In Duckpuddle Class, through our exciting topic-based curriculum, we learn about the following science topics:
Science topics are often launched through exciting BIG BANGS that enthuse the children about their future learning. In Duckpuddle Class, this may involve a walk around our local village spotting signs of Spring, and then using our observations to create a seasonal display board in the classroom.
Lessons are highly interactive and wherever possible, are taught outside; containing as many awe and wonder moments as possible.
Children are taught the working scientifically skills through these topics, taking part in exciting investigations.
At the end of one of our Animal topics, we enjoy a wonderful Class Trip to Shepreth Wildlife Park. We travel on the train and see many of the animals we learn about in their real-life habitats.
We begin recognising that humans go through different stages.
We look at, and then compare life cycles, looking closely at the life cycle of a sheep, frog, duck, and butterfly.
We move on to identify, name and label the human body. In groups, we draw around each other and label body parts. The children use secondary sources to help label body parts they are less familiar with.
To finish this unit, we investigate our 5 senses. Through English and poetry, we identify which body part is associated with each sense. We write some beautiful senses poems, inspired by Moira Andrews Senses of the weather.
The children begin by identifying and naming everyday materials. They carry out simple tests to see which materials are waterproof and will therefore make good umbrellas. They create their umbrellas using materials such as plastic, foam, paper and different fabrics. The children use syringes and pipettes to create raindrops.
Using the knowledge form their investigation, the children move on to sort and classify materials. They think about the physical properties and decide how to sort them.
Once the children have discovered which materials are waterproof, they learn about Charles Macintosh and how he invented waterproof material. They go on to design their own waterproof coats, thinking about the materials they would use.
To finish the unit on materials, and with the build up to Christmas in full swing, the children create bridges for The Gingerbread Man to safely cross the river. The children think about the suitability of the materials, making sure they are strong enough to hold the Gingerbread Man. We discuss how we can make our test fair, keeping the Gingerbread Man and the size of the river the same. During our investigation we look closer at what makes a fair test.
The children develop their knowledge of the seasons. They use their knowledge of the four seasons, to create beautiful paintings.
Skills such as gathering and recording data, are used to discuss recent weather. Building on prior understanding of weather changes, the children learn about different countries. They discover that not all countries have the same seasons as us, and how seasons can affect the number of daylight hours.
To finish the unit, the children focus on the season Winter. They reflect on the recent cold weather, and how animals in much colder climates survive. As a class, they perform a simple test. They observe and use their ideas to suggest answers to the question; How do animals survive in cold climates?
In this unit the children look at Uses of everyday materials. They identify and group materials, thinking about their properties and if they are man made or natural. They spend some time looking at how we can move and change materials. We discover which materials we can bend, stretch, squash and twist, and think about what properties affect this.
The children look at and identify healthy and unhealthy plants. They suggest what they think a healthy plant needs and set up an investigation to find out what plants need to grow healthily. The investigation continues through the unit, with regular observing and recording.
The children look at seeds and identify which parts grow into the plant. They learn about germination and dissect a seed. The children discuss how plants are suited to their habitats. They make links to their Geography learning of hot and cold climates and think about the adaptations the plants make to survive.
In this unit the children think about what is alive, what is dead, and what has never been alive. They make links to their knowledge of animal and plant survival needs, recognising that they need a food source, to be able to grow and reproduce etc. They move on to understand what a habitat is, and that animals and plants need to live in habitats that suit them. The children look at different types of habitats and compare the animals and plants that live in them. In order to explore micro-habitats, the children use our outdoor areas to find where some insects live.
The unit finishes looking at food chains, the children recap that animals and plants need a food source within their habitat. They construct simple food chains recognising a plant is the first source of food, and where appropriate include humans.