Interactive Guidelines - Knowledge & Understanding

Target Menu from G6
Attractive compilation covering Level B, from Kirkcaldy High School (pdf, 18 pages, 4.14 Mb)

put pictures into sets to represent the four named seasons

collect evidence to establish that heat from the Sun is greatest in summer

create pictures to represent the seasons

Target Menu from G6

Describe how:

day and night are related to the spin of the Earth.

observe, record and present information about changing lengths of shadows throughout the school day, e.g. by setting up shadow sticks in the playground

get the pupils to suggest what happens to the Sun at night

use a model, e.g. torch and globe/ball, to illustrate the spin of the Earth.

Use a torch and a ball to show what happens if the ball spins in the light of the torch.

Target Menu from G3
Attractive compilation covering Level B, from Kirkcaldy High School (pdf, 18 pages, 4.14 Mb)

Make observations of differences in the properties of common materials

make simple observations of differences in properties of common materials using a 'feely box'

record findings using words and pictures

Use the senses to elicit the appropriate vocabulary - hard/soft, wet/dry, rough/smooth, warm/cold, light/heavy, stretchy/bendy, etc.

Target Menu from G3

do a survey of materials around the school that have been used for a particular purpose

investigate the hardness of different woods or the strength of different threads or compare the water resistance of different materials

try to keep a drink hot in cups made of paper, metal, plastic, glass, polystyrene

Properties such as strength, flexibility, insulation and conduction, magnetism and water resistance should be added to those encountered at Level A. Pupils should be introduced to the idea of safe handling of material.

It is important that pupils should be encouraged to answer questions on the meaning of the findings so that they can draw some simple conclusions.

Target Menu from G9

discuss the effects of having the water supply cut off for three days

find out where the local water supply comes from

list ways in which water can be saved.

Target Menu from G3
Attractive compilation covering Level B, from Kirkcaldy High School (pdf, 18 pages, 4.14 Mb)

make a frieze to show how pupils can keep themselves safe from fire

Target Menu from G9

Target Menu from G9

research local/Scottish evidence of how the environment is being improved by the prevention/ reduction of water pollution.

Even if river water looks clear it will contain small living things (bacteria and viruses) that can cause disease. Things get much more dangerous if sewage is allowed to get into drinking water. Waste from factories can also be a problem, but animal slurry from farms is our largest problem. Because of these dangers, water is made safe at treatment plants before we drink it. Fertilisers from fields also pollute water, the major effect being to stimulate algal growth, which causes fish to die.

Target Menu from G4
Attractive compilation covering Level B, from Kirkcaldy High School (pdf, 18 pages, 4.14 Mb)

Identify the Sun as the main source of heat and light

starting from pupils' drawings of day and night, answer simple questions, helping to establish that daytime is warmer and lighter than night-time and that the Sun provides the heat and light energy

melt ice or chocolate on a saucer standing in direct sunlight and compare with one left in the dark

It is challenging to establish that the Sun is the major energy source here. This might require presentation of the information in a straightforward manner. Pupils' experiences of sunburn may help. The dangers of looking directly at the Sun must be pointed out as the high levels of light energy are damaging to the eyes. Take care when considering the Moon. This is not a light source; it simply reflects sunlight.

Target Menu from G4

examine pictures in a darkened area of the classroom then provide light from a torch and make simple comparisons between the detail that can be seen with and without light

carry out a sound quiz and make a collection of words to describe the sounds that the pupils can hear and explore how they make sound

carry out a number of activities to test ideas about sound, e.g. establishing the direction from which a sound comes, using one or two ears, how far away they can hear a quiet sound, etc.

A cardboard box with a hole in the side that is large enough to shine a torch into and to look through at the same time would suffice. A simple coloured picture offset to the hole on the opposite side of the box should give results but take care that you do not let too much daylight in through the hole. Working under a large coat might help.

There are opportunities to link with aspects of road safety.

Target Menu from G7
Attractive compilation covering Level B, from Kirkcaldy High School (pdf, 18 pages, 4.14 Mb)

design simple and safe pushing contests, where each competing pupil uses only one hand pushing directly against another pupil's hand

investigate how to make the biggest dent in a ball of Plasticine

find out how to increase and decrease the speed of a toy car or rolling ball

explore factors affecting the movement of a toy car down a ramp

Take care not to allow damage to self-esteem. If necessary allow two small pupils to compete against a larger, stronger child. It should be pointed out that a push or pull (i.e. a force) in the same direction as the motion increases speed whereas a push or pull against the direction of the motion decreases speed. The heavier the rolling ball, the more convincing this will be. Try to elicit ideas from the pupils, e.g. height of ramp, how far up the ramp it starts, surface of ramp, amount of push. Get them to make predictions and help them to plan what to do.

Target Menu from G7

make a collection of magnets in everyday use

Target Menu from G7

find out what happens when two bar magnets are put together

make labelled drawings to describe what happens

test the strength of different magnets

examine a range of devices that use permanent magnets

find out which materials are magnetic and which are not.

This can be used to develop investigatory skills, with pupils suggesting what might happen then observing and then recording the results when they try it out.

It helps if the north pole of each magnet is clearly marked. The idea of force as a push or a pull having been introduced at Level A, these terms can now be used in descriptions, with the additional terms 'attraction' and 'repulsion'. Through questioning and observation you can help pupils towards the generalisation that ' like poles repel' and 'unlike poles attract'.

Target Menu from G11
Attractive compilation covering Level B, from Kirkcaldy High School (pdf, 18 pages, 4.14 Mb)

Give some of the more obvious distinguishing features of the major invertebrate groups

make collections of minibeasts (worms, molluscs, insects, spiders) and ask pupils to find different ways of sorting them, e.g. legs/no legs, fly/walk/slither

discuss and note the main distinguishing features of the invertebrate groups (legs, wings, skin covering, body parts, number of legs

look at models of some invertebrate body types

make annotated class posters, drawings or paintings of members of the major groups

pupils to choose an invertebrate and find out about it and report to their group or class on their findings

Models made from card tubes can be useful in discussing organisms such as insects, spiders and crabs, and the absence of an internal skeleton but the presence of an external skeleton serving a similar purpose can be noted.

Target Menu from G11

use very simple pictorial keys to name common invertebrates from the local environment

make drawings of invertebrates showing the main features and add their names

devise and play card games and other games to reinforce the distinguishing features of each group and the names of common members

discuss the need to take care not to harm animals in the local environment and to return any animals brought into the school for observation purposes.

Pupils' drawings will give diagnostic evidence of understanding.

This provides an early opportunity to discuss the responsible care of living things and the environment.

Target Menu from G8
Attractive compilation covering Level B, from Kirkcaldy High School (pdf, 18 pages, 4.14 Mb)

relate light and sight to detecting information about our surroundings. Play ball-throwing games with one and two eyes open to lead to the idea of judging distances. When blindfolded, pupils could try to recognise objects or each other by touch

relate sound and hearing to detecting information about our surroundings. Identify the direction of sounds when blindfolded

investigate touch using various grades of sandpaper

investigate taste and smell using plain and flavoured potato crisps

The activities in Energy & Forces - Level B - Properties & uses of energy should precede these activities exploring the human senses.

The emphasis should be on the gathering of information about the surroundings rather than any detail of the processes involved.

Target Menu from G8

examine pictures of members of a family over at least two generations

Target Menu from G8

view video material to study the life-cycles of familiar animals

sow seeds and observe their growth from seed through to flowering and collection of seeds

plant bulbs and observe and draw the stages in development

Target Menu from G8

visit a local area to observe examples of common flowering plants and where they grow

examine a range of plants and identify roots, stem, leaves and flowers. Record findings as labelled drawings

discuss why only common weeds and garden plants should be taken into school for examination and why wild plants should not be picked or dug up in an indiscriminate way

make collections of stems, leaves, flowers and seeds.

A simple treatment is all that is required. Names of parts of the flower are not required. It would be natural to explore the pupils' ideas about the function of each part of the plant but this is not required until Level C. If appropriate the functions could be included at this point for some pupils. Pupils are unlikely to include grasses and trees as flowering plants. They should be helped to see small inconspicuous flowers. It might be useful to make some use of the non-technical grouping of flowering plants into trees, shrubs, herbs and grasses but there is no requirement for these terms to be known. Examination of issues relating to wild plants will lead naturally into the need for protection of animals and plants in the environment.

Target Menu  G5
Attractive compilation covering Level B, from Kirkcaldy High School (pdf, 18 pages, 4.14 Mb)

visit shrubs and trees in the local area to observe animals such as insects feeding on plants

view video material of caterpillars on cabbages or other common plants, or birds catching flies or eating insects

observe birds at a bird table or feeder eating seeds

Pupils should have carried out the activities leading to the idea of energy coming from foods and being used for activity and movement. They will have talked about foods that people eat and should now consider what common familiar animals eat and where they find their food.

Pupils should be introduced to the word 'habitat' using local examples where possible.

Target Menu  G5

Construct simple food chains

start with an example of a common food and ask pupils to trace it back to its source

select familiar carnivorous animals and, by questioning and using resource material, trace backwards as far as possible to find out the members of the food chain

make posters and mobiles to illustrate common simple food chains

ask pupils to explain to each other what these food chains mean

relate the light needed by plants to grow and be healthy to light from the Sun by investigating the growth of seedlings in the light and in a dark cupboard.

The pupils will probably include a number of processes including packaging and cooking but the focus should be on dependence on other living things.

Careful treatment of pupils' ideas is needed to ensure that the concept of a food chain showing energy flow is established in simple terms and that the notion that a food chain shows 'who eats who' is avoided. 'Where is the energy coming from?' is more appropriate than 'What is it eating?' The terms 'predator' and 'prey' can be introduced.

The terms 'producer' and 'consumer' can be introduced. It may be helpful to refer to everyday use of the words and use these as analogies. Plants 'produce' food for animals to 'consume'.