YEAR 1 SCIENCE CURRICULUM MAP

Transcription

1 Month Curriculum strand YEAR 1 SCIENCE CURRICULUM MAP Learning objective Topic / unit Activities / teaching approach My Identity Assessment task Competence major / minor values September October Parts of the body Senses Parts of a plant Students can: recognise and name the main external parts of the body Match the clothing to the correct body parts Talk and work together to share ideas and identify the different body parts Students can explore how senses enable humans and animals to be aware of the world around them. Identify the senses that the different people are using. Be aware of the world around them Identify a range of familiar and unfamiliar sounds Students can: Name the major parts of a plant, looking at real plants and models Suggest a range of differences between All about me Jack and the Beanstalk Drawing and labelling Name one part of your body in Arabic. How do we say flower in Arabic? (zahra) Compare and Compare and Global and environmental awareness Respect Integrity Global and environmental awareness. Independent learning Tolerance

2 What do plants need to grow? Seeds grow into plants From plants to seeds two plants such as colour and shape. Draw a flowering plant and label accurately. Know that plants need light and water to grow Explore how seeds grow into flowering plant Describe differences between the seeds they have chosen such as shape and colour. Hands on planting drawing and labelling Compare & November Plants and animals are living things Explore seeds growing into flowering plants Order the life cycle of a beanstalk Students can: Show that plants and animals are living things Know that there are living things and things that have never been alive. Sort living things into groups according to their features. The two main groups are plants and animals. UAE Flash cards Visual aids plants and animals Activity Experiments Ask parents to help you find the answer to: How long can a camel last without water? (6-10 days) Cooperative learning Environmental and global awareness Care Empathy Respect Communication Humans and animals: we are similar. Recognise the similarities and differences between

3 humans and animals. Identify some similar features. Animals home Know that animals produce offspring that grow into adults. Explore ways that animals inhabit local environments Draw a reasonable representation of an animal and give an accurate description Group work December Habitats Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. Desert Trip to Desert Farm Group work Who are Bedouins and where do they live? Activity Critical thinking Problem solving Care Use the local environment throughout the year to explore and answer

4 questions about animals in their habitat. They should understand how to take care of animals taken from their local environment and the need to return them safely after study.

5 January Animals and life cycles describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, and mammals, including pets) February Seasons Observe changes across the four seasons observe and describe weather associated with the seasons and how day length varies. March Forces and Movement Pupils should observe and talk about changes in the weather and the seasons. Pupils work scientifically by: making tables and charts about the weather. Children will recognise and describe the movement of a range of familiar objects using words and phrases such as quick, slow, backwards, forwards, round, swing, turn, slide. Children will begin to understand that things do not move by themselves. Animals Barnaby around the world Travel and Transport Observation Compare and Labelling Zoo trip Observation Visual aids Child s own experiences of culture objects, recipes etc. Observation Recording Group work Which animal group do camels belong to? Which season best describes the UAE? Push and pull activity How fast can metro in Dubai go? Cultural awareness Citizenship Empathy Respect Communication Resilience Children will learn that pushes and pulls are examples of forces and that pushing and pulling things can make objects start moving, change direction or stop moving. Children will be able to

6 discuss what happens when things move and recognise risks and hazards to themselves in moving objects. April Light and Dark Explore and experiment with light, darkness and shadows. Learn vocabulary related to light and dark. Identify light sources and sources that reflect light. May June Material properties Working scientifically Explore, name, discuss and raise and answer questions about everyday materials so that they become familiar with the names of materials and properties. Explore and experiment with a wide variety of materials. Use simple equipment to observe closely. Children can gather and record data to help in answering questions. Pirates Circus Little Scientists Examples with circus activities Matching cards Observations Verbal Experiments Observations Examples Matching activity Observations Collaboration Visual resources Experiments Data collection What kind of light did UAE people have before they had electricity? Experiment Sinking and floating activity What materials do UAE people use to make abayas and kadoras? Who is the most popular scientist in UAE history? Critical thinking Entrepreneurship Leadership Resilience Problem solving Leadership Empathy Self-direction Creativity Ask simple questions and recognise that they can be answered in different ways. Revision and assessments