Learning objectives
Knowledge
- To use the senses to observe and describe.
Working scientifically
- To decide what observations to record.
Success criteria
Knowledge
- I can name the five senses.
- I can name
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National curriculum
Science
Animals, including humans
Pupils
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Cross-curricular links
British values
- Mutual respect.
See
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Before the lesson
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Lesson plan
Recap and recall
Explain to the children that they will play a game to practise the five senses: taste, sight, hearing, touch and smell. Choose a simple action for each sense, for example: Taste: lick lips or rub tummy. Sight: pretend to hold binoculars to eyes. Hearing: cup hands behind ears. Touch: wiggle fingers. Smell: pinch your nose…
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Adaptive teaching
Pupils needing extra support:
Could use the Knowledge organiser: Science – Sensitive bodies to help them answer the questions in the Attention grabber; could use the Activity: Touch test results table: support version to record their results; could only test with either the pen or the cotton bud, only filling in the final column of the results table.
Pupils working at greater depth:
Should explain why it is important that people can feel things; should explain why fingertips are more sensitive than the back of the arms (for example, our fingertips get used more in daily life, help us to pick up things and work out if a temperature is safe).
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Assessing progress and understanding
Pupils with secure understanding indicated by: naming the five senses; naming the body
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Vocabulary definitions
-
conclusion
A summary of what has been found out.
-
hearing
Listening to sounds with ears.
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In this unit
Assessment - Science Y1/2 (B): Fairytale science
Y1/2 (B) Lesson 1: Do all animals move at the same speed?
Y1/2 (B) Lesson 2: Is the Gingerbread Man waterproof?
Y1/2 (B) Lesson 3: Is the Gingerbread Man's home waterproof?
Y1/2 (B) Lesson 4: Do all body parts have the same sense of touch?
Y1/2 (B) Lesson 5: How many towels will stop the marble being felt?