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. |
What can children learn from a humble Daffodil? LOTS!
Why do we try and avoid teaching children about the world in which they live and go for the 'whacky' science that we think will thrill, as if nature is dull and boring? We rush through the attainment targets and programmes of study for plants and animals to get on to the 'good' bits. Is that because our own knowledge of nature is so limited - we do not know the 'good' bits for ourselves? Are our own lives so divorced from the natural world around us? To quote from Primal Meats - a farm where food is grown naturally and in harmony with nature (and this statement is true whether you eat meat or do not) :
Modern humans have a mind-boggling capacity to create complicated things. From bikes, cars and trains, to quantum computers that ‘think’ and learn for themselves.
Yet, we are the only species that has consciously and actively destroyed its own habitat. Today’s world is plagued with problems: Climate emergency, biodiversity collapse, viral pandemics, human trafficking, escalating conflict and mass migration all of which we tackle in ever more sophisticated ways. Are we so drunk on our masterful achievements that we no longer think we have to live by universal laws? Do we see ourselves as entirely outside and beyond nature? Natural law, no longer relevant, living in a world where all is out-sourced and out of sight? I believe that the most significant challenge we face today is not climate change, world hunger or a killer virus - these are all symptoms - it’s our inability to understand and work with complexity or find the real root cause of an issue. https://www.primalmeats.co.uk/ I believe this to be true. We have made a god of economics and technology - a god that is inhuman and panders to greed. Sticking plasters on our climate and trying to solve all of the other problems while worshipping these false gods will only lead to more of the same - self destruction. It is only when we get our priorities right and start to work with the natural world, rather than against it, learning about a Creator rather than believing that man is at the whim of chance, that we will put things right. Mankind thinks he has outgrown these nursery subjects and surpassed them - but now, as never before, we need to truly acknowledge we have never even started to learn them. Our very souls are perishing. This means that all of us need to start listening and opening our eyes to the wonders around us - the miracle of life. Scientists can play with life - and do so to our detriment, murdering in the process. But they cannot create life; only robots - the nearest, ugliest equivalent they can come up with. Do we really want to be robots? Unloving, cold, lumps of machinery? The natural world teaches us about a God of love. It teaches us how to work with each other - as we study how all life is interdependent on each other. It reaches into our souls, like no robot ever will. So back to our Daffodil - a miracle story starting with a dead looking bulb under the ground? Is it alive or not - well wait and see! If you can plant a Daffodil bulb in autumn, with your children, pop it into a dark place and leave it until it starts to put out a shoot - then put it into a light place to continue growing. Then you can have the excitement of watching your daffodil grow, day by day. If not - find some nearby that can be watched and do bring a bunch of tight buds into the classroom. They will open very quickly in the warmth. Leaves grow, the stems and buds covered with a clear, obvious papery covering called the Calyx, followed by a yellow bud breaking through the calyx, the unfolding of the petals into the full bloom. The names of the different parts of the plant are learnt naturally - no dull boring worksheets. I still remember children dashing into the classroom in the morning: "It's out, Miss!" Oh that wonderful, glorious moment, after all that waiting! Using the study of Daffodils to teach the National Curriculum for science
A study of Daffodils easily covers a large part of the National Curriculum for Science Programme of Study for plants in Years 1 and 2:
Learn with our PowerPoint Presentation
Our Power Point Daffodil lesson provides a starting stimulus to find out more or a wrap up to consolidate knowledge. Eighteen narrated slides - see how a Daffodil grows.
Purchase our Daffodil lesson Pack now!
Our spring Daffodil Lesson Pack for KS1 includes:
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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.
A bulb, simply put, is an under ground storage system that supplies the plant with the nutrients it needs to survive - either the winter with its freezing temperatures, or summer with potential drought.
The best time for planting spring flowering bulbs is in the autumn and so this activity is best undertaken at that time of year.
Much useful work can be undertaken by growing Hyacinth bulbs in the classroom.
I have showed you below, how this activity easily fits with the desired outcomes of the National Curriculum, but I want you to try really hard not to let these lead your teaching. Instead, learn to let the activity speak for itself - as this is the way in which young children really engage with an activity and really learn from it.
Aim that the children will learn about Hyacinths and experience the wonder of seeing beautiful flowers grow from a dead looking bulb. Aim to excite their interest in their world.
As you do this, the National curriculum will easily be covered without much effort. With this lesson they will naturally begin to use scientific skills and will start to understand plants.
The best time for planting spring flowering bulbs is in the autumn and so this activity is best undertaken at that time of year.
Much useful work can be undertaken by growing Hyacinth bulbs in the classroom.
I have showed you below, how this activity easily fits with the desired outcomes of the National Curriculum, but I want you to try really hard not to let these lead your teaching. Instead, learn to let the activity speak for itself - as this is the way in which young children really engage with an activity and really learn from it.
Aim that the children will learn about Hyacinths and experience the wonder of seeing beautiful flowers grow from a dead looking bulb. Aim to excite their interest in their world.
As you do this, the National curriculum will easily be covered without much effort. With this lesson they will naturally begin to use scientific skills and will start to understand plants.
National curriculum for science KS1
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:Year 1 PlantsPupils should be taught to:
- - asking simple questions and recognising that they can be answered in different ways
- - observing closely, using simple equipment
- - performing simple tests
- - identifying and classifying
- - using their observations and ideas to suggest answers to questions
- - gathering and recording data to help in answering questions
Year 2 PlantsPupils should be taught to:
- identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
- identify and describe the basic structure of a variety of common flowering plants, including trees.
- observe and describe how seeds and bulbs grow into mature plants
- find out and describe how plants need water, light and a suitable temperature to grow and stay healthy
You need:
4 Hyacinth bulbs - preferably of different colours 2 jars with water 2 pots with 5 in. of soil Small stones for drainage Saucers for the pots Soil for planting Kitchen paper for absorbing spills |
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Plant the bulbs
Begin the lesson by showing the children the bulbs and asking them if they know what they are. Explain that they are Hyacinth bulbs and that if plantded now, they will flower in the spring. Show them the picture of the flowers on the packet explaining that this is what we hope to grow. contrastthe dead-lookin gbulb with the pretty flowers. How can this be?
Let the children help to wash the pots and saucers.
Talk to the children about how the bulbs will be planted: two will be planted in soil, as they should be, but two will be planted in water so that they can watch the bulb growing.
Let them help to fill the pots with 1 inch of soil - first placing the small stones at the bottom to help let excess water drain away.
Place the bulb in position and pack more soil around it, pressing the soil down firmly, up to half and inch below the top of the bulb. Water the bulbs well.
Provide clean glass jars. Fill them with water to half an inch of the neck and place the bulbs over the top. Explain that the bulb should not actually make contact with the water or it will rot, so a space is left. Some of the water will dry up (evaporate), keeping the air damp. There may already be some roots showing - some may be old, or there may be some new ones too.
Mark the level of the water with a strip of paper.
Other children can make labels for the pots and jars, giving the colour, and the date planted.
These can then be fastened on.
Then explain to the children that the plant needs to make strong roots. Bulbs grow better in a dark place. Find a dark cupboard where they can be safely positioned.
Explain how when the plants are under the soil, they are in a dark place.
Perform simple tests:
If you wish, you could plant one more in a jar and another in a pot to keep on the window sill for comparison.
Observing closely and recording data:
Prepare a large sheet of paper (about A3 size at least) to pin up in the classroom. Draw three columns and label them: date, growth of root and growth of shoot. It is unnecessary and overly cumbersome on the young child to ask him/her to record at this level. Let the teacher write, and a photo of the record kept in case proof of the lesson is needed. Keep the children's' interest alive and don't kill it with desk work. There is time for that when they are older. Each week, the bulbs in jars should be brought out and inspected. Any changes should be recorded on the sheet. The length of the roots can be judged approximately (!/4 way down the jar/1/2 way/fills the jar/etc..). The length of the shoot can be measured with a ruler. You could of course draw up a simple graph of the length of the shoot.
Once the roots are well established, you can bring the bulbs out into the light.
Opportunities can now be given for groups of children to take turns to make drawings to show the stages of growth of the bulbs. These drawings could be in a little, purpose made book. You could use the front cover given in this pack.
Once the flowers appear, a further lesson can be taken on the flowers and their structure, with more drawings taking place.
Begin the lesson by showing the children the bulbs and asking them if they know what they are. Explain that they are Hyacinth bulbs and that if plantded now, they will flower in the spring. Show them the picture of the flowers on the packet explaining that this is what we hope to grow. contrastthe dead-lookin gbulb with the pretty flowers. How can this be?
Let the children help to wash the pots and saucers.
Talk to the children about how the bulbs will be planted: two will be planted in soil, as they should be, but two will be planted in water so that they can watch the bulb growing.
Let them help to fill the pots with 1 inch of soil - first placing the small stones at the bottom to help let excess water drain away.
Place the bulb in position and pack more soil around it, pressing the soil down firmly, up to half and inch below the top of the bulb. Water the bulbs well.
Provide clean glass jars. Fill them with water to half an inch of the neck and place the bulbs over the top. Explain that the bulb should not actually make contact with the water or it will rot, so a space is left. Some of the water will dry up (evaporate), keeping the air damp. There may already be some roots showing - some may be old, or there may be some new ones too.
Mark the level of the water with a strip of paper.
Other children can make labels for the pots and jars, giving the colour, and the date planted.
These can then be fastened on.
Then explain to the children that the plant needs to make strong roots. Bulbs grow better in a dark place. Find a dark cupboard where they can be safely positioned.
Explain how when the plants are under the soil, they are in a dark place.
Perform simple tests:
If you wish, you could plant one more in a jar and another in a pot to keep on the window sill for comparison.
Observing closely and recording data:
Prepare a large sheet of paper (about A3 size at least) to pin up in the classroom. Draw three columns and label them: date, growth of root and growth of shoot. It is unnecessary and overly cumbersome on the young child to ask him/her to record at this level. Let the teacher write, and a photo of the record kept in case proof of the lesson is needed. Keep the children's' interest alive and don't kill it with desk work. There is time for that when they are older. Each week, the bulbs in jars should be brought out and inspected. Any changes should be recorded on the sheet. The length of the roots can be judged approximately (!/4 way down the jar/1/2 way/fills the jar/etc..). The length of the shoot can be measured with a ruler. You could of course draw up a simple graph of the length of the shoot.
Once the roots are well established, you can bring the bulbs out into the light.
Opportunities can now be given for groups of children to take turns to make drawings to show the stages of growth of the bulbs. These drawings could be in a little, purpose made book. You could use the front cover given in this pack.
Once the flowers appear, a further lesson can be taken on the flowers and their structure, with more drawings taking place.
Share the sense of excitement that such a project brings as each week the plants are brought out and changes observed.
Extension activities:
Extension activities:
- Take photographs of each stage - from the planting through to the flowering plant, and make a class book: you can always target words that you are teaching in literacy and highlight phonic sounds with a different colour to help children to sound out the words.
- Take an onion bulb that is beginning to grow shoots and place it over a jar of water. Watch it grow.
- As other plants are studied, comparisons can be made between those that grow from bulbs and those that grow, say, from seeds.
- Find out which other flowers grow from bulbs.
- Find out which bulbs we can eat.
- Cut open an onion and see the inside.
Download our FREE Bulb pack to have these notes to hand and more...
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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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