce the idea of the spinning motion. For some pupils, the relationship between this spinning motion and the apparent movement of the Sun can be introduced - see Level B.

Earth & Space Materials from Earth

this is
Level A

Home Page	Access to other Strands & Attainment Outcomes	Skills	Earth in Space	Changing materials	Energy & Forces	Living Things
Level A	Learning activities & links to Target Groups (G) in Framework for Planning		Additional advice from Guide for Teachers & Managers
Target, Code & Menu
ES-A2.1	Target Menu from G1 Attractive compilation covering Level A, from Kirkcaldy High School (pdf, 18 pages, 5.31 Mb)		Materials from Earth
Recognise and name some common materials from living and non-living sources	collect common materials that we obtain from living things make links between examples of common materials and pictures of their living sources set up an interest table with materials grouped according to source - living or non-living make a collage using only naturally occurring or non-naturally occurring materials		Wood, paper, wool, cotton, leather, coal, oil and most of our food come from living things. Since pupils at this stage usually believe that 'movement' is the defining characteristic of a living thing, some care will be necessary - clouds are not living things producing water! Pupils will need help with the story, which tracks a cotton sock back to fluffy seeds on cotton plantations. Materials from non-living sources include those that are naturally occurring, such as rock, sand, water and tar, and those that are manufactured, such as brick, concrete, glass, plastic and steel, but such a distinction is not required at this level.
ES-A2.2	Target Menu from G1		Materials from Earth
Give examples of uses of some materials based on simple properties	explore a variety of materials by twisting, stretching, bending or squashing find a use for a common material and talk about why we use it this way		Elastic bands, sticks of chalk and pieces of sandpaper would be interesting and yield ready links between properties and use.
ES-A2.3	Target Menu from G9		Materials from Earth
Give the main uses of water	make drawings of 'how I have used water today' use these to draw up a list of uses expand the list through discussion of other uses.		Pupils and all living things require water to live. It is the major part of all their drinks. They also need it for hygiene - washing and flushing the toilet. Some pupils might have watered plants. Further uses might emerge from discussion, such as transport, fire control, cooling, power generation, leisure activities. It might be worth drawing attention to the fact that many of our major towns are built at river sites. The topic affords excellent opportunity to stress the importance of personal hygiene and of aspects of water safety.

Earth & Space
Changing materials

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Level A

Home Page	Access to other Strands & Attainment Outcomes	Skills	Materials from Earth	Energy & Forces	Living Things
				Properties & uses of energy
Level A	Learning activities & links to Target Groups (G) in Framework for Planning		Additional advice from Guide for Teachers & Managers
Target, Code & Menu
ES-A3.1	Target Menu from G1 Attractive compilation covering Level A, from Kirkcaldy High School (pdf, 18 pages, 5.31 Mb)		Changing materials
Make observations of the ways in which some materials can be changed by processes such as squashing, bending, twisting and stretching.	find out which materials can be made to change, some that easily change back and some that cannot easily be changed, e.g. stone find out which material is easiest to bend		Use wood and plastic strips (rulers would serve), wire of different thickness (coat hangers, garden or electrical wire, etc.), paper, card, Plasticine, play dough, clay, Blu-tack, elastic bands, foam sponges, soft rubber balls, stones. Pupils will find that some of these stay bent, others spring back into their original shape. If you use a collection of familiar metal and plastic objects take a little care over the difference between bending and denting. Some pupils will spot that it is not fair to compare the bendiness of thick and thin materials.
	find a way of measuring which material is easiest to stretch		Try elastic, string, rolled Plasticine, thin strips of polythene, wool, etc. Fair testing might lead some investigators to use a standard weight to stretch each material. Note that some materials return to their original length.
	collect some household containers and talk about the properties of the materials from which they are made.		Are they easily squashed, dented or twisted? Do they return to their original shape afterwards?

Energy & Forces
Properties & uses of energy

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Level A

Home Page	Access to other Strands & Attainment Outcomes	Skills	Force & their effects	Earth & Space	Living Things
				Changing materials
Level A	Learning activities & links to Target Groups (G) in Framework for Planning		Additional advice from Guide for Teachers & Managers
Target, Code & Menu
EF-A1.1	Target Menu from G4 Attractive compilation covering Level A, from Kirkcaldy High School (pdf, 18 pages, 5.31 Mb)		Properties & uses of energy
Give examples of sources of heat, light and sound	locate sources of heat, light and sound in the classroom and the home		Pupils should be encouraged to use the terms heat, light and sound to describe these forms of energy. Use real events and pictures including kettles, radiators, candles, torches, sunlight, radio, drums, TV, etc.
EF-A1.2	Target Menu from G4		Properties & uses of energy
Give examples of everyday uses of heat, light and sound	make a frieze of everyday uses of heat, light and sound group foods into those that are eaten cooked and those eaten uncooked find out how sound can be a nuisance and establish the need to consider other people		Heat is used to keep ourselves warm, to dry hair and clothes and to cook food. Words like 'loud', 'quiet', 'noise', 'silent' and the idea of 'good neighbour' can be introduced. This is an opportunity to consider why pupils do not shout in class.
EF-A1.3	Target Menu from G13		Properties & uses of energy
Start of targets related to electricity			Using information about appliances in the pupils' homes, make sets of those that provide heat, those giving light, those producing sound and those producing movement. Some, like TV, will be in two of the sets. Torches, bells, toothbrushes, radios, clocks, cameras, smoke alarms (remember to include watches) along with all the pupils' battery-operated toys would make an impressive display.
Give examples of everyday appliances that use electricity	explore the classroom and identify appliances that use mains electricity make picture sets of electrical appliances that have to be plugged in make a display of items that are battery operated
EF-A1.4	Target Menu from G13		Properties & uses of energy
Identify some of the common dangers associated with the use of electricity	identify electrical dangers in a picture of a kitchen draw pictures to show some of the dangers.		Fingers near sockets, switches left in the 'on' position, wet hands, exposed or faulty wiring, overloaded sockets can all constitute great danger and can lead to shocks and burns or worse. For the pupils the more obvious dangers relate to tripping over leads, burns from cookers and kettles, food mixers, etc.

Energy & Forces
Forces & their effects

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Level A

Home Page	Access to other Strands & Attainment Outcomes	Skills	Properties & uses of energy	Earth & Space	Living Things
					Variety & characteristic features
Level A	Learning activities & links to Target Groups (G) in Framework for Planning		Additional advice from Guide for Teachers & Managers
Target, Code & Menu
EF-A3.1	Target Menu from G7 Attractive compilation covering Level A, from Kirkcaldy High School (pdf, 18 pages, 5.31 Mb)		Forces & their effects
Give examples of pushing and pulling, floating and sinking	identify types of force (push or pull) used when putting on different items of clothing survey the classroom to find things that need either a push or pull to make them move examine a range of toys and suggest how to start them moving and test their ideas discuss where pushes and pulls occur in everyday life, e.g. swings find out which objects float or sink.		Pupils should use these terms and should understand that when they 'push harder' they are making much more of an effort. Look out for the forces that cannot be classified in this way, e.g. the 'turning' of a door handle, wheel, screw, etc.

Living Things & Processes of Life
Variety & characteristic features

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Level A

Home Page	Access to other Strands & Attainment Outcomes	Skills	Processes of life	Earth & Space	Energy & Forces
					Force & their effects
Level A	Learning activities & links to Target Groups (G) in Framework for Planning		Additional advice from Guide for Teachers & Managers
Target, Code & Menu
LT-A1.1	Target Menu from G2 Attractive compilation covering Level A, from Kirkcaldy High School (pdf, 18 pages, 5.31 Mb)		Variety & characteristic features
Recognise similarities and differences between themselves and others	draw pictures of themselves and discuss how they are recognised by their friends with a partner, find ways in which they are similar and different sort pictures of people into groups according to their similarities survey eye colour, hair colour, height, left- or right-handedness, foot size, hand span or head circumference		Here the emphasis is on observable physical features. Stress the range of variation and the uniqueness of the individual. Take care to avoid racial/sexual stereotyping and emphasise the many similarities between humans. Young children are not usually aware that they have inherited some of their parents' characteristics.
LT-A1.2	Target Menu from G2		Variety & characteristic features
Sort living things into broad groups according to easily observable characteristics.	take the class on a short walk in the area around the school to find and note living, once-living and non-living things draw pictures of living things and discuss pupils' reasons for thinking that these are living set up a display or collection table of models, pictures, etc., of living things and encourage pupils to add to this examples of once-living and non-living things the collection can be used to sort examples and non-examples of plants and animals.		Pupils at this stage often link 'being alive' to movement. Talking about a piece of wood as once having been alive as a tree is helpful in developing a concept of living things. Shells and bones are similarly challenging. Photographs can be deployed to good effect in stimulating observation of the more obvious features. Pupils tend to focus on animals rather than plants. Living things are distinguished by their ability to carry out certain processes of life. Simple language should be used to describe movement, respiration, feeding, excretion, sensitivity, growth and reproduction. The emphasis should be on building the concepts of living and non-living with pupils explaining their reasons for either placing or not placing an item in a particular group. The major groups should be represented by common and familiar members, but pupils are not required to know all their names or distinguishing features at this stage. Terminology should be very simple, e.g. birds, fish, insects, spiders, plants, moss, fern, etc. - if these terms are known by pupils.

Living Things & Processes of Life
The Processes of Life

this is
Level A

Home Page	Access to other Strands & Attainment Outcomes	Skills	Variety & characteristic features	Interaction of living things with their environment	Earth & Space	Energy & Forces
Level A	Learning activities & links to Target Groups (G) in Framework for Planning		Additional advice from Guide for Teachers & Managers
Target, Code & Menu
LT-A2.1	Target Menu from G8 Attractive compilation covering Level A, from Kirkcaldy High School (pdf, 18 pages, 5.31 Mb)		The Processes of Life
Name and identify the main external parts of the bodies of humans and other animals	play 'Simon says' with an emphasis on naming parts use drawings of themselves to identify the main external parts. Then use pictures, models and video material of other animals and identify their main external features visit a local resource where a variety of animals can be observed and discussed		This activity should be carried out before any of the sorting activities. Head, arms, legs, hands, feet, fingers, toes, knees, elbows, back, eyes, ears, nose, hair, skin, etc., should be included. The presence of hard bones below the surface should be noted. The distinguishing features that will be used in the sorting activities should be observed and recognised at this stage.
LT-A2.2	Target Menu from G2		The Processes of Life
Describe some ways in which humans keep themselves safe	brainstorming to collect pupils' ideas of what is safe and what is dangerous simple activities to help pupils be aware of their five senses, e.g. mirrors, feely bags, identification of common sounds, tasting safe solutions, identification of common smells use pictures to spot unsafe situations in school and at home and consider which senses are used when we cross a road draw up a list of suggestions for safe behaviour in the classroom and while carrying out an investigation. Explore the reasons for each suggestion		This will lead on to additional and more detailed work on the senses. Here the focus should be on detecting what is happening around us and reacting in ways to keep safe. The need for agreement on acceptable behaviour in a variety of contexts, school, home, sports, hobbies, etc., should be discussed. There are links here with health education.
LT-A2.3	Target Menu from G2		The Processes of Life
Give the conditions needed by animals and plants in order to remain healthy.	use humans as the main example and collect pupils' ideas of what they need to be healthy. Relate their ideas to looking after a pet and its needs discuss the keeping of plants in the classroom and the jobs that pupils will have to do to keep the plants healthy.		Ideas to be explored should include healthy eating, rest and exercise, personal hygiene, relationships with others, etc., and their provision for ourselves and others. There are links here with health education. Looking after others, including pets, plants and animals in the environment, should be covered as part of developing informed attitudes.

Living Things & Processes of Life
Interaction of living things with their environment

this is
Level A

Home Page	Access to other Strands & Attainment Outcomes	Skills	Processes of life	Earth & Space	Energy & Forces
Level A	Learning activities & links to Target Groups (G) in Framework for Planning		Additional advice from Guide for Teachers & Managers
Target, Code & Menu
LT-A3.1	Target Menu from G2 Attractive compilation covering Level A, from Kirkcaldy High School (pdf, 18 pages, 5.31 Mb)		Interaction of living things with their environment
Recognise and name some common plants and animals found in the local environment	walk around the school or visit the local park to identify where plants are growing and where there are animals. Use a prepared table as a brief record draw the plants and animals and stick these on a pictorial representation of the locality use pictures or photographs to support identification set up a bird feeder and use pictures to identify visitors		The common animals should include a range of birds and mammals; insects such as flies, bees, butterflies, moths, ladybirds and grasshoppers. A selection of familiar trees and flowers should also be featured in the study. A display should be built up showing each type of living thing.
LT-A3.2	Target Menu from G2		Interaction of living things with their environment
Give examples of how to care for living things and the environment	walk around the school or local area to investigate how the activities of pupils affect the area investigate how rubbish can be disposed of explore ways in which plants and animals could be affected by human activities in the area draw pictures to show how an area is now and how they would like it to be		Litter could be an issue that could lead to further exploration. Trampling of grass areas and destruction of plant habitats might be observed. The disposal of unwanted items such as leftovers and packaging from packed lunches or snacks could be discussed. The issues, problems and solutions should be small-scale, personal and local and lead towards discussion of personal responsibility to care for the environment.
LT-A3.3	Target Menu from G2		Interaction of living things with their environment
Give some examples of seasonal changes that take place in the appearance of plants.	select plants in the local area and observe them at different times of the year take or examine photographs of a local area at different times of the year draw or paint pictures of trees at four different times of the year discuss the pupils' pictures with them and identify the seasons represented.		These observations are in preparation for work on plant life-cycles in Level B and some pupils might be ready to link seasonal changes with life-cycles at this point. Some common weed plants, e.g. dandelion and thistle go through their life-cycle fairly quickly. Building up a collection of photographs of trees, shrubs, weeds close to the school would result in a useful resource.