Exemplars of short-term planning

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Exemplars of short-term planning

A town primary school - environmental studies topic planner

Our local area:

Sub-theme: living things

Session: Class P1 Term 4

Topic: Electricity

P5 Level C/D

A rural primary school Class: P6/7

Block: Jan-Mar Time: 4 wks

Topic title: Exploring space

Levels: C/D

Outcome focus: Earth and space
Strand focus: Earth in space

more info

A town primary school - environmental studies topic planner Our local area: Sub-theme: living things Session: Class P1 Term 4
Strand focus at Level A:	Interaction of living things with their environment	The processes of life	Variety & characteristic features

Teaching/learning focus

Possible learning activities

Resources

Knowledge & understanding

Sort living things into broad groups

Recognise and name some common animals and plants found in the local environment

Give some examples of seasonal changes in the appearance of plants.

Give examples of how to care for living things and the environment.

Skills

Carry out simple observations and measurements.

Record observations in a simple form.

Participate in presentation of findings.

DIA

Consider how we can care for living things and our environment.

Teacher-led discussion about how to identify living things.

Walk round school garden to identify living things and non-living things.

Observe problems, e.g. litter, blocked drains, damaged benches and fences.

Make a poster of pictures showing living and non-living things.

Make plant and animal picture collections and match names to pictures.

Have class discussion about caring for plants and animals and their environment.

P7 link - P7 designs nature trail and takes a P1 buddy round the trail.

Ongoing work through year

For homework, observe and record seasonal changes in the weather and the appearance of plants using a tree diary.

Scottish Science Stage 1 Primary 1

Workcards

Old magazines

Glue

Coloured pencils

Magnifying glasses

Camera

Digital camera

Clipboards

Assessment evidence

Observation - general focused	Drawing	Annotating
Listening - general focused	Written worksheet
Questioning - general focused	Self-assessment	Peer-assessment

Topic: Electricity P5 Level C/D
Learning goals	Development of the unit		Development of skills - some starting points
The child should: construct simple circuits give an example of :- energy being converted from one form to another an energy conversion in an electrical circuit give examples of :- electrical conductor and insulators the role of insulators in the safe use of electricity be aware of and understand the dangers of electricity use diagrams with conventional symbols to construct circuits construct their own circuits and draw symbol diagrams to represent them.	Pupils should learn that: a complete circuit is needed before the electricity can flow a battery provides the energy for the electricity to move around the circuit metals allow electricity to flow through them and can be used as switches to complete a circuit and make links between the batteries, bulbs and buzzers increasing the number of batteries used (voltage) in a circuit increases the current several batteries can be used together in a circuit a circuit is formed when an appliance, such as a kettle, is connected to mains electricity by means of a socket and is switched on.		Preparing for the task - Questions for exploration How will we get a bulb to light? Can we get two bulbs to light in the circuit? Where should the switch be added? What materials can we use to make the switch? How can we find out which materials conduct electricity? Predictions If the wire is disconnected at one end of the battery what will happen to the light? What will happen if we disconnect one of the wires in a series circuit? How many times brighter will the bulb be with two batteries?
Resources	Teaching approaches		Carrying out the task
Electricity in the Home Science Starters Understanding electricity Star Science Batteries, bulbs, insulated wires, materials for switches, buzzers, bells, motors, range of conductors and insulators	Working in pairs/groups - exploring & making circuits, adding buzzers & switches to circuits Teacher input - energy conversions, dangers of electricity, the use of fuses in circuits Investigation (in pairs) - Which materials make the best switch in a circuit?		Add another battery to the circuit. What, if anything, happens to the light? Add another bulb to the circuit. What happens to the brightness of the lights? Look around the room. What objects or materials will conduct electricity?
			Reviewing & reporting on the task
			Why did the light get brighter? How does the electricity seem to flow in a circuit with two bulbs?
Assessment
Teacher observation - observation of pupil-pupil discussions on questions for exploration
Portfolio assessment		annotated drawings of circuits
		review and report on 'Which materials make the best switch?'
Extension activities		Follow-on activities : technology sub-theme
Construct a parallel circuit following symbol diagrams. (Level E) How can we make a lighting system for a toy house? (Level E)		How can we make an electrical circuit for lifting objects?

A rural primary school - environmental studies topic planner

Topic title: Exploring space at Levels C/D Block: Jan-Mar Time: 4 wks

Class: P6/7 Outcome focus : Earth & space Strand focus: Earth in space at C & D

Learning outcomes		Questions for exploration
Knowledge & understanding
Describe :-		What is :-
the Solar System (Sun + names of planets).	how the temperatures of the planets are different and why.	space?	a star?		our nearest star & why is it important to us?
how the planets move around the Sun and the relationship to gravity.	some approaches to space exploration.	What are the nine planets that orbit the Sun?
		Who were the great astronomers and what were their inventions?
		Who has travelled in space and where did they go?
		How has space been studied?
Skills development		Learning activities
Carrying out the task		Research reference books and produce a scale model of the Solar System.
Making measurements
Recording findings
Reviewing & reporting on the task
Draw on knowledge to provide explanations.		Analyse data on the planets, answer questions and draw bar charts and line graphs.		Find out about some of the famous astronomers and space travellers. Plot a time line.
Draw conclusions.
Make predictions.
DIA development		Write about :-
Debate whether or not the costs associated with space travel are worth it.		the use of robots in space exploration.		future space exploration.
		Have a group discussion about the possibility of life existing on other planets using evidence collected about the Solar System.		Organise a class debate about the costs associated with space travel and whether or not it is how money should be spent.
Assessment opportunities		Learning resources
(tick evidence to be kept for assessment portfolio) Scale model of the Solar System Answers to questions on planets Bar chart of diameters of planets Line graph of time taken to travel around Sun against distance from Sun Time line of astronomers and space explorers Writing about robots Writing about future space exploration Annotated drawing of the planets (end of topic check test)
		BBC DVD - Space	Folens Science
			Grolier Online
		PCET wallcharts		Library reference books Plasticine Differently sized balls - ping-pong, tennis, football Cardboard Paints, etc.
		Space
			Who's out there?
Links			Extension activities
The follow-on from this topic is a technology activity in which pupils will explore the use of robots for particular purposes. They will then design and make a robot to move a container (two weeks).			Research some features of the Universe (Level E). Make a model telescope.


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