Bentley kay primary curriculum box part 1

Kay Bentley


_Co_ft_t_e_ft_t_s

•

O

Map of the book

4

Thanks and acknowledgements

8

Introduction

9

Science

--------

1.6
1.7

Our bodies

1 .1

1.2
1.3

25

Helping hands

Level 2

47

Sound story

Level 3

49

Level 2

Materials

Inside us

Level 3

Animal movement games

Levell

Grouping

Level 2

1.8
1.9
1 .1 0
1.11

animals

2.6
2.7

keys

What's it like?
Magnetic or not?
Is plastic fantastic?
Materials game

Rubbish and recycling

Levell

Places game

Level 2/3

Around our world

Reading maps

Level 2

Where can we build?

Level 3

2.8
2.9
2.10

Around our local area

2.5

23

Level 3

Body bingo

Around our school

2.1
2.2
2.3
2.4

Level 3

Identification

Levell

Animals

1.4
1.5

Animals hexagon game

Our senses

Habitats around the world

Levell

51

Would you like to be ... ?

Level 2/3

53

Endangered animal leaflets

Level 3

56

Water we use

.~

M_a_th_s
3.6
3.7

Numbers

3.1
3.2
3.3
3.4

Level 2

Shape symmetry

Level 3

Levell

Maths bingo

Level 2

Numbers and shapes

Number dance

Level 1/2

Three in a row: fractions

Level 2/3

3.8
3.9
3.10
3.11

Shapes

3.5

Shape maze

Show me

Shape dance

O~

What's my number? .

Levell

What's the 2-D shape?

Level 2

Dice decisions

Level 3

Shape dominoes

Level 3

Th_e_A_r_ts

Art

4.1
4.2
4.3
4.4
4.5

Symmetry in the natural world

Levell

88

Making bookmarks

Level 2

91

4.6
4.7

Designing mouse mats

Level 3

94

Drama

Children's Day cards

Levell

96

Animal patterns

Level 2

4.8
4.9

100

A city scene

Level 2/3

100

What's in the garden?

Levell

102

Drama at the zoo

Level 2/3

104

Acting out a comic

Level 3

106

o~------5.1
5.2
5.3
5.4
5.5
5.6

A flower story
Postcards

A day out

0

0
0

Reading poems

0

Visit the sports centre
Poems for maths

@

0

Levell

108

Levell

110

Levell

112

Levell

114

Level 2

116

Level 2

118

@ = Maths

e=

5.7
5.8
5.9
5.10
5.11
5.12

Recipe for a healthy sandwich

Art facts and opinions

Making a spider's web
Writing acrostic poems

e

Arts

Game templates

133

Wordlists

140

CD track listing

144

o Level 2

0
0

Alternative energy fact files
Reading drama

Literacy

0

120

Level 2/3

123

Level 3

125

Level 3

127

Level 3

129

Level 3

131


Our senses
(O!l~"f:ii\j\'f iFOCUS

Before class

learning about sense organs

Photocopy worksheet

and senses

each pupil.

identifying living and nonliving things

In class

fa' ~~O,.•lMUN~(A'fmON!

I

Finding out Ask pupils to say six parts of the body (e.g. head, arm, leg, neck, foot, hand).
As they say the words tell the rest of the class to point to that part of their own body. Then

stating facts

ask the pupils to stand up and do the actions. Say

comparing with a partner

times, Shake your head, Stand on one leg.

eCOGNlTlON

q-

1.1, one per pupil. Bring blue and red coloured pencils to class for

Wave your arms, Clap your hands three
Wave your head!, Clap your feet! and

Then say

ask the pupils to make more crazy suggestions.

identifying

2

Say eyes,

ears, nose, tongue, skin

and point to them on your own body. Say the words

grouping

again and this time the pupils point to their eyes, ears, nose, tongue and skin. Draw an eye,

matching
classifying

an ear, a nose, a tongue and a hand on the board. Point to the pictures as you say We

see
with our eyes, we hear with our ears, we smell with our noses, we taste with our tongues

and we feel with our skin. Tell them these are the five senses.

~EV~fi.'Ii
3

j~GJ~ rlii~rl\JI~~~

Tell pupils to look around the classroom and say something they can see, hear, smell, taste
or feel. Write the suggestions on the board in a chart:

6-8
'ii'I'Ji.i
45 minutes

1l,!iiJiR!i\Il ArtllOlJil'
SCIEt.,JCIE

4

All humans have five
senses and five sense
organs. They help us to be
aware of our environment.

Give out worksheet 1.1 to each pupil. Say

taste.

Read the first word,

G)m

ear, eye, nose, sense, skin,
tongue
hear, feel, see, smell, taste
living, non-living

SENTENCE BOX
We
We
We
We
We

feel with our skin.
hear with our ears.
see with our eyes.
smell with our noses.
taste with our tongues.

Look at the five senses; see, hear, smell, feel and

and tell pupils to point to the senses they use. Ask for their

ideas. Tell them they are all correct. Continue with some more examples, then tell pupils to
draw lines matching the words and the senses. Tell them more than one sense is possible.
When they finish, put the pupils into pairs and tell them to compare their answers. Ask Are

they the
WORD BOX

plant,

same?

What's different?

Check answers with the class.

Key 1 see, smell, feel 2 see, feel, taste 3 see, hear, feel (smell also possible)
5 see, feel
possible)

6 see, feel, taste, smell
9 see, feel, taste, smell

hear, feel, smell

7 see, hear, feel (smell also possible)
lOsee,

12 see, feel, taste

15 see, feel, taste, smell

hear (feel and taste also possible)

13 see, feel, taste, smell

4 see

8 see (feel also
11 see,

14 see, hear, feel, taste

16 see, feel

5 Ask Which are living things? (plant, tree, baby, cat, dog, butterfly, fish, bird). Tell pupils to
draw a red circle round them. Then ask

the sun, apple, bread, eggs, onion).

Which are non-living things? (water, cheese, stars,

Tell pupils to draw a blue circle round them.

6 Round up Ask pupils to say more examples of living and non-living objects for each sense.


._G)

_o_u_r_s_e_n_se_s
1 Match the pictures with the senses. Draw lines.

plant

apple

flsh

bab~

~

~~
~

«

bread

-'

~

~'"

~~--

~

water

cheese

I

\

the sun
2 Circle the living things in red.
3 Circle the non-living things in blue.

"


Body bingo
CONTENT

Before class

FOCUS

learning and writing body
words
playing a classification bingo
game

••

Photocopy worksheet

1.2, one per pupil. Bring coloured pencils to class for each pupil.

In class
1 Finding out Play an association game. Ask pupils to make a circle. Start by saying a

head).

COMMUNICA'l!'1I0N

body word (e.g.

comparing answers, spelling
words

body, then says another body word (e.g.

•

COGNITION

.-

identifying

Explain that the next pupil in the circle points to that part of their

foot).

Continue round the circle and see how many

words the pupils can remember in English.
2

Draw three mind maps on the board .

classifying

LEVEL 2
AGIE RANGE
8-10
TIME
30 minutes

LEARN ABOUT
SCIENCE
The body has joints to help
it move. These include
wrists, elbows, knees and
ankles.

Ask pupils to say words they know associated with the head (e.g.

mouth, face, neck). Write the words on the board and
Teach or elicit elbow, knee, ankle and wrist. Tell pupils
the second diagram.

8m

WORDBOX

head: eye, ear, neck, hair,
mouth, nose
joints: knee, wrist, elbow,
ankle
senses: eye, skin, tongue,
nose, ear

SENTENCE
It's different.
It's the same.
What's this?

eye, ear, hair, nose,

add any the pupils do not say.

ioints.

these are called

Add these to

Next, ask pupils what parts of the body are associated with our five

(eye, ear, nose, tongue, skin). Add
on two diagrams? (eye, ear and nose).

senses

these to the third diagram.

Ask

Which words are

3 Give out worksheet 1.2 and tell pupils to complete the words. When they finish, ask pupils
to compare their answers. Say

Are they the same? What's different? Check spelling.

Key 1 eye 2 ear 3 neck 4 hair 5 mouth 6 nose 7 knee
11 eye 12 skin 13 tongue 14 nose 15 ear

4

8 wrist

Which number
Which number is the circle? (1), Which number is the triangle? (3).

5

10 ankle

Draw a circle, square and triangle on the board and number them 1-3. Say the words as
you point to the shapes. Do this a few times, then ask

BOX

9 elbow

is

the square? (2),

Tell the class they are going to play bingo. Explain that first the pupils need to personalise
their bingo card. Ask them to colour in four of the boxes on their bingo card.

6

Tell the pupils that you will call out some words and they need to listen carefully. If it's a word
associated with the head, pupils can write it in a blank box in the circle row. If it's a joint,
pupils can write it in a box in the square row. If it's a word associated with senses, pupils
can write it in a box in the triangle row. Remind pupils that some words can go into two
rows

(ear, eye, nose),

but explain that the pupils can only write the word once. The winner is

the first player who completes their bingo card with words. They shout

Bingo!

Play the game

by calling out words from worksheet 1 .2 until the majority of pupils have completed their·
cards.
.

7 Round up Tell pupils you will say a shape (circle, square or triangle). They look at their
bingo cards and find a word in the shape row. Ask some pupils to read out their words.


~

bing_o

~.

1 Complete the words.

e __
r

Ci)

i) t -

2 Play bingo. Colour in four boxes.

•

n.gu_

e - - ow


Inside us
CO Vi

•

r.

Before class

(US

learning about different bones

Photocopy worksheet

describing where bones are
found in the body

each group of four pupils.

~~I\,rUill,U!l'~U::ATlOIWll
suggesting ideas

1.3, one per pair of pupils. Bring sheets of plain paper to class for

In class
1 Finding out Put the class into groups of four and give each group a sheet of paper. Tell
pupils to write or draw as many body words as they can. After five minutes say

guessing bones

Stop!

Find

out which group can say the most body words in English.

comparing words and
sentences

2

Give out worksheet 1.3 and ask pupils what the drawing

is (a

skeleton).

Translate if

necessary. Point to the skull, spine, ribs, pelvis, elbows, wrists, knees and ankles on

recalling information

worksheet 1.3 and say the words. Tell pupils to repeat the words and point to the bones in

describing where bones are
stating true facts

their bodies. Say

3

These are bones.

Playa memory game. Divide the class into two teams (A and B). Two pupils from each

.tOGNITU)N

team go outside the classroom. Choose six pupils from team A to come to the front and

."

point to different bones in their bodies (e.g. skull, pelvis, knee, wrist, elbow, ankle) and six

identifying

pupils from team B to come to the front and say the corresponding

reasoning

bone words. Tell them to

remember their bone or their word. Ask the four pupils to come inside. In turn, they point to
one pupil at the front from team A, and one from team B. The pupils at the front either point

GE RANGE
10-12

to the bone or say the bone word. Ask

Do they match?

If the bone and the word match, the

pupil whose turn it was gets a point for their team. Continue until all six bone words are
matched with their body parts. Ask

Which team has the most points?

Repeat the process,

choosing different pupils to go outside.
4

Ask pupils to look at the worksheet and draw lines to match the labels to the bones on the

LIAllU\Il AiliOll\,llY

skeleton.

SCIIENCt:

Key 1 d 2 f 3 a 4 g 5 b 6 e 7 h 8 c

The skeleton is inside the
body. It protects body parts,
supports the body and
allows the body to move.

5

Ask

What does 'protect' mean?

Mime protecting your head with your hands. Write

protect

on the board. Say that some bones protect our body parts. Tell pupils to read the sentences
on the worksheet and decide if they are true or false.

Key 1 true

2 true 3 false

4 false

5 true 6 false

7 true

8 false

6 Pupils write true sentences for 3, 4, 6 and 8.
7 Round up Ask pupils to say eight true body facts.

Follow up
Do a class quiz. Write the numbers

24, 26, 27, 28, 206

and

350

on the board. Put the pupils

into pairs and tell them to match the words and the number of bones. Dictate

foot, hand

and

skull.

Key ribs - 24 foot - 26 hand - 27 skull- 28 adult - 206
WORD BOX

em

ankle, brain, elbow, knee,
pelvis, rib, skeleton, skull,
spine, wrist
join, protect

SENTENCE BOX
Your ankles join your feet to your legs.
Your elbows are in the centre of your arms.
Your knees are in the centre of your legs.
Your pelvis joins your legs to your spine.
Your ribs protect your heart and lungs.
Your skeleton is inside your body.
Your skull protects your brain.
Your spine goes down the centre of your back.
Your wrists join your hands to your arms.

baby -

350

baby, adult, ribs,


o

elbow

f)

e

wrist

e

spine

o

8 ankle

o

pelvis

"

2 Read the sentences. Say 'true' or 'false'.
1 Your skull protects ~our brain.

(True. ~

2 Your wrist joins ~our hand to ~our arm.
3 Your pelvis goes down the centre of ~our back.
4 Your elbow is in the centre of ~our leg.
S Your ribs protect ~our heart and lungs.
6 Your ankle joins ~our legs to ~our spine.
7 Your ankle joins ~our foot to ~our leg.
8 Your kneecap is in the centre of ~our arm.

knee

ribs

skull


Animal movement games
CONTENT !FOCUS

Before class

learning about ways animals

Photocopy worksheet

move

for the class.

recognising animal words in
context

In class

COMMUNICATION

1.4(A), one per pair of pupils. Copy and cut up worksheet

1.4(8)

1 Finding out Write animals on the board and ask pupils to say the names of different
animals. When they suggest an animal, say

making statements

Stand up. Show me how they move.

2 Say swim, fly, hop, iump and slither. Mime the actions and ask the pupils to copy you.

asking questions

Tellme an animal that can swim (e.g. a fish), Tellme an animal that can fly (e.g. a bird),
Tellme an animal that can hop and iump (e.g. a kangaroo), Tellme an animal that can
slither (e.g. a snake).
Say

COGNITROiNi
matching
classifying

3

Put pupils into pairs. Give out worksheet 1.4(A) and tell the pairs to decide which animal

LEVEL 'I

they are going to mime. Point to the animals on the worksheet. Say

AGE RANGE

there are more than 24 pupils, put some in groups of three. Then ask the pupils to stand

6-8

up and move around the classroom in their pairs miming the movement of their animal

1l'U'iIIJ~
30 minutes

other pupils and ioin

Don't tell anyone.

(flying, swimming, hopping and jumping or slithering). After a few minutes say
a

group which moves like you.

If

Stop! Look at

The pupils find another pair doing the

same movements. Continue until the pupils have formed the four movement groups (flying,
swimming, hopping and jumping, slithering). Ask pupils to say the names of their animals

LEARN ABOUT
SCIENCE

and how they move. They can show the rest of the class their movements.

Animals move in different
ways. They swim, crawl,
slither, hop and jump, run
or fly.

4

Tell pupils to sit down and match the animals to the movements on the worksheet. Explain
that some animals can do more than one movement.

Key 1 slither
swim

3 fly

2 slither

9 fly and hop/jump

4 hop/jump

10 swim

and swim

5 fly

11 slither and swim

6 hop/jump

7 swim

8

12 hop/jump

5 Put the pupils into nine groups. Give out a card from worksheet 1.4(B) to each group.
WORD BOX

0m

bee, butterfly, fish,
frog, kangaroo, parrot,

penguin, rabbit, snail,
snake, whale, worm
fly, hop, jump, slither, swim

SENTENCE BOX
Butterflies can fly.

Demonstrate with the group who have the parrot picture on their card. Tell them to say what
the animal is

butterfly?).

(We've got

a

parrot).

Next, they ask the question at the bottom

(Who's got

a

The group with the butterfly picture hold up their card, and repeat the process.

Continue until the last group asks

Who's got

a

parrot?

and the first group says

We have!

6 Round up Draw two Venn diagrams on the board. Ask pupils to tell you animals to write
in the different circles (e.g. bees can fly, frogs can hop and iump, fish can swim, snails can
slither). Some animals can do more than one movement (e.g. parrots can fly and hop/iump,
snakes can swim and slither). Write these animals in the space where the circles overlap.

Fish can swim.
Kangaroos can hop and
jump.
Worms can slither.
We've got a parrot.
Who's got a butterfly?

Follow up
Use the cards like dominoes. Pupils can take turns to put them in a circle on the floor or stick
them onto the board in order.


Animal movementg_a_m_e_s~~~~~~~~~_~~~~~~_~

o

snail

o

whale

o

parrot

e

penguin

.fly

e

worm

I hop and jump I

o

butterjl~

o

frog

"

bee

4D

snaRe

o

Rangaroo

~

rabbit


Animal movement games

I
I
1

Who's got a
butterfly?
I

-----~~~--~

1
1

Ii

Who's got a
snail?
:

Wno's got
afrog?

:

j

I

1

I

1

I

1

1

~~------------------+--------------------+--------------------1
------------,1

I

1
1
1

I

I

'"

1
1
1
1
1
1
1

Who's got a
snaRe?

Who's got
a flsh?

Who's got a
rabbit?

I
1
I
1

1
1

I

----.....I

1

I

1

~~------------------+--------------------+--------------------i
I

I
L~

20

Who's got a
penguin?
__

-'-._--'._~-"--___

_

'm.U.r.teJ4&f:JfiPrimary

Who's got a
kangaroo?
--_-.-~.

""'

••.....

~

Who's got a
parrot?!
""'-1_

.L

Curriculum Box © Cambridge University Press 2009

~

~

__'- __

~

.I


Grouping animals
Before class
learning about groups of
animals and parts of animals
identifying similarities and
differences between groups of
animals

Photocopy worksheet

1.5, one per pupil.

In class
1 Finding out Tell pupils to form a circle. Explain that they should clap slowly three times
then open their arms on the fourth beat (clap, clap, clap, open). On the open beat, they
take turns to say the name of an animal they like e.g. clap, clap, clap,
clap,

saying favourite animals

snake

monkey,

clap, clap,

etc. Pupils can repeat the same animal. Continue round the class. Then ask

pupils to think of ways of grouping the animals they called out. Write suggestions on the

agreeing animal groups

farm animals, wild animals, animals with two legs,
animals with four legs, animals that swim, animals that fly etc.
board, translating if necessary, e.g.

expressing similarities and
differences
2

Write

mammals, birds, fish, insects

and

reptiles

on the board. Explain that these are groups

of animals. Ask pupils to suggest animals for each of the groups and write the animals

making decisions

under the headings. Alternatively,

comparing

use questions to help the pupils:

What is a cat? (mamma~
What is a chicken? (bir~
What is a goldfish? (fish)

classifying

3

What
What

is a

butterfly? (insect)
snake? (reptile)

Give out worksheet 1.5 to each pupil. Tell them to match the pictures and the animal words.

Key 1 0 2 i 3 d 4 b 5 n 6
4

is a

i

7 h 8 k 9 I lag

feathers, fins, fur, scales and wings by
What's 'blood'? (the red liquid in our bodies;

Teach

11 c

12 f

13 a

14 e

15m

pointing at the pictures on the worksheet. Ask
we

see it if we cut

a

Finger). Put the

pupils into

pairs. Tell them to look at the mind maps and complete them with the animals. When they
finish, put pairs together to form groups of four and ask them to compare their answers.

Key birds - chicken, duck, penguin
Scientists put animals into
groups to identify them.
Big groups are divided into
smaller groups. Mammals,
birds, fish and reptiles
all belong to a bigger
group of animals called

vertebrates.

ladybird,

ant

fish - salmon, goldfish, shark

mammals - horse, lion, panda

insects - butterfly,

reptiles - snake, crocodile,

lizard

5 Ask What is the same about the groups of animals? (e.g. birds and mammals have warm
blood, fish and reptiles have cold bloo~, What is different about the groups? (e.g. fish have

scales, birds have feathers).

6 Round up In their pairs, tell pupils to say one thing which is the same and one thing which
is different about the groups to their partner.

Follow up
Playa guessing game. Ask

What

am

J? Put the

pupils into groups and tell them to listen and say

the animal group name.

ant, butterfly, chicken,
crocodile, dolphin, duck,
goldfish, horse, ladybird,
lion, lizard, panda,
penguin, salmon, shark,
snake
birds, fish, insects,
mammals, reptiles
beak, blood, feathers, fins,
scales, wings
cold, warm

Jhave warm blood and wings. (bir~
Jhave scales and fins (fish)

Jhave wings and six legs (insect)

Jhave legs and scales. (reptile)
Jhave hair and warm blood. (mamma~

Optional activity In pairs, pupils think of sentences. The rest of the class guess the animal.

Birds have wings and feathers.
Fish have fins and scales.
Insects have six legs and three body parts.
Mammals have hair.
Mammals have warm blood.
Reptiles have cold blood.
Reptiles have scales and legs.


G_r_o~u~ animals

________________

0~01i
~~~
~~~

snake

lion

lad~bird

horse

crocodile

lizard

butterfl~

panda

shark

goldflsh

D
D
D
D
D
0

'"

12 duck
13

ant

14 salmon
15 penguin

G

G
~

(~'

~

-=---

2 Write the animals in the right group.
chicken

flSh4tac
have fms
have scales
have cold blood

bu.tterfly
insects

~
,-1

D
D
D
D

D

1 1 chicken

~.;,~

birds~
have beaks
have feathers and wings
have warm blood

..-v

tit

have six legs
have wings
have three bod~ parts

reptiles

C~

have legs""
have scales
have cold blood

""'-

Animals hexagon game
CONTEN

Before class

FOCUS

recognising animal groups
and parts of animals

COMMUNICATIlON
checking animal groups

Photocopy game

worksheet 1.6

In class
1 Finding out Draw a hexagon on the board and ask pupils what shape it is. Explain that

guessing facts

they are going to playa

•

COGNITION

.-

identifying

hexagon game about animals .

2 Put the pupils into groups of four and give one game worksheet 1.6 and the blank game
worksheet from page 136 to each group. Give the pupils a number 1, 2, 3 or 4. Explain

making decisions

that pupils 1-3 play the game. Pupil 4 plays the role of the teacher.

classifying

3

predicting

Say

You have to cross the board. The winner is the first to finish.

Explain that this means pupils can move their counter to a hexagon

with a reptile word. Say that two pupils can't have counters on the same hexagon. If they

RANGIIE

can't play, they wait until the others have had a turn, then try again. It's Pupil4's

10-12

role to

check that the group only speak English. Pupil4 also writes any words the pupils don't know

Ti!A'Uil

in the corresponding

30 minutes

to throw the dice and move around the board.

4

LEARN ABOUiI

hexagon on the blank hexagon game worksheet. The pupils take turns

After pupils finish playing, ask Pupil 4 from each group to tell you any words the group
didn't understand. Write them on the board and check understanding.

SCIENCE
The smallest mammal is a
bat which weighs 2g.
The fastest mammal is the
cheetah.
The slowest mammal is the
sloth.
The biggest and the

loudest animal is the blue
whale.

WORD BOX

Look at the key.
five). Ask What is

Say

Demonstrate how to play by throwing a dice. Say the number (e.g.

number five? (reptiles).
.r£1\.GE

and the blank game worksheet on page 136 for each

group of four pupils. Bring dice and counters for each group.

0

birds: chicken, dove, duck,
eagle, owl, penguin
fish: goldfish, salmon,
shark, swordfish, tuna
insects: ant, bee, butterfly,

Optional activity Ask pupils to write three sentences about the words their counters
landed on (e.g. A

panda and

a

giraffe are mammals, Birds have beaks, wings and

feathers).
5 Round up Say categories (e.g. mammals, birds, animal parts) and ask the pupils to call
out five examples.

Follow up
mammals
smelliest and in

Write

biggest, smallest, tallest, fastest, slowest,
cheetah, blue whale, bat, skunk, sloth, giraffe. Tell pupils

on the board. In one column write
another column write

to match the words with the animals. Encourage pupils to use their dictionaries to find the
translation for animals they don't know (e.g.

Key biggest - blue whale

smallest - bat

smelliest - skunk

fly, grasshopper, ladybird
mammals: bat, cheetah,

SENTENCE BOX

dolphin, giraffe, lion,
panda, sloth, whale
reptiles: alligator,
crocodile, lizard, snake,
turtle
animal parts: beak,

The biggest mammal is the blue whale.
The fastest mammal is the cheetah.
The loudest mammal is the blue whale.
The slowest mammal is the sloth.
The smallest mammal is the bat.

feathers, fin, lung, scales,
tail, wings

The smelliest mammal is the skunk.
The tallest mammal is the giraffe.

skunk).

tallest - giraffe

fastest - cheetah

slowest - sloth


Animals hexa~ame
1 Play the game.

[I]

mammals

W

in.sects

[[]

reptiles

[1]

flSh

~

birds

I]]

an.imal parts

Identification keys
CONTENT FOCUS

Before class

identifying animals using a key

Photocopy worksheet

writing an identification key

••

five different pieces of paper. Copy the word box onto the board and underline the five animal
groups

COMMUNICATION
agreeing and disagreeing
asking questions

1.7, one per pupil. Write birds, fish, insects, mammals and reptiles on

(insects, birds, fish, mammals, reptiles) .

In class
1 Finding out Tell pupils to look at the 16 words on the board. Read them aloud. Ask Which

•

COGNITION

words are new?

.-

reasoning

will find out about them from the worksheet. Ask

analysing

(they are animal groups).
2

evaluating

(e.g.

fur, lungs, feathers, scoles).

Put a circle round them. Tell pupils they

Why are five

of

the words underlined?

Divide the class into five groups. Give each group one of the pieces of paper with an
animal group on it. Tell pupils to decide which words on the board are associated with the

••lEVEl. 3

animals in the group they have. After five minutes, ask the groups to share their ideas with

AGiiil RANGE
10-12

the class.

Key mammals - water, land, skin, hair, fur, lungs

TIME

birds - water, land, wings, feathers, eggs, lungs

30 minutes

fish - water, fins, skin, eggs, scales
reptiles - water, land, skin, eggs, scales
insects - wings, water, land, eggs

L1EiitdlNABOUT
SCIENCE

Ask

Identification keys are

a way to identify and
name animals (or other
organisms) .

3

Which word is the

same

for each group? (water).

Put pupils into pairs and give out worksheet 1.7 to each pupil. Tell pupils to choose another
animal group individually.

Pupil 1 reads the questions until Pupil 2 says Yes. Both pupils then

write the name of the animal group in that box. Then Pupil 2 reads the questions until Pupil
1 says Yes. Both pupils then write the name of the animal group in that box. Tell the pupils to

WORD BOX

continue by thinking of more animal groups and asking questions.

0D

Key 1 fish 2 insects 3 birds

birds, fish, insects,
mammals, reptiles, eggs,

feathers, fins, fur, hair,
scales, skin, wings
land, water
bee, frog, shark, tiger,
worm

4

4 reptiles

5 mammals

Tell pupils to change partners and think of five different questions to identify the animals on
the worksheet. Circulate and monitor.

Optional activity For pupils who need support, provide ideas for questions, e.g. Does

it live in the ;ungle?, Does it slither?, Does it swim?, Can it fly?, Does it live in water and on
land?
5 Round up Write tiger, frog, worm, shark and bee on the board. Ask some pupils to

SENTENCE BOX

read their questions while the rest of the class listen and identify the animals. Ask

Can it fly?
Does it have wings?
Does it live in the jungle?
Does it slither?

questions were good for identifying animals?

Which


Identification key!
1 Choose an animal group. Read the questions and write the animal groups.
reptiles1 Do the~ llve in water and have fms?

2 Do the~ have wings, no lungs and three parts?

3 Do the~ have lungs, feathers and la~ eggs with
hard shells?

4 Do the~ llve most of the time on land, have scales
and la~ eggs on land?

5 Do the~ have lun.gs, bod~ hair or fur and feed their

Yes

I

No

Go to question 2.

Yes

I

No

Go to question 3.

Yes

I

No

Go to question 4.

Yes

I

No

Go to question 5.

Yes

I

I

Yes

I

I

No

Go to question 2.

Yes

I

No

Go to question 3.

Yes

I

No

Go to question 4.

Yes

I

No

Go to question 5.

Yes

I

I

I

I

I

babies with milk?
2 Write questions to identify the animals.
bee -Jrog

1

2

3

4

5

tiger

- worm

I

I

I

I


What's it like?

••

CONTIEi'i\~ OCUS

Before class

learning about materials and
their properties

Photocopy

a book, a paper clip, a fork, a spoon, a glass jar, a drink can, a ruler, a key, a stone and a flower.

grouping materials

Make two big circles by tying two pieces of string together or bring two hula hoops to class.

COMMUNICATION

In class

agreeing and disagreeing
describing

worksheet 1.8,

one per pupil. Bring to class the following objects: a pencil, a pen,

1 Finding out Ask pupils to stand around a table so they can see the twelve objects (pencil,
pen, book, paper clip, fork, spoon, jar, can, ruler, key, stone, flower). Ask pupils the words

.COGNliION

they know, and teach the other words, pointing at the objects.

comparing

2

Ask pupils to think of a way to group the objects (e.g.

hard/50ft, shiny/dull, rough/smooth).

deciding

Translate if necessary. Place the two circles of string or hula hoops on the desk to represent

c1assifying

a Venn diagram (A). Ask the pupils to put the objects into the two different groups. If some
objects have features of both adjectives, overlap the two circles (B).

A

6-8
TItJlE
30 minutes

lEARN ABOUT
SCIENCE
Trees, grass and flowers
are all examples of
flowering plants.

WORD BOX

€)nt

book, can, flower, fork,
jar, key, paper clip, pen,
pencil, ruler, spoon, stone
dull, hard, natural, plastic,
rough, shiny, smooth, soft

3

Repeat the process with different ways of grouping the objects (e.g.

rough, shiny/dull, natural/manufactured, plastic/not plastic),

50ft/hard, smooth/

asking pupils where to put the

objects. Draw pupils' attention to any objects which have both qualities e.g.

SENTENCE BOX
It's dull.
It's hard.
It's natural.

have some parts plastic and some parts not plastic?

Do any ob;ects

Put these in the overlap between the

circles.
4

Give out worksheet 1.8 to each pupil. Tell them to choose how to group the objects (e.g.

It's plastic.

50ft/hard, smooth/rough, shiny/dull, natural/not natural, plastic/not plastic)

It's rough.
It's shiny.

It's smooth.
It's soft.
It isn't natural.

word box to write the labels above the two diagrams. Then they can draw one object in

It isn't plastic.

and use the

each part of the two diagrams.

Optional activity In a mixed-ability class, some pupils may be able to draw only one
object. Other pupils may be able to classify additional

objects from the classroom, adding

these to their diagrams.

5 Round up Ask pupils to look around the classroom. Tell them to point to something hard,
something soft, something shiny, something plastic and so on.

Follow up
Ask pupils to cut out pictures of objects made of different materials from magazines. In groups,
pupils can make different material pictures. Tell them to add labels to describe the materials

e.g. 50ft things, hard things, plastic things, shiny things.


o 00

"""=o~:>
..,)

,'

..

1 Write labels above the diagram. Use the words in the box.

natural H not natural
shiny H dull

plastic H not' plastic

smooth H rough

softH hard

2

Draw two objects in the diagram.

3

Look at the next diagram and write labels. Use the words
in the box.


Magnetic or not?

CONTENT FOCUS

Before class

predicting which objects are
magnetic

Photocopy worksheets 1.9(A) and 1.9(B}, one per pupil. Bring to class a pencil, a pen, a

understanding that some
metal objects are magnetic

••

drinking straw, a paper clip, a drink can, a glass jar, a coin, a fork, a spoon, a book, a key
and a stone. Provide plain paper for every group of four pupils. Bring a large magnet.

In class

COMMUNICATION

,

comparing results

Finding out Put pupils into groups of four. Give each group a plain piece of paper. Say

Write down the names of metal objects in the classroom or at home.
•

COGNITION

.-

classifying

the class.

predicting

2

UVEl2

Show the class the twelve objects (pencil, pen, straw, paper clip, can, jar, coin, fork, spoon,
book, key, stone) and ask pupils which words they know. Say words pupils don't know and

Which objects are soft/hard/light/heavy?
Which are made of
wood/plastic/metal? Show pupils the magnet and teach the word magnet. Teach magnetic
and non-magnetic by demonstrating with two classroom objects, one magnetic and one not.
Ask Does it stick to the magnet?
ask them to repeat. Ask

AGE RANGE
8-10
TIME
30 minutes

3

SCIIENCE
Some metals are attracted
to magnets. They are iron
(Fe)and nickel (Nil. Mixes
of these metals are also
attracted e.g. steel. For

tick in the magnetic section if it sticks, and the non-magnetic section if it doesn't).

What will happen with the other objects? Are they magnetic? Tell
pupils to record their predictions for each object in the my prediction columns. Ask the pairs
to share some of their ideas with the rest of the class. Say Which objects do you think are
magnetic? Which objects do you think are not magnetic?

5

Give out worksheet 1.9(B) to each pupil. Tell them to draw two objects they think will stick to

magnets but aluminium
ones don't.

book, can, coin, fork,
jar, key, paper clip, pen,
pencil, spoon, stone, straw
stick
magnetic, non-magnetic

SENTENCE
BOX

It's magnetic.
It isn't magnetic.
It doesn't stick to the
magnet.
It sticks to the magnet.
It will stick to the magnet.

Think. Will the

4

recycling, tin cans stick to

(Vim

Give out worksheet 1.9(A) to each pupil. Demonstrate with a pencil. Say

pencil stick to the magnet? Explain that if they think it will, pupils put a tick in the magnetic
section in the my prediction column. If they think it won't, they put a tick in the non-magnetic
section in the my prediction column. Then say Look! Test the pencil with the magnet and ask
Does it stick? Tell pupils to record their observation in the columns with the eyes (putting a

tEARt,.i ABOUT

WORD BOX

Circulate and translate

words as necessary. After five minutes, ask the groups to share their ideas with the rest of

Put pupils into pairs. Ask

the magnet in each of the boxes 1 and 2.
6

Ask pupils to stand around one table so they can see. Test the pupils' predictions about the
objects with the magnet. Tell pupils to record their observations on worksheet 1.9(A) by
ticking the columns with the eyes.

about

7

Tell pupils to record observations

four different objects in number 3 on worksheet 1.9(B).

8

Round up Tell pupils to think about the test. Ask What was a surprise?

Follow up
Pupils find three more objects from the classroom and test them. Ask

Are they magnetic?

Pupils look again at worksheet 1.9(B) and record their findings. Tell them to draw or write one
magnetic object, one non-magnetic object and one object which is both. Ask them to write the
words under the pictures.

~

__

~

M_agnetic or not?

1 Make predictions. Tick 'magnetic' or 'non-magnetic'.
~,---.

My prediction

@J¢;
pencil

paper
cllp
can
jar
COln

forR

i
~

~¢;

Q
@J¢;

~¢;


~netic

--0

or not?

2 Complete the sentences. Draw pictures then write.

wlll stlCR to th.e magnet.

wlll StlCR to th.e magnet.

3 Test the objects. Tick 'magnetic' or 'non-magnetic'.

1 Th.e

and th.e

StlCR to th.e magnet.

2 Th.e

and th.e

don't stlcR to th.e

magnet.
4

Find three more objects. Test them with the magnet. Draw them in the boxes.

magnetic

non-magnetic

mag netic and
non-magnetic


Is plastic fantastic?
CONTENT FOCUS

Before class

learning about the properties
of plastic

objects to represent its different properties (e.g. a shopping bag

comparing the benefits and
problems of plastic
writing a diary about pupils'
own use of plastic

COMMUNII(ATIO~'IlJ

COGNITION

.-

reasoning

one per pupil. Bring to class a selection of everyday plastic

(flexible), a bank card (strong),
(transparent), a lunch box (coloured), a plastic fork/spoon/knife
(light), a rain hat or
(waterproof)). Provide a sheet of plain paper for every pair of pupils.

sunglasses
jacket

In class
1

Finding out

parts made of plastic.
2

Write

What do the objects have in common?
They are all made of plastic or They all have

Show the class the plastic objects. Ask

Accept several answers and lead pupils to

giving reasons

•

worksheet 1.10,

Photocopy

fantastic plastic

Ask pupils to name five or six more objects made of plastic .
an the board. Ask

Is plastic natural or manufactured? (manufactured),

Tell pupils it is made from oil. Put pupils into pairs. Tell pupils to think of three reasons why
evaluating

plastic is a good material for making pens (e.g.

creative thinking

it's light, it's strong, it can be many colours).

Ask pupils for their ideas and write key points on the board.

LEVEL 3

3

Give out worksheet 1.10. Ask pupils to look at pictures a-I. Tell them you will say the names

AGE RANGE
10-12

of the objects and they write down the letter. 1 necklace (h), 2 ball (k), 3 kite (c), 4 bag (g),
5 lunch box (i), 6 helmet (e), 7 paint pot (f), 8 sunglasses (j), 9 swings and slide (I), 10 pan
handle (a), 11 raincoat (d), 12 cable (b). Tell pupils to read the reasons why plastic is a

TIME

good material for these objects and match the objects to the reasons. Some reasons apply

45 minutes

to more than one object.

Key 1 b, c, d, g 2 c, g, h, i, j, k 3 c, d, f, g, h, i, j 4 (all) 5 (all) 6 (all)

LEARN ABOUT
SCIENCE

4

Next, tell pupils to read the diary. Explain that they have to underline all the objects which

Plastic is made from oil.

could be made of plastic. In pairs, ask pupils to compare their answers.

Plastic is useful because

Key lunch box, schoolbag, pens, ruler, packet (of crisps), safety helmet, library card, DVD,

it's strong, light, flexible
and a good insulator.
However, most are nonbiodegradable and many
can't be recycled.

sports bag, football, boots, keyboards, computers, calculator, bags, skateboard

5 Tell pupils to write a similar diary including the plastic objects they and their families use in
a normal week.

6 Ask pupils to compare diaries with their partner and underline the plastic objects. Ask Who

uses the most plastic?
7

Tell the class to think of something which is not good about using plastic. Write ideas on

many plastics cannot be recycled, many are non-biodegradable,
dangerous to wildlife, plastic can make dangerous gases if near a fire).

the board (e.g.

8

plastic is

Round up Ask pupils to look in their schoolbags. Ask How many plastic objects do you
have?, Could they be made of any other materials?

Follow up
Put pupils into pairs and give each pair a sheet of plain paper. Tell them to work in pairs to
design objects made from plastic. When they finish, tell pupils to show the class their designs.
Ask the class

Can the objects be made of different materials? Why? / Why not?

SENTENCE BOX
WORD BOX

G)m

biodegradable, cold,
coloured, flexible, hot,
light, non-biodegradable,
non-recyclable, opaque,
recyclable, strong,
transparent, waterproof

Many plastics are non-biodegradable.
Many plastics can't be recycled.
Plastic can be coloured.

Plastic can be transparent.
Plastic doesn't get hot or cold quickly.
Plastic is waterproof.
Plastics are light, strong and flexible.


--e

!!JIlastic fantastic?
1 Match the objects with the properties of plastic.

b, c, cl,..9

1 It's flexible. I

4 It's strong.

1______
5 It doesn't
It can be coloured 1-----1
1

2 It's light.
3

or transparent.
2

-------

1

_

get hot or cold qUicRl~.

6 It's waterproof·

-_1

_

1

Read the diary. Underline all the plastic objects.

Monday

I tooK my new lunch box to school. I dropped my schoo/bag and my pens
and ruler fell out. They were all dirty. At lunchtime my brother gave me
a pacKet of crisps. They are my favourite - cheese and onion!

~~

~ I went to school on my biKe. I put on my safety helmet
first. I tooK my library books and my new library card ~
to borrow a DVD.
~
Wednesday

I tooK my school things in a sports bag because we have to
play football in the afternoon. I'd liKe to get new boots for
my birthday next month.
We went to the computer room and we used the new Keyboards.
I liKe the computers because we can do fun things in Eng/ish.

Friday ~ ]

We had maths today. My teacher has a really small calculator

FtB After school I went to the supermarKet. My mum had three bags

£Hi of shopping. In the evening I went on my sKateboard. Coo/l

3 Write your diary. Include plastic objects you and your family use.

1


Materials game
Before class

CO~""'l!5NT fOCUS
completing sentences about
materials, developing

Photocopy game worksheet

1.11 and bring a dice to class for every group of three pupils.

leaner

In class

autonomy

1 Finding out Point to objects in the classroom and ask Is it (hard, 50ft, rough, smooth,
••

COMMUN!CA'lI'ION
using science vocabulary in
context

natural, magnetic, strong)?
2

Put pupils into groups of three. Give a copy of game worksheet 1.11 and a dice to each
group. Explain that pupils take turns to throw the dice. Then they complete the sentence for
that number. If Pupil 1 throws a three, they have to make a sentence with

50ft,

a

shirt is 50ft. When

50ft e.g.

a

sock is

they make sentences, pupils write them in the boxes. If the group

can't complete the sentence, they write a question mark (?) in the square at the top of that
box. The winners are the group where all three players have sentences in all the boxes

AGE RANGE

first. Alternatively,

8-12
TIME

3

30 minutes
WORD BOX

stop the game after ten minutes. The winners are the group with most

sentences.
Ask the class to suggest ideas to complete each of the sentences. Make a note of the
numbers which were difficult for the pupils for future teaching points.

Go

bag, magnet, metal,
paper, plastic
stick

hard, magnetic, natural,
rough, shiny, smooth, soft,
strong

4

Round up Ask pupils which sentences were easy and which were difficult.
Option Learners who need additional language support should be pupil 1.

Follow up
Photocopy the game template on page

one for each group of three pupils. Put pupils

materials they think of three different topics e.g.

SENTENCE BOX

1 mammals,

I can't remember this word.

lour

I don't know this word.
It's your turn.
Throw the dice.
Whose turn is it?
Write the sentence.

137,

into groups of three and ask them to make a similar game for the rest of the class. Instead of

2

birds,

3 fish

country, 2 a country with a different climate, 3 a country from another continent

Ask pupils to write some sentence starters and some sentence endings. They can also write the
middle of some sentences. Photoc;opy the games for each group of three pupils. Cut the game
into three strips (Pupil 1, Pupil 2, Pupil 3). In groups of three, pupils complete the three strips
together. Ask

Which strip

was

the easiest? Which

was

the most difficult?