Planning

Structure

The content of the science curriculum for first and second classes is presented in two sections:

• a skills section, which describes the science process skills that children should develop as they encounter topics in the curriculum
• a number of strands, which outline the topics that may be included in the science programme. The topics within each strand are referred to as strand units. Examples and suggestions are shown in italic type throughout the content sections.

The presentation of content in these two sections is intended to help teachers in planning for the development of important skills and attitudes as knowledge and understanding of scientific concepts are acquired.

Skills in science

The science skills outlined at this level are arranged under two headings:

• Working scientifically describes the science skills that children should develop through their scientific investigations
• Designing and making skills will involve pupils in exploring materials, planning designs and making models which will provide solutions to practical problems.

As children work scientifically throughout these strands a broad range of skills will be nurtured and developed in conjunction with the framework of ideas explored in each content area of science.

Strands for first and second classes

The strands of the curriculum present the science topics which children will explore. Content in science for first and second classes is presented in four strands:

• Living things, which is concerned with the study of people, animals and plants and their life processes
• Energy and forces, which describes the different forms of energy such as light, sound and heat and the exploration of different forces that the children encounter through structured play with water and toys
• Materials, which involves the exploration of different everyday materials and the investigation of their characteristics
• Environmental awareness and care, which outlines how science and geography can foster the childÕs appreciation of environments and his/her responsibility for their conservation and enhancement. Environmental awareness and care is a cross-curricular strand common to the science and geography curricula.

The range of units within these strands provides considerable flexibility for schools and teachers in the selection of content.

A spiral approach

The curriculum is based on a spiral approach, in which some aspects of the biological and physical environment may be explored at each class level. The titles of the strands and the strand units are almost identical at each class level. However, the knowledge and understanding presented and the range of process skills that children are encouraged to use in scientific investigations will be developed and extended at each class level.

It is not intended that all the strand units will be taught in each class. Some units will be treated during first class only, some will be taught in second class only, while others could be profitably taught in each class, with the more complex details, concepts and methods of investigation and treatment reserved for second class. The suggestions are not intended to be prescriptive or exclusive, and the units may be supplemented by additional enrichment units, as identified in school planning or at the discretion of the teacher.

Planning

Efficient planning for science in the school will ensure that children experience a broad and balanced curriculum in which undue repetition and significant gaps are avoided. The units selected by the school and the teacher should

• be based on the environment, and all pupils should have the opportunity to explore and investigate the environment systematically and thoroughly at each class level; scientific concepts and skills should be developed through explorations in the immediate environment whenever possible
• ensure that pupils have access to a comprehensive and balanced range of scientific ideas while providing opportunities for the development of skills and concepts through practical investigations.

Breadth and balance - menu curriculum

A broad and balanced programme will ensure that pupils have access to scientific concepts from each of the strands. Within each strand unit it is not expected that children should cover each objective. Instead, teachers at individual school level will select from the content objectives and exemplars outlined in each strand unit while ensuring that pupils apply and develop their scientific skills in a broad range of contexts.

Linkage and integration

Much of the work suggested in the curriculum might be delivered through the integrated themes or topics that are commonly used to organise learning in first and second classes. For example, many of the objectives in Materials and Designing and making might be achieved as children explore strands of the visual arts and mathematics curricula. Similarly, a broad range of scientific skills will be developed through geographical work.

Within the content sections, notes below strand units suggest some of the instances where linkage (i.e. integration within the science curriculum) and integration (i.e. cross-curricular connections) might be established.

Skills development for first and second classes

Working scientifically

Throughout their science investigations children should be aware of and encouraged to adopt safe practices. They should observe safety procedures in designing and making tasks, particularly when they are using tools and materials.

Through completing the strand units of the science curriculum the child should be enabled to

Questioning

• ask questions about animals, plants, objects and events in the immediat environment
  What is it?
  What animals and plants are here?
  How heavy/long/wide/far can it move in a minute?
  How many cabbage leaves will this snail eat in one day?
  Which food type is the woodlouse's favourite?
  Which material is the best for bouncing?
• ask questions that may lead to investigations
  What will happen if we add water?
  How will we move the box?
  Will the ball bounce better on the carpet or on the tarmac?

Observing

• observe accurately both inside and outside the classroom
• use all the senses, separately or in combination, to explore living things,objects and events in the immediate environmentobserve differences and similarities in the environment
• different plants and animals in contrasting environments
• observe gradual changes in living things and familiar objects and event over a period
  growth of seed
  weather diary
  evaporation of puddles in the yard

Predicting

• suggest outcomes of an investigation, based on observations
  suggest outcomes in the course of an activity (e.g. I think the object will move faster on a rough surface) suggest outcomes over a longer period (e.g. I think that more seeds will germinate by next week in tray A than tray B)

Investigating and experimenting

• carry out simple investigations where the problem, materials and method are suggested by the teacher
  explore how to make a paper bridge stronger
• begin to suggest approaches and methods of solving problems
• begin to identify one or two variables with guidance from the teacher that heat and water are necessary for growth

Estimating and measuring

• begin to use simple methods to estimate, measure and compare observations
  use non-standard units and some standard units to measure length, mass, time and temperature
  compare and identify differences in measurements fast/slow, heavy/light
• appreciate the need for standard units

Analysing

Sorting and classifying

• sort and group objects according to observable features
  colour, shape, size
• appreciate that there are different criteria for sorting and suggest more than one way of sorting a number of items
  a group of animals could be sorted by number of legs or by the food they eat

Recognising patterns

• begin to look for and recognise patterns and relationships in observations
  falling leaves and seasonal change

Interpreting

• draw conclusions from simple investigations

Recording and communicating

• describe and discuss observations orally using an increasing vocabulary
• represent findings using pictures, models and other methods simple charts or pictograms annotated drawings simple written or word-processed accounts.

Integration
Activities in the mathematics curriculum will inform and complement this unit.

Mass and weight

In everyday speech the term 'weight' is used to describe mass and weight. However, weight is not the same as mass. The mass of an object is the amount of material or matter it contains; the weight of an object is the amount of force being exerted on it by the pull of gravity. Most children, during the primary years, will not have developed the ability to grasp the distinction between mass and weight. However, by the end of the senior classes they could be encouraged to use the term 'mass'.

Designing and making

Throughout their science investigations children should be aware of and encouraged to adopt safe practices. They should obser ve safety procedures in designing and making tasks, particularly when they are using tools and materials.

Through completing the strand units of the science curriculum the child should be enabledto

Exploring

• handle and manipulate a range of materials and objects
• observe, investigate and describe familiar objects
  investigate how objects work
  state what he/she likes or dislikes about objects
  discuss why people have a need for them
• recognise that people like certain characteristics of objects but not others and investigate the reasons for these preferences preferences in shape, colour, texture, structure, material

Planning

• identify a need for new or revised designs; imagine and suggest a possible object to be made
• discuss, using appropriate vocabulary, what he/she would like to design or make
• clarify and communicate through pictures or simple modelling the materials and structures required to build the object
• choose materials, from a given range, to comply with the design idea
• talk about and communicate a plan of action using appropriate vocabulary oral, written or other media information and communication technologies

Making

• make simple objects
• develop craft-handling skills marking out, cutting curved edges cutting a variety of materials (e.g. paper, card, fabric, string)
• use a variety of simple tools scissors, single-hole punch, stapler
• use a range of materials
  reclaimable domestic waste, general-purpose adhesives, string, Lego, various
  thicknesses of cardboard, balloons, wooden dowelling, lollipop sticks,
  matchsticks, thread spools, adhesive tape, pipe cleaners, fabric, clay, straws,
  fasteners (hair-clips, paper clips, Bulldog clips, pegs)
• understand that these materials can be linked in simple ways to allow movement
  make a wheel and axle using a pencil and thread spools; a paper fastener
  joining two pieces of card allows a 'card wheel' to rotate

Evaluating

• evaluate design ideas as these develop in the making process
• evaluate own work and suggest possible modifications to the designing and making task
  suitability of materials chosen, aesthetic outcomes, the extent to which objects fulfil needs identified earlier
• evaluate the work of peers and propose positive modifications.

Integration
Activities throughout the strands of the visual arts curriculum will complement this unit and
provide opportunities to apply these designing and making skills.
Mathematics: Space and shape
Geography: Picturing places; Human environments