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Forres Primary School

Reminder.. Yr 1, 2 & 3 can collect their belongings this Thursday 9th July between 3.30pm - 4pm in designated playgrounds. Thank you
Coronavirus Home Learning

Science

Everyday materials 

 

Children should be able to:

  • distinguish between an object and the material from which it is made
  • identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
  • describe the simple physical properties of a variety of everyday materials
  • compare and group together a variety of everyday materials on the basis of their simple physical properties

 

Key Vocabulary:

Rough/smooth, flat/bumpy, sharp/blunt, transparent/opaque, waterproof/absorbent, wood, metal, plastic, glass, rock, fabric, rubber, materials, properties, 

 

Activities

  • Play 'I-Spy the Material' game and sort items according to their properties
  • Consider what it would be like if the tables were made of jelly or the chairs were chocolate!
  • Identify, label and record the materials they spot in the home
  • Distinguish between an object and the material from which it is made. E.g. Object- window, material- glass 
  • Describe materials using scientific vocabulary (Rough/smooth, flat/bumpy, transparent/opaque, waterproof/absorbent)
  • Write a song based on the properties in materials and sing together (could be to the tune of Frere Jacques).
  • Play Material Snap, placing objects on the table and seeing if their properties are the same.
  • Play with magnets and explore their properties. Discover what's attracted to them and why. 
  • Create games using the magnets and metal objects in the classroom.
  • Play 'Odd One Out' by carefully considering the properties of some objects.
  • Listen to the story of the three little pigs and recreate the story using straw, twigs, bricks and other materials
  • Predict which material will be the most successful and why.
  • Video the story retellings with commentary and explanations.
  • Discuss why some pigs may not choose to use bricks (more expensive, heavier, harder work to build with, etc.) and suggest successful alternatives.

 

Useful websites: 

https://www.bbc.co.uk/bitesize/clips/zm2jmp3

 

 

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Paws, Claws and Whiskers

 

Children should be able to:

  • identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
  • identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)
  • identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

 

Activities: 

  • Draw your favourite animal and label it with its name and common animal group (fish, amphibians, reptiles, birds and mammals) Can you write a descriptive sentence?
  • Sort toy animals/pictures of animals into their animal groups 
  • Write a report on an animal, tell the reader what some of its features are and whether it is a carnivore, herbivore or omnivore. Can you include an interesting fact? 
  • Present a ‘news report’ to someone at home detailing everything you know about a variety of animals 
  • Write a sentence that compares the structure of a variety of animals, for example: A cat has fur and claws but a fish has scales and fins. 
  • Look outside your window and draw any wildlife you can see
  • Sing head, shoulders, knees and toes 
  • Create a survey of your families favourite animals 

 

Useful websites: 

https://www.bbc.co.uk/bitesize/topics/z6882hv 

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