Science plan for EB 2009 - 10 Mohini Vohra

This is part one of a two-year programme.

Title: Growing up and Health

Aims:
To relate growth and change to the children’s own life cycle.
To develop an understanding that we develop differently and at different rates.
To compare and contrast the children’s changing bodies and learning of skills.
To research life cycles related to other creatures.
To focus on four of the main areas (balanced diet, regular exercise, safety and hygiene) of keeping healthy.


Method
• Prepare the different life cycles and sequence the pictures of young and fully grown animals, plants and humans to discuss how they have grown?
• Link life cycles to their time span. Some life cycles have a brief timescale and others have much longer time.
• Our own life cycle. Measuring, data handling, investigating and making comparison.
• Weigh the children and record their weights on chart and compare with birth weight.
• Let the children draw round their feet and outspread hands and discuss their findings.
• Discuss how we have learned to do more and got better at things. What physical skills the children are learning. Do we need to practice, how long does it take to learn, etc?
• Play hand/eye co-ordination games.
• Keep a food diary for one week. Discuss most popular/least popular food foods. Discuss healthy and unhealthy diets. Make menus featuring a balanced range of food groups.
• Keep exercise record for one week. Feel muscles contracting and relaxing by doing simple movements. Describe how muscles feel before and after physical activity.
• Think about safety. Always wear a cycle helmet when riding a bicycle. What other sports and activities need special clothing? Why?
• Identify different types of teeth. What function does each type have? Make a list of some of the things that cause tooth decay and what can we do to prevent it.

Resources

Children’s literature Resources.
Pictures of young and fully grown animals and plants.
Photographs of the children as babies and information about their weights and heights at birth.
Charts
Scales (bathroom or medical)
Multimedia

Evaluation:

• Discuss the work.
• Let one half of the class to show their work while the other half watches and vice-versa.
• Look for an increase in ability to listen to peers- ability to facilitate the production of group projects and independence in task completion.
• Quantity and quality of question comprehension and speed of making connections and links.




Sound

Aims:
What is sound and how do we hear the sounds around us?
How sound travels through the air and other materials?
How sound can be reflected, absorbed or transmitted?
How do musical instruments make different sounds?
Identify materials that absorb/reflect various sounds.
Differentiate between sounds produced by different materials.
How does sound travel through the human ear?

Method:• Listen for what we hear.
Look at the drawings of human ear – see the eardrum at the end of the pathway – how the sound goes through the pathway and moves the eardrum.
• Carry out simple experiments: Make megaphone, paper banger, simple telephone and a stethoscope.
• On the motorway: See how the wall reflects and absorbs sound.
Look around the house for things which reduce noise: Double glazing, soft furnishings and curtains.
• Make some shakers with paper clips, uncooked rice, mustard seeds, pasta, dried peas and pins.
Make music with rubber bands! Stretch the bands across a tin and pluck them.

Resources:
Library books on science themes. New Star Science Ginn, activities in the Resource file, Group discussion book, supporting material Junior Focus Projects, Scholastic.’

Evaluation:
Children will be evaluated using Cambridge International Primary Progression Tests based on the topic discussed.