Natural Science Lessons for KS1We are a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for us to earn fees by linking to Amazon.com and affiliated sites. This costs the purchaser nothing extra. In this way I can continue to provide free resources. Thank you for your support. |
Isn’t it lovely when we all work together to help each other?
Bees work together too. The swarm live together in a hive and share the work between them. Let’s find out what they do!
The Workers are the smallest bees in the hive. They are the busiest. They fly from flower to flower gathering nectar and pollen.
They suck up nectar and the pollen sticks to the hairs on their bodies. They use their legs to scrape the pollen off and push it into grooves on the side of their back legs. Once they are full, they fly back to the hive.
2. Off go the Workers to collect nectar and pollen.
When they come back, the younger workers take the pollen from them and make it into bee bread. Then they fill the cells with the honey they have brought from the flowers.
3. The Queen lays her eggs - one in each little cell. After four days the egg hatches into a little grub which feeds on the honey it finds in the cell. It feeds and grows, feeds and grows. The younger Worker bees and Nurses fondly feed them for five or six days and then the top of each cell is covered with wax.
4. Inside each cell, the grubs spins themselves a robe of silk, called a cocoon.
Inside the cocoon, an amazing change takes place. The grubs change into young bees who eat their way out of the cells and join the workforce in the hive!
The Queen lays thousands of eggs all through the summer.
Most of them turn into Workers, some to Drones and a few are Princesses who are specially fed to grow into Queens. As well as Builders and Nurses there are Engineers who keep the hive cool by fanning it with their wings so that the wax doesn’t melt and bend in the hot sun. Other bees are Watchmen who guard the door to the hive and kill any enemies that try to get in. Next time you see a honey bee, think of all the work they do and how organsied they are! Thought for parents/teachers: Nature is not random, but rather shows signs of careful design.
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There are thousands of Song Thrushes living in gardens, parks and woodland all over our country, but you might have missed seeing them, because they like to hide under bushes and hedges looking for their favourite food amongst the dead leaves.
How to identify Song Thrushes
Song Thrushes have a good way of keeping hidden. Their brown and speckled feathers help them to hide in the dead leaves under the hedges where they like to be. They have brown on their upperparts and small brown speckles on their chest. They are slightly smaller than a Blackbird.
Young Song Thrushes
In spring, Father and Mother Song Thrush are busy looking after their family. They build their nests in thick hedges and bushes. By the end of July, they could have had three broods. However it only takes 14 days for young nestlings to leave the nest, so there will only be at most five chicks to feed at once. Both parents join in feeding the young chicks. The Song Thrush’s eggs are blue with black dots.
Singing Song Thrushes
You might not have seen a Song Thrush, however you might have heard one singing. They are known to be good singers! They can sing many little tunes, which they like to repeat many times. In fact, they so like singing that they are often the first to start in the morning and the last to finish when the sun goes down!
Food for Song Thrushes
Song Thrushes are a little different to most other garden birds in that they prefer to eat meat. Their favourite foods are worms and snails, but they will also eat insects, especially beetles, and caterpillars. In Autumn they will enjoy berries too. They are known for smashing the snail shell open on a favourite hard object, like a stone.
If they visit your bird-table, they would prefer to eat from the ground. Things to do
Wear a Song Thrush on your T-shirt!
Poppies are wild flowers, but they are also grown in gardens.
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We like the illustrations in this book as well as the content. For Reception/Y1.
Read and find out all about eggs -- and how baby chicks grow inside of them. Learn how chicks develop, how they get the food they need to grow, and how a mother hen helps keep them safe in this simple introduction to the life cycle of a baby chick. |
A good factual book about eggs for Y2.
Discover the amazing stages of different life cycles and learn how different species are born, grow up and reproduce with this stunning series. Packed with amazing photographs of every stage, labelled diagrams to explain growth and development, fascinating facts and discussion points for further learning. |
This series really is worth collecting! Y2
A gorgeous and informative look at the fascinating world of nests, from those of tiny bee hummingbirds to those of orangutans high in the rainforest canopy. Poetic in voice and elegant in design, this carefully researched book introduces children to a captivating array of nest facts and will spark the imaginations of children whether in a classroom reading circle or on a parent's lap. |
Books about the lifecycle of a frog
For the very young child from Scholastic; 3+
Beautiful photography and clear designs to stimulate early learning. Watch Me Grow! is a delightful introduction to life cycles for very young children just learning about the world around them. The book includes rotating wheels that can be turned to reveal the stages in five different life cycles: butterfly, ladybug, frog, bird, and puppy. Bright photographs of real animals combined with charming illustrations create pages that will instantly appeal to young readers interested in nature and science. |
Books about the life-cycle of a butterfly
In the same series as the frog life-cycle above, a simple explanation of the life-cycle of a butterfly. Y1/Y2
The process of a new life starting is fascinating! Watch a butterfly grow from an egg to an insect. Young readers will learn about the stages in a butterfly's life. From a tiny egg to a chrysalis and, finally, a brightly-colored butterfly! The life cycle of a butterfly is a beautiful thing to see. |
Telling the life-story of butterflies - we love this series of books. Y2
This book from award-winning artist Sylvia Long and author Dianna Hutts Aston is a gorgeous and informative introduction to the world of butterflies. From iridescent blue swallowtails and brilliant orange monarchs to the worlds tiniest butterfly (Arian Small Blue) and the largest (Queen Alexandra's Birdwing), an incredible variety of butterflies are celebrated here in all of their beauty and wonder. Perfect for a child's bedroom bookshelf or for a classroom reading circle! |
Books about growing plants
Story mixed with factual information - a delightful combination for Reception/Y1
What makes Eddie's garden grow? Earth, rain, sun and all sorts of creatures, of course! Eddie's garden is magnificent, from his stringy bean house to his tall sunflowers. Find out how Eddie's garden grows in this gentle story with lively characters and colourful illustrations. Want to grow your own fantastic garden like Eddie's? This book will tell you how! |
A fantastic book that will fill you and your class with growing inspiration. Y1/Y2
Kids will love learning how to plant seeds and turn their produce into delicious meals to eat. They'll have juicy tomatoes that make fantastic pizzas, plump pumpkins for a perfect pie, luscious strawberries for a smashing smoothie and many more tempting treats. They'll discover how food grows, from photosynthesis to pollination and learn to care for their plants. Once they've picked their crops, there are healthy recipes for snacks, lunches and dinners that are really tasty and will encourage your child and family to eat well. |
Don't be fooled: this book may look simple, but it is filled with incredible facts. Y2
Award-winning artist Sylvia Long and author Dianna Hutts Aston have teamed up again to create this gorgeous and informative introduction to seeds. Poetic in voice and elegant in design, the book introduces children to a fascinating array of seed and plant facts, making it a guide that is equally at home being read on a parent's lap as in a classroom reading circle. |
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This lesson can be studied in either spring, summer or autumn.
Why study leaves?
The National curriculum for KS1 places great emphasis on children learning about plants and animals in the local environment. This is central to success as young children learn best from what they can experience. They cannot experience foreign plants - they do not see them! Always start with what is there for them to see. After that, children should:
learn through the seasons
learn to make observations
learn to question
learn to compare
learn to record
A study of leaves harnesses the natural interest of children as leaves are all around us. In spring we notice them more as they burst out in fresh greens and again in autumn as they change colour, but summer is just as good, when they are fully grown. In fact - it would be even better to study them twice in the year so that you could compare and contrast them in different seasons. It would be easy to miss them by as we are so familiar with them, however that is a mistake, as leaves are a major part of plants and are one of the main ways by which we can identify plants from each other.
This lesson aims to help children to become more observant of leaves so that one day they can tell a plant by its leaves. It will also help them to become familiar with changes that plants undergo as the seasons change.
This lesson will provide ample opportunity to question, compare, observe and it can always be followed up again in autumn when the leaves change: "Why have they changed? How have they changed? What will happen next?
learn through the seasons
learn to make observations
learn to question
learn to compare
learn to record
A study of leaves harnesses the natural interest of children as leaves are all around us. In spring we notice them more as they burst out in fresh greens and again in autumn as they change colour, but summer is just as good, when they are fully grown. In fact - it would be even better to study them twice in the year so that you could compare and contrast them in different seasons. It would be easy to miss them by as we are so familiar with them, however that is a mistake, as leaves are a major part of plants and are one of the main ways by which we can identify plants from each other.
This lesson aims to help children to become more observant of leaves so that one day they can tell a plant by its leaves. It will also help them to become familiar with changes that plants undergo as the seasons change.
This lesson will provide ample opportunity to question, compare, observe and it can always be followed up again in autumn when the leaves change: "Why have they changed? How have they changed? What will happen next?
Most of the learning about science should be done through the use of first-hand practical experiences,
National cuuriculum KS1
Before the lesson - teacher preparation
The best KS1 lessons first observe the subject in situ. Even if most of the follow up work is done in class, your children will take in more of what you teach if they have first hand experience. So for this lesson, we will be taking the children out to look at leaves growing the local environment. Don't we all love a little outing! First you need to plan and learn for yourself.
1. Go for a short exploratory walk around the school playground and if need be in the area around the school, looking for leaves that you can take your children to see.
2. Collect some leaves (for yourself).
3. Study your leaves.
First identify them if you can.
4.Then look at their shape:
Are they formed of several leaflets, or all in one piece?
What is the edge like? deeply cut, smooth, prickly, zig-zag, etc...
1. Go for a short exploratory walk around the school playground and if need be in the area around the school, looking for leaves that you can take your children to see.
2. Collect some leaves (for yourself).
3. Study your leaves.
First identify them if you can.
4.Then look at their shape:
Are they formed of several leaflets, or all in one piece?
What is the edge like? deeply cut, smooth, prickly, zig-zag, etc...
5. Look at the pattern of the veins. Veins act as umbrella spokes, not only taking food to the leaf, but providing support, like umbrella spokes. Some veins come out from a central point (see Nasturtium), while others spur off from a central 'spine' (Bramble and Wild Strawberry). Others like the Ivy have several larger veins, radiating from the base, from which smaller veins branch off.
6. Note which leaves have a stalk - some leaves do not have stalks, rather join straight to the stem, or come out from the base of the plant (like those growing form bulbs).
7. Then feel your leaves. Can you describe them? Are they; hairy, rough, smooth, soft, prickly, tough or ?
8. Last of all, look at the colour of your leaves. If it is spring/summer then ask: Are they all the same shade of green? Turn them over. Are they lighter or darker on the underside. You should find that they are lighter. If autumn ask (for example): Are all the leaves on this plant all changing the same colour? What colours can I see?
You will have learnt a lot about your leaves. Now to help your children do the same!
Decide on four differing kinds of leaves (that you can identify) to show your children in detail (you can always take samples of others that take the children's inerest back to class). Try and find some that are notched and others that are all in one piece; leaves with differing vein patterns; leaves with different textures etc.. Obviously, to show the whole class you want something that is easily visible to them all. Trees are good - as are bushes, or clumps of smaller plants.
Plan your route.
Now you are ready to take your class on a leaf exploration outing.
We are going on a leaf hunt!
6. Note which leaves have a stalk - some leaves do not have stalks, rather join straight to the stem, or come out from the base of the plant (like those growing form bulbs).
7. Then feel your leaves. Can you describe them? Are they; hairy, rough, smooth, soft, prickly, tough or ?
8. Last of all, look at the colour of your leaves. If it is spring/summer then ask: Are they all the same shade of green? Turn them over. Are they lighter or darker on the underside. You should find that they are lighter. If autumn ask (for example): Are all the leaves on this plant all changing the same colour? What colours can I see?
You will have learnt a lot about your leaves. Now to help your children do the same!
Decide on four differing kinds of leaves (that you can identify) to show your children in detail (you can always take samples of others that take the children's inerest back to class). Try and find some that are notched and others that are all in one piece; leaves with differing vein patterns; leaves with different textures etc.. Obviously, to show the whole class you want something that is easily visible to them all. Trees are good - as are bushes, or clumps of smaller plants.
Plan your route.
Now you are ready to take your class on a leaf exploration outing.
We are going on a leaf hunt!
They should use simple features to compare objects, materials and living things and, with help, decide how to sort and group them, observe changes over time, and, with guidance, they should begin to notice patterns and relationships.
National cuuriculum KS1
The leaf hunt
Choose a suitable time for your leaf hunt. Start the walk. As you walk, point out any new growth/leaves changing colour that you see and challenge the children to tell of what they see - even if they are not the leaves you have chosen. They will probably take more notice of their own finds!
Take the children to leaf number 1. Direct their attention to it. First note where the plant is growing and what kind of plant it is. Draw the children's attention to the leaves and note any points of interest, either in shape, texture, way of growing (e.g. stalk or no stalk). Let them feel the leaves, stressing the need to look after the plant and not be rough with it. Dont' expect the children to come up with questions of their own yet - that takes time and lots of modelling first.
Then move on to the second leaf. Do the same, though this time you can compare it to the last leaf. Model asking question to compare: Is this leaf the same colour as the last one? Is it the same shape? Is it bigger or smaller? Does it feel the same? How does it join to the plant? Can you see the veins? Which way do they go? Are they the same pattern as the other leaves we looked at?
Then the third and in turn the fourth.
Try and encourage the children to compare with the previous leaves as much as you can. Be aware of children who may be hanging at the back of the group. Engage them as much as you can and try and ensure that all children have at least touched all four leaf types.
This practical work will have given your class first hand experience, which will help to make the next part of the lesson relevant to them.
Sorting leaves
Back in class or in the next lesson, use the pictures of leaves in our 'Leaf Pack' (or use supply your own) and show them to the children. It is best if you can print them out large enough for all the children to see. Tell the children that you are going to sort the leaves in different ways. Encourage them to tell you which leaves could go together and why they go together. Different children could be asked to hold each leaf and move around as need be. A smaller set could be made available for children to sort by themselves.
Sort by:
shape - leaflet or all in one piece
edge smooth, prickly, zig-zag, deeply cut edge.
pattern of veins - spurs from a spine of like umbrella spokes?
There are various ways this can be done - find the way you are most comfortable with.
A. You could give a leaf to a child to hold for all to see and then hold up each of the other leaves in turn, inviting children to say if they think the leaf you are holding is the same in any way to the one held by the child.
B. If you want a more lively lesson, you could assign a certain number of say 5 pictures to a group of children and ask them to group themselves together by deciding whose leaves were alike in some way. The children whould tell everyone why they think the leaves they chose to join with are like their own and the rest of the class can be the judge as to whether they agree or not.
C. You can also play a leaf naming game, where the children must match the leaf with its name. Start with 3 or 4 of the most obviously shaped leaves.
Most importantly, after the lesson, encourage the children to look for different kinds of leaves for themselves. Always pay great attention to childrens own observations.
Sort by:
shape - leaflet or all in one piece
edge smooth, prickly, zig-zag, deeply cut edge.
pattern of veins - spurs from a spine of like umbrella spokes?
There are various ways this can be done - find the way you are most comfortable with.
A. You could give a leaf to a child to hold for all to see and then hold up each of the other leaves in turn, inviting children to say if they think the leaf you are holding is the same in any way to the one held by the child.
B. If you want a more lively lesson, you could assign a certain number of say 5 pictures to a group of children and ask them to group themselves together by deciding whose leaves were alike in some way. The children whould tell everyone why they think the leaves they chose to join with are like their own and the rest of the class can be the judge as to whether they agree or not.
C. You can also play a leaf naming game, where the children must match the leaf with its name. Start with 3 or 4 of the most obviously shaped leaves.
Most importantly, after the lesson, encourage the children to look for different kinds of leaves for themselves. Always pay great attention to childrens own observations.
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Extension activities
Drawing leaves
I always like to have sketch pads for the children to keep all of their natural science work together in one place. However you choose to work, have the children sketch a leaf. Do not reward drawing prowess, but rather observations: "I see you have noticed the pattern of the veins." "Well done - you have noticed the spiky edge of the leaf" etc.. The really keen can sketch more than one leaf.
Mixing shades of green
In the art class, the lesson can be extended to mixing leaf shades. If it is spring, then they can mix shades of green, if autumn, then shades of autumn. Each child could be given leaf outlines to paint - each a different shade of green.
In spring, challenge the children to give a name to their shade of green. The leaves could be displayed on a tree with the shades. For autumn, autumn words could be displayed.
In spring, challenge the children to give a name to their shade of green. The leaves could be displayed on a tree with the shades. For autumn, autumn words could be displayed.
Leaf rubbings
These are great for looking at vein patterns. choose leaves with prominent veins. Tree leaves are particularly good for rubbing.
Our teaching pack:
Contains leaf pictures for you to print out and use
Smaller images for indivual/group sorting
A leaf recording sheet
A leaf outline for painting
Smaller images for indivual/group sorting
A leaf recording sheet
A leaf outline for painting
Download your Leaf pack NOW!
Click on the picture to be taken to TES where you can download your free pack.
Welcome
Hello, I am Lilibette (B.Ed Hons Early Years, Studies in the Environment Specialism Course), here to encourage the next generation to love the natural world, and thereby learn the necessary skills and knowledge to look after it in the years ahead. Read more...
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