PowerPoint Presentation

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PLAN Primary Science - Supporting AssessmentPLAN Primary Science is a set of resources produced to enable teachers to have a clearer understanding of National Curriculum expectations for meeting the standard. Annotated collections of childrens work provide examples of what working at the expected standard for primary science might look like for the knowledge and conceptual understanding statements of the programmes of study (POS). It is not the intention of these resources to specifically exemplify the working scientifically statements. However, aspects of working scientifically have been shown as an integral part of the teaching and learning of the knowledge and concepts.The resources provided have been cross moderated multiple times before publishing so that they can be used with confidence by teachers and subject leaders.Each collection of work shows one example of how a pupil has met National Curriculum statements for a particular area of content but these are not intended to be the definitive way of teaching these statements.2

Key Learning Possible EvidenceSecureShow understanding of a concept by using scientific vocabulary correctly Overview paragraph describing curriculum

Key vocabulary list of wordsPossible ways to demonstrate key learning, particularly correct usage of vocabularyApply knowledge in familiar related contexts

Suggestions of contexts to use.Possible ways to demonstrate that a pupil has gone beyond recall of facts and can apply the key learning, for example using the vocabulary and basic principles to produce explanations, usually within Working Scientifically contexts.

Each resource contains the relevant National Curriculum statements for the unit of work and prior learning, a planning matrix, annotated work and a summary sheet. The matrix provides an interpretation of the key learning of the National Curriculum statements, and suggestions of key vocabulary. In order to be meet the expectations pupils must firstly understand the key concept and then be provided with opportunities to apply that knowledge. This is a key planning tool.

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Structure of the resources

Please note: The NC statements for each topic area for the relevant year group are stated on the slide. Only the statements in bold on that slide have been exemplified. In these cases the teachers have chosen to split the statements within the topic area to teach at different times.The prior NC statements relevant to the topic area are also stated and use to determine pupils knowledge at the start of the unit.Each slide has been annotated with coloured text. Please see key below:Red Commentary to explain how evidence meets/does not meet NC statementsBlue Commentary to highlight features of working scientificallyGreen Pupil SpeakGrey Other relevant information eg. vocabulary used4

Contents of the materials

Pupils should be taught to: observe changes across the four seasons observe and describe weather associated with the seasons and how day length varies. 5Year 1 Statements

Assessment guidance Key learning EvidenceSECUREShows understanding of a concept using scientific vocabulary correctly In the UK the day length is longest at mid-summer (about 16 hours) and gets shorter each day until mid-winter (about 8 hours) before getting longer again.The weather also changes with the seasons. In the UK it is usually colder and rainier in Winter and hotter and dryer in the Summer. The change in weather causes many other changes, some examples are numbers of minibeasts found outside, seed and plant growth, leaves on trees and type of clothes worn by people.Key vocabularyWeather (sunny, rainy, windy, snowy etc.) , Seasons (winter, summer, spring, autumn), Sun, sunrise, sunset, Day lengthCan name the four seasons and identify when in the year they occur.Can observe and describe weather in different seasons over a year.Can observe and describe days as being longer (in time) in the summer and shorter in the winter.Applying knowledge in familiar related contexts, including a range of enquiries Describe the general types of weather and changes in day length over the seasons.Describe some other features of their surroundings, themselves, animals , plants that change over the seasons Can collect information to classify weather and day length in different seasons and present the information in tables or charts to compare the seasons.Can collect information on features that change with seasons and present in displays.

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Ryan talked about the colour and shape of different leaves. He talked about the ones on the floor being dead. He knew this meant it was Autumn.This was the first trip outside and the focus was on just looking generally for interesting things.Firstly weekly trip to the playgroundobserve changes across the four seasons

Image from the class floorbook7

This lesson focussed on looking at and comparing the leaves on the ground and those still on the plantsRyan noticed that the leaves on the trees and those on the floor were different colours. Some leaves that he found were more than one colour.

He also noticed there were some plants that still had green leaves.Trip to the playground to observe changes to the plantsobserve changes across the four seasons

Image from the class floorbook8

Whilst outside all the children chose a leaf to bring back to class. They described their leaf to a partner.My leaf is smooth and shaped like a flower. Ellies was crunchy and pointy.Trip to the playground to observe changes to the plantsobserve changes across the four seasons

Image from the class floorbook9

Some leaves are smelly. Some felt really soft. I cant draw that though.Image from the class floorbookTrip to the playground to observe changes to the plantsobserve changes across the four seasons

Whilst outside all the children chose a different a leaf to bring back to class. They were then asked to draw them really carefully to get the shape and colour as accurate as possibleRyan is using all his senses to describe his leaf.

Ryan s drawings of different leaves found and identified.10

In November, the children went out every day to look at the weather, they chose the symbol that best matched the weather and also looked at the ground to see whether it was wet or dry. Each day two children chose the most appropriate symbol and added it to the chart.

The clouds are very grey so it might rain again.Image from the class floorbookRecording the weather over a three week periodobserve and describe weather associated with the seasons

Ryan was able to choose the correct symbol to match the weather.Ryan was also able to place the symbol in the correct place on the chart.11

Ryan noticed that there were four rainy days and four cloudy days and only 2 sunny days.Image from the class floorbookRyan was able to stick his symbol onto the correct place on the bar chartPresenting and reviewing date of the weather over a three week periodobserve and describe weather associated with the seasons

The teacher drew the axes for the bar chart and place the symbols below the x axis. In pairs the children needed to decide where to put their symbol taken from the chart in order to build up the graph.Data gathered in the November12

Recording day length over a period of timeobserve how day length varies.

We played Fifa and watched the Minion new movieWe played loom band with him and we built a tall tower. We watched TV. I played with my sisterFrom the start of the year each night Barry Bear went home with a child and they recorded what they did with him. They also had to put Barry Bear to bed when it got dark.These diary entries from December show that it was getting dark early between 4pm and 5pm. The children were also spending time inside.13

Recording day length over a period of timeobserve how day length varies.

I like to go straight home after school because it is cold and dark.At the start of December, the teacher read out the diary entries for the last few weeks. The children thought about the types of activities that Barry bear did whilst with the different children. They observed that he mostly stayed in the house watching TV or playing games.Image from the class floorbook14

The teacher had a range of different types of clothing and the children talked about which ones they would wear in winter.Independently Ryan mentioned that it is dark by the time he gets home now. This shows that he shows an awareness of the current day length.Image from the class floorbookIn winter it is often cold so you have to wear a hat and scarf to keep warm.Discussing what the weather is like in winterobserve and describe weather associated with the seasons

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The class went outside again and looked for things that had changed since before Christmas.Before going out Ryan predicted that there would be less leaves.Image from the class floorbookTrip to the playground to observe changes to the plantsobserve changes across the four seasons

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Image from the class floorbookDiscussing what the weather is like in winterobserve and describe weather associated with the seasons

Ryans winter poem17

Image from the class floorbookDiscussion after listening to stories about animals that migrate or hibernate in winterobserve changes across the four seasons

During their weekly trips out into the playground the children had noticed that they were seeing less birds and squirrels. To help them to think about this the teacher read a number of stories about animals that hibernate or migrate during winter.

Ryan shows here that he understands that the reason some birds migrate is due to the weather.

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Image from the class floorbookSurveying peoples favourite weatherobserve and describe weather associated with the seasons

Given the outline for the table the children then chose four types of weather. They then asked everyone in the class which was there favourite and tallied the results.Ryan was able to complete the table and tallied the answer given by his classmates.19

Image from the class floorbook

This comment from Ryan shows that he is aware of the need to gather data carefully. The word fair is not used scientifically correctly.The children were then asked to talk to their partner about what their tally charts told them.Most people said snow, but it doesnt snow very often. Not many people like the wind.Ryan is able to interpret his data.Discussing what the weather is like in winterobserve and describe weather associated with the seasons

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Image from the class floorbookTrip to the playground to observe changes to the plantsobserve changes across the four seasons

The children were taken out into the playground to again look at how the plants had changed.There are more flowers than last time. Some of the trees dont have leaves but have blossom instead.Ryan is able to compare what he sees on this trip with previous visits.21

Image from the class floorbookThe trees are starting to grow leaves. We might see butterflies and bees next time.Ryan is aware of some of the animals he may see in the playground.Trip to the playground to observe changes to the plantsobserve changes across the four seasons

The children were taken out to the playground again to look at how the plants are changed.22

Image from the class floorbookTrip to the playground to observe changes to the plantsobserve changes across the four seasons

The children were taken out to the playground again to look at how the plants are changed.We found some bugs this time. That is because it is not so cold so they are not hiding away anymore.

It is definitely now spring because the trees have grown new leaves and there are lots more flowers.23

Recording day length over a period of timeobserve how day length varies.

This is the diary entry made by Ryan in June.We dont always go straight home. Last night I went to McDonalds. Then we could still play in the garden as it didnt get dark until late.Barrys bed time is much later in the summer.Ryans comments here show that he is aware of how the day length varies across the different seasons.24

Image from the class floorbookTrip to the playground to observe changes to the plants and animalsobserve changes across the four seasons

The children were taken out to the playground again to look at how the plants are changed and to look for animals.Ryan noticed there were more mini beasts in the playground now such as bees, beetles, snails, spiders and ants. He noticed the weather was warmer so we didn't need our jumpers on and there werelots more flowers blooming and leaves on the trees.

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Presenting and reviewing date of the weather over a three week periodobserve and describe weather associated with the seasons

During the first two weeks of July the children again went out daily to record the weather. They then compared this data with that they had gathered in the winter.

In this week in winter there was more sun and less rain than this week. I did not expect this.Ryan is able to interpret the data in the chart and make comparisons.Data gathered in the NovemberData gathered in July26

Discussing what the weather is like in winterobserve and describe weather associated with the seasons

Ryans summer poem

Sun is hotUmbrella is for shadeMore ice-creamsMelting ice lolliesEnjoying the sunRemember to wear sunglassesRyan has composed this summer poem drawing on his recent experiences.Yesterday and today have been like summer. The sky is really blue. It is really hot. We had dinner in the garden last night. My Mum put the fan in my room because I was too hot in bed.27

Letter to Olaf (from Frozen)observe changes across the four seasons observe and describe weather associated with the seasons and how day length varies.With the teacher, the children looked through the whole of their floorbook to remind themselves of their observations across the year.. They were then asked to write a letter to Olaf to inform him about the other seasons that he has not experienced. In this writing, Ryan is able to summarise some of the key differences between the seasons. This alone would not be sufficient to judge Ryan as secure but taken in conjunction with the evidence gathered through the year, shows that he has met these two objectives.28

Letter to Olaf (from Frozen)observe changes across the four seasons observe and describe weather associated with the seasons and how day length varies.This piece of writing from another child in the class shows that although they were given a framework, so the start and end to the letter are the same, Hannah has chosen to write about different features of the season to Ryan.29

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SeasonsWeather

Secure

Over the year Ryan has explored the different seasons and how they affect plants, animals and himself. He can talk about the weather in each season and give similarities and differences. He recognises that the weather and seasons affect the behaviour of animals and people. He has shown on more than one occasion that he understands that days are shorter in winter and longer in summer. He can talk about how the plants change through the year, with some plants losing their leaves and blossom and flowers appearing at different times. Over a period of time Ryan was able to observe the weather and collect data to look for patterns. Ryan can describe the weather commenting on whether it is typical for the season e.g. it is summer now, but it is more rainy than I expected.31Overall Summary

32All materials were created in the schoolAcknowledgements