Teaching ideas

Background knowledge
Different plants and animals live in different local environments. There are also
differences in the number of species that live in different environments. You should
be able to identify different local environments such as wet and dry areas.
In Stage 1, learners were taught that plants need light and water to grow, and that
animals need the right type of food and water to live. This unit builds on this
knowledge. It discusses how different environments provide food, water and shelter
for the living things that live there. Plants and animals are adapted to make the
most of the environments in which they live. Learners do not need to know about
these adaptations. But they should be able to recognise that the presence (or lack
of) water, food and shelter will have an effect on the living things that are found in
an environment.
Animals and plants depend on water. Water is essential for life. It enables the seven
life processes: respiration, sensitivity, nutrition, reproduction, movement, growth
and excretion. Water is present in all animal and plant tissues. The human body is
approximately 60% water.
This unit includes a local survey to identify places where people do not look after
the environment. You should be able to help learners to identify examples of
damage to the environment which are a result of human activity. Environmental
damage is not just caused by industry in urban areas.
In rural areas, fertilisers may run off fields into water courses – this causes an
overgrowth of plant material which reduces the nutrients in the water for animals
that live in it. Chemicals can pollute rural waterways as easily as they pollute urban
ones. If humans build on flood plains, then not only are the buildings at risk from
flooding, but the natural flow of the river is disturbed and habitats are destroyed. If
wild flowers are picked, the population may be reduced as the life cycle of the
plants is disturbed. Learners need to understand how they can care for the
environment. You should be able to guide the learners as they consider ideas. You
might direct them to organisations and resources which can offer ideas, information
and suggestions. This is a good opportunity to develop the scientific enquiry skill of
using simple information sources.
Weather consists of the temperature, the hours of sunshine, the precipitation (rain,
sleet and snow) and the wind. Other atmospheric occurrences are a result of
weather. For example, rainbows are a result
of rain and sunshine. The Learner’s Book does not include activities that involve
measurements of, for example, rainfall or temperature. However, you can include
these if you feel that it is appropriate for your learners. You should be familiar with
the devices used for such measurements such as thermometers, rain gauges, and
anemometers (these measure wind speed).
There are different types of clouds. Cirrus clouds are very high in the atmosphere
and consist of ice particles. They are thin and wispy. Cumulus clouds look puffy
and can be white or grey. They are usually lower in the sky and consist of water
droplets. Stratus clouds look like a blanket in the sky. Nimbus clouds are dark and
will have rain or snow falling from them. When ice or water particles grow, they
become heavy and fall. They reach us as rain or, if it is cold, hail, sleet or snow.

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Unit 1 Teaching ideas

Unit overview
Topic Number of Outline of Resources Resources Resources
lessons lesson content in Learner’s in Activity in Teacher’s
Book Book Resource
1.1 2 Learners Activity 1.1 Exercise 1.1 Worksheet 1.1a
Different compare different Compare two Su
places to environments. different Su
live places Worksheet 1.1b
L L
Ex Su Ex
Worksheet 1.1c
Su
Worksheet 1.1d
Ex
Resource sheet
1.1a
Resource sheet
1.1b L
Learners make Activity 1.2
Su
1.2 Can we 2 Exercise 1.2 Worksheet 1.2a
care for our observations in Our Su L Su
environ- their local environment
ment? environment. Worksheet
They develop L
L
ideas to care for Su Ex
the environment. Ex

1.3 Our 2 Learners find Activity 1.3 Exercise 1.3 Worksheet 1.3a
weather out about the Today’s Su Ex
Exercise 1.3 and
weather. They weather
Worksheets Worksheet 1.3b
record a day’s
1.3a, 1.3b and
weather and keep L Su
1.3d need to be
a weather diary. Worksheet 1.3c
done over the
course of a
week. Note: Worksheet 1.3d
plastic bottles for
Ex
Worksheet 1.3a will
need preparing in
advance.
1.4 2 Learners find out Activity 1.4 Exercise 1.4 Worksheet 1.4
Extreme about different Keeping Su L Su
weather forms of extreme safe in
weather. They extreme
learn about weather
how weather L
forecasters use
satellites to help
them.

1.5 Questions
Check your 1 Su ,
progress
2 L
Ex ,
3 L Ex ,
4 Ex

E Extension L Language Enquiry S Support

x u

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 Teaching ideas Unit 1

Resource list • Links can be made to geography,

because learners are studying
• clipboards different environments.
• stopwatches Ideas for the lesson
• rulers or tape measures
• Begin by reminding learners that in
• rope to measure area with (non-
Stage 1 they learnt about what
standard
animals and plants need to live.
• units)
Learners should be able to
• cameras
say that plants need water and light,
• (optional) and animals need water and food.
• audio recorders (optional) They also need shelter. Ask the
large poster paper (a sheet per pair learners to work with a partner to
• or group) transparent plastic drink think of as many different types of
• bottles with the tops cut off environment as they can in a short
• plastic bricks
• marker pens • period of time. Take feedback and
list ideas on
• sticks the board.
• strips of paper • Discuss similarities and differences
glue
between the environments that the
learners identified.
Topic 1.1 Different places Use the pictures on page 6 of the
to live Learner’s Book to extend the
In Activity 1.1 in this topic, learners are discussion in the previous activity.
asked to identify, and then observe, Discuss the similarities and
environments with different conditions. differences between these
They observe the types of animals environments and talk about how
(minibeasts are suggested) and plants these affect the animals and plants
that live in them. If they compare a dry that live in each one. The mangrove
area with a damp or wet area, or a swamps are home to many different
sunny area with a species (see Internet and ICT section
shady area, they should be able to see a for more information about this
difference or a pattern. A range of other habitat). Rivers in cooler places also
support a wide variety of plants and
environments
are introduced in this topic to draw on
• animals (see Internet and ICT
other knowledge learners may have and section for a description of the
wildlife that can be found along one
Learning objectives such river.) The savannah is home to
• Identify similarities and differences
between local environments and
large animals such as
antelopes, and trees such as palm
know about some (see Internet and ICT section for more
of the ways in which these affect the information.)
animals and plants that are found
• there.
Picture 1.1 on the CD-ROM can be
used to focus the discussion on
• Collect evidence by making
observations when trying to answer
the effect of environments on one
particular type of living thing:
• a science question. trees. A pine tree can live in cold
Use first-hand experience. climates because it is able to store
• Recognise that a test or any available water and sunlight.
• comparison may be unfair. The small leaves keep water in the
• Make and record observations. plant. This is because the leaves
have a small surface area so not
• Make comparisons. much water evaporates from the
surface of the leaves. The leaves
Curriculum links are very dark green. They contain
a high
• You should link back to Stage 1,
where learners learnt that animals
need water and food, and that
plantsPrimary
Cambridge need Science
water 2and light. 15
© Cambridge University Press 2014
Unit 1 Teaching ideas

• In Activity 1.1, learners are asked to

visit parts of the school site to
to support lower achieving learners.
Alternatively, you could use the
identify contrasting areas, for words to make a wall display relating
example, wet and dry, or sunny and to this unit.
shady. They study and compare the • Exercise 1.1 in the Activity Book
animal and plant life in each consolidates the learning in this
environment. (See Notes on practical topic. Learners observe pictures of a
• activities section.) Worksheets 1.1a
and 1.1b support this activity.
waterfall and a dry desert
environment and consider if they
You might extend the activity above would be good places for animals
outside the school site to look for Notes on practical activities
other local environments which are
different. Learners will again be able Activity 1.1 Compare two
discuss ideas when they compare different places
the two areas. They could record
• their observations of the similarities Each pair or group will need:
and differences they find. • a clipboard
Show the learners pictures of • a stopwatch or watch
something to measure size of
animals that can live in many • areas with (could be non-standard
environments, for example, humans,
units but the areas should be
pigeons and mice. You could also
show them other animals that can • approximately the same size)
a camera (optional)
only live in particular environments, Before starting this activity, ask
for example, sperm whale and snow learners what size of animals they
leopard. Resource sheet 1.1a think they will see. Guide them to
provides pictures that you could use. realise that they are more likely to
You could ask higher achieving find minibeasts than large animals.
learners to explain why some Point out that minibeasts are an
animals can only live in particular important part of any environment.
environments. Worksheets 1.1c and Ask learners to suggest which two
1.1d support this part of the lesson. different places they want to
In Worksheet 1.1c learners compare investigate. To make it fair, the areas
and sort animals into those that can should be of roughly similar size.
live in many environments and those Explain this and ask learners how they
that can only live in will measure the areas (they could use
rulers, tape measures or a piece of
certain environments – it is more
rope).
suitable for lower achieving learners.
Worksheet 1.1d is more suitable for Prompt learners to think of a question to
higher achieving learners. It also ask, before they do this activity. A
• asks learners to research other suitable question might be, ‘How does
animals that can live in many the environment affect the number and
environments or only in certain type of plants and animals that live
environments. Allow learners access there?’ You could ask learners to predict
• to the internet or other simple what they will find before they do the
information sources in order to activity.
complete this. Encourage them to
make suggestions about how they Learners will collect evidence by making
will gather information. observations. You can discuss with
learners how they will record and
Learners could model and
compare their observations.
communicate ideas by designing a
• new animal to live in a particular
You could use Worksheet 1.1a (which
is most suitable for lower achieving
place, for example, a hot desert or a
learners) or Worksheet 1.1b (which is
snowy mountain.

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 Teaching ideas Unit 1

Check (as far as possible) that the

Assessment
areas that you visit are free from
poisonous or stinging plants. Also
• You could use the learning objectives
for the topic and turn them into ‘I
check for any allergies to plant can’ statements. For example: ‘I can
material, and for hayfever. Make sure identify similarities and differences
that learners wash their hands after the between local environments,’ ‘I can
activity. Make sure that learners are talk about some of the ways in which
well supervised at all times, particularly similarities and differences between
in areas where there may be vehicles. local environments affect the
animals and plants that are found
there,’ ‘I can predict what
Talk about what learners found. Did will happen when deciding what to
they find different numbers or types of do’. You could then show these
wildlife in each environment? Higher statements to the learners and ask
achieving learners can think about them to say how much they agree
whether the comparison is fair.
Did they observe the same size of
• with them on a scale of 1 to 5 where,
for example, 5 means ‘strongly
area? Did they observe each area for agree’ and 1 means ‘strongly
the same amount of time? If they found disagree’.
lots of birds and butterflies in one area, Learners can self-assess their work
did they look as hard as they did in an
area where there were not so many Differentiation
birds and butterflies?
• Support lower achieving learners by
pointing to examples of familiar
If this unit is taught early in the year,
this investigation will allow you to animals and plants in familiar
assess learners’ scientific enquiry skills. environments. For example, a snail
and where it lives will be familiar to
Internet and ICT some learners. Assist them with
vocabulary; you can use Resource
• Learners might take photographs to
record their observations and sheet 1.1b for this. You could also
investigations in this topic. give learners specific prompts for
Activity 1.1; for example, ‘Have you
• Learners could make audio
recordings to describe their work • looked under that log?’ Worksheets
1.1a and 1.1c are particularly
(for example in Activity 1.1). suitable for this group of learners.
• The website
www.inchinapinch.com/hab_
Cater for higher achieving learners
by giving them a wider range of
pgs/marine/mangrove/mangrove.htm examples of animals and plants in
has background information about their environments. Expect them to
mangrove swamps and the plants make a range of suggestions, for
and animals that live in them.
• example when you ask questions
The website about environments and the animals
www.weyriver.co.uk/theriver/ and plants that live there, and to use
wildlife_2_trees.htm has information science vocabulary accurately. Give
• about the wildlife around a
particular river in the United
them open questions to think about
in Activity 1.1 such as ‘Where might
Kingdom.
Common misunderstandings and
• There is information about the
wildlife of the savannah here:
misconceptions
library.thinkquest. • Learners may forget that animals
include minibeasts. So they may
org/26634/grass/Savanna/animal.ht
think that a particular environment
• m.
does not have any animals in it
This website has a video of animals
when, in fact, there are many
in hot, cold, wet and dry
hiding under leaves and so on.
environments: www.bbc.
co.uk/learningzone/clips/how-have-
Draw the attention of learners to
minibeasts and the important part
Cambridge Primary Science 2 17
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Unit 1 Teaching ideas

breaking down the bodies of dead Learning objectives

animals and plants. Can they say
what the world would be like • Understand ways to care for the
environment. Secondary sources can
without minibeasts?
Homework ideas • be used.
Use simple information
• Ask learners to research how hot • sources.
or cold environments affect the • Make and record observations.
animals or plants which live in
• these habitats. • Collect evidence by making
Exercise 1.1 in the Activity Book is observations when trying to answer
a suitable homework activity.
• a science question.
Answers to Activity Book exercise Use first-hand experience.
• Predict what will happen before
Exercise 1.1
Curriculum links
1 This would be a good place for
animals and plants to live. There is • This topic links to geography
because learners are studying the
a lot of water. It
would be easy to find food. It would effects of people on the
environment.
2 be easy
to find shelter. Ideas for the lesson
This would be a hard place for
animals and plants to live. There is • Before teaching this topic, it would
be worth enquiring about local or
not much water. It would be national groups that are concerned
Answers to Worksheets about the environment. It may be
possible for a local expert or
Worksheet 1.1a volunteer to visit the school and talk
to
Learners draw the animals and
the learners about local
plants they found in the two areas environmental issues. They may
observed. provide free materials for children.
Worksheet 1.1b
• Alternatively, the learners could
write to them, or use Skype. This
Learners draw, count and describe the
animals and plants they found in the would allow learners to ask
two areas observed. questions, seek answers and develop
Worksheet 1.1c and 1.1d ideas.
Use the picture on page 8 of the
Animals that can Animals that can only Learner’s Book as a possible starting
live in many live in certain
point for discussion and ideas about
environments environments • environmental issues. You can
mouse sperm whale extend the discussion with Picture
human snow leopard 1.2 on the CD-ROM which shows
both threats to the environment and
pigeon ways to care for it.
• In Worksheet 1.2a, learners can think
Topic 1.2 Can we care for of the ways in which we look after
the environment and the ways we
our environment? harm the environment.
This topic reminds learners that They can write or draw about them.
humans have a large impact on the Discuss their suggestions with them.
environment. We can damage the • The illustration in Exercise 1.2 will
environment and we can care for it. provide a further opportunity for
Learners look at the simple things they discussion
can do to care for the environment. about ways that human beings harm
They learn that humans can have a the environment. Make it clear that
we all have an effect. For example,
we may not work in a quarry but we
18 all want buildings and roads.
© Cambridge University Press 2014
 Teaching ideas Unit 1

• Using simple information sources

such as books, leaflets and the
Learners could suggest ideas about
what they are going to look for
internet, learners could research before they leave the classroom.
and suggest ideas of ways to care Once outside, learners should
for the local environment. Worksheet identify any damage to the local
1.2b supports this. Learners usually environment.
have lots of ideas, which you should You might point to examples that
encourage. Do not be too concerned are not so obvious, for example,
about practicality. Allow the ideas to dirty water such as pond water,
flow. Then ask the learners to talk drain water and so on. They should
about how some could be carried gather evidence in order to answer
out and to predict what their effect the question, ‘In what ways do humans
might be. Ask them to identify harm the environment?’ They can
things that they could do easily now. record their observations in the form of
Ideas might include reducing litter different recordings; for example, video,
by using litter bins: learners could drawing, audio, writing.
suggest ideas for the design and Worksheet 1.2a could be used as a
siting of extra bins; they could make recording sheet for this activity.
posters to persuade others to use
the bins. Another idea would be to Discuss with learners how people could
• make simple habitats for minibeasts. take better care of the environment.
How could we stop the harm? How could
There are websites that give help
with making minibeast habitats –
see the Internet and ICT section for Internet and ICT
details.
• Learners might take photographs to
record observations in Activity 1.2.
Write a class letter to local,
national (and even international)
environmental groups to
• Learners could make audio
recordings to describe their
communicate ideas about the observations and discussions.
•
• local environment. Involve all
learners in
The website
www.makingyourown.co.uk/ make-
contributing ideas to this letter. This your-own-wildlife-habitats.html
enables lower achieving learners, gives ideas on how to make a
who may not find writing easy, to • habitat for minibeasts.
express their ideas verbally. Their The website gowild.wwf.org.uk/about
ideas are then valued as part of a tells learners about the World Wide
group writing task. Fund for Nature (WWF) ‘Go wild’
club, WWF environmental
Notes on practical activities campaigns, and ways that they can
Activity 1.2 Our Assessment
environment • Can learners describe ways to care
for the environment? You could tell
• a clipboard
them about an event when the
• camera
environment was damaged by
(optional)
Learners will need the opportunity to human activity, for example, a fire or
observe a natural environment, if an oil spill. Can learners say how the
possible. If you are in an urban area, damage could have been avoided?
you may need to organise a trip to the • Can learners explain why their
countryside. Or, at least find a space in actions have a positive effect? For
the town where learners can observe example, putting litter in bins
plants and animals (including
means it is not on the streets.
minibeasts) and how they might be
Learners might list the ways that
harmed or cared for. A park or
littering has a bad effect on the
riverbank would be suitable (but if you
environment. They might then
visit a

Cambridge Primary Science 2 19

© Cambridge University Press 2014
Unit 1 Teaching ideas

• Learners can assess each other’s Worksheet 1.2b

work in Activity 1.2. Did all learners
Learners draw and write about things
notice the same things? How well
that could be done to help care for the
did they record their
local environment and how the
observations? Did they put their use
of simple information sources in this environment might improve.
Differentiation Learners make a poster showing ways
to improve the environment.
• Support lower achieving learners by
asking them to find just two
examples of harm to the
environment in Activity 1.2. Guide
them with questions such as ‘Is litter
helpful to wildlife?’ Then prompt
them to explain their answers. Pair
this group of learners with higher
achieving learners to do research in
• this topic. This group can be asked to
draw their observations.
Cater for higher achieving learners by
expecting them to find other
examples of harm to the environment
in Activity 1.2 and to suggest ways in Topic 1.3 Our weather
which these examples could be This topic introduces weather.
Common misunderstandings and Learners are encouraged to observe
misconceptions and record the weather.
Learning objectives
• Learners may feel that they cannot
have much effect on the
environment on their own. Ask
• Observe and talk about their
observation of the weather,
learners to discuss and to consider recording reports of weather data.
that small actions made by many
• Collect evidence by making
• people have a big effect. observations when trying to
Learners may not value the natural
world. They may see humans as
• answer a science question.

more valuable than other living • Use first-hand experience.

things. You could explain, as learners • Make suggestions for collecting
may not realise, that damage to the • evidence. Make and record
observations.
environment will eventually have a
Homework ideas Use a variety of ways to tell
Curriculum links
• Exercise 1.2 in the Activity
Book is a suitable homework • The study of weather links to
activity. geography.
Answers to Activity Book exercise • If you ask learners to take
measurements, for example, of
Exercise 1.2 temperature and rainfall, you can
link to mathematics. You can also
Answers to Worksheets link to mathematics if you ask
• learners to make a pictogram of
Worksheet 1.2a
the weather data.
Learners draw and write about the
You can link this topic to literacy by
harm they saw in their local
environment. Ideas for the lesson
Learners draw and write about how • Use the pictures on page 10 of the
Learner’s Book to start a discussion
people could look after their local about the weather. Picture 1.3 on the
CD-ROM provides a few more
examples that you might use.
20
© Cambridge University Press 2014 Cambridge Primary Science 2
 Teaching ideas Unit 1

• In Activity 1.3, learners are asked to

use first- hand experience to take
• Ask learners to predict the weather
and give a weather forecast. You
observations of, and record, today’s could set up a role play area where
weather. Encourage them to talk on learners can present their weather
what they observe about the weather forecasts. You could record these
and about yesterday’s weather. You weather forecasts on video.
might challenge them by asking them • Establish a weather vocabulary
to predict what the weather will be
poster or dictionary. Resource sheet
like later in the day. The answer to
1.1b could be useful as a starting
this question will depend on where
point for this. This would allow
you are in the world. In some areas,
weather such as rainfall is very learners to consider the words and
predictable, but in others it can be think about what they mean.
Weather vocabulary posters could
• very unpredictable and even • be added to the wall display for this
sophisticated monitoring equipment
cannot guarantee accurate short-term unit.
forecasts. Learners can make a simple wind
Ask learners to suggest ways to meter by holding up a
record the weather with symbols. handkerchief or tissue. Its
Exercise 1.3 in the Activity Book movement will indicate the
asks learners to observe the strength and
direction of the wind. Worksheet
• weather for 5 days and to make a
weather diary using symbols. They
• 1.3d gives instructions for making a
can start this in the lesson with the slightly different wind meter and
weather today, and then continue it includes a table for learners to
for the rest of the week, either in describe what the wind they
school or at home. observed was like. (See Notes on
practical activities section.)
Learners can make additional
suggestions for collecting evidence You might link ideas about the
about the weather (which may include weather to the different
• taking simple measurements of environments learners studied in
rainfall or temperature). You could Topic 1.1. Different environments
introduce learners to the thermometer around the world have different
weather patterns. (This is not true
as a device
used to measure temperature.
• for different environments in the
Perhaps they might make simple local area, where the differences are
measurements using a wall related to factors other than
thermometer. weather, as
• If you wish learners to take simple in the micro-climates created by a
measurements of rainfall, they can Notes on practical activities
use Worksheet 1.3a. This worksheet
gives instructions on how to make a Activity 1.3 Today’s
simple rain gauge and includes a weather
• table for recording measurements. • large poster
(See Notes on practical activities • paper a camera
section.) You can use non-standard (optional)
units such as plastic bricks to create These simple first-hand observations of
the weather are similar to those made
• the scale.
by real scientists. This activity focuses
Learners could use Worksheet 1.3b to on making observations to answer the
tell others what the weather was like question, ‘What is the weather like
for a week. This worksheet gives a today?’ Learners are asked to make a
grid for pictograms. Ask learners to poster showing the weather that day.
use it to record the information that They can draw pictures to represent the
they collect about the weather. weather or they can use or invent
In Worksheet 1.3c, learners interpret symbols. Learners can use the poster to
and answer questions about weather
data in a pictogram. It could be used
Cambridge Primary Science 2 21
© Cambridge University Press 2014
Unit 1 Teaching ideas

(Additionally, learners can build up and Ask learners to follow the instructions
record a useful set of observations over on the worksheet. When their stick is
a series of days using Exercise 1.3 in ready, encourage learners to observe
the Activity Book.) Make sure that first-hand and to describe how the
learners make a record of the type of paper moves in different conditions
cloud (if any) that is present in the sky. (you can simulate this with a fan). For
These observations will be useful in the example, in light air movement the
next topic. paper might move a little, in a light
breeze the papers might all move to
If you decide to ask learners to make one side and begin to flutter, and so on.
measurements, you will also need a The strips will blow in the opposite
rain gauge, a thermometer, and a wind
strength meter. (Worksheet 1.3a gives Learners must make sure that no
instructions for making a rain gauge; one else is close by when they
hold their stick.
Worksheet 1.3a Making a rainfall
gauge
Learners can record their observations
Each pair or group will need: about what the wind was like in the
• a transparent plastic drink bottle
with the top cut off
table on the worksheet. Learners can
use their descriptions to tell others
• some plastic what happened.
• bricks
Internet and ICT
a marker pen
You should prepare the plastic bottles
in advance. It is not difficult to cut the • Learners could take photographs to
record the weather each day.
tops off plastic bottles, but an adult
should do it. The cut edge may be • Learners could make audio
recordings to describe their
sharp. You should cover it with tape so
observations and forecasts.
that learners cannot injure themselves
on it.
• The website
www.ehow.com/how_2086258_ make-
Ask learners to follow the instructions
simple-rain-gauge.html gives
on the worksheet. They should build a
instructions on an alternative
tower of plastic bricks the same height • method for making a rain gauge.
as the cut plastic bottle. They should
use the tower of bricks as a guide for The website
making the scale for the rain gauge. www.ehow.com/how_4897104_ make-
Ask them to place the bottle next to anemometer-kids.html gives
the tower and then mark on the bottle instructions on how to make a wind
at the top edge of each brick. Learners Assessment
could use a ruler instead of a tower of
bricks and make a mark on the bottle • A series of photographs or video
that learners have taken of different
at every centimetre. weather types might help them to
When placing the rain gauges outside, communicate their ideas about
make sure that they are stable and not weather. Make an ‘I can’
likely to fall over. You could secure statement such as ‘I can observe the
them, for example, with large stones weather and talk about my
observations.’ Ask learners then to
around their base. Once the rain gauge
assess themselves. Can they
is outside, learners can take readings
observe the weather? Can they talk
Worksheet 1.3d Making a wind • about their observations?
meter Can learners record and give
Each pair or group will need: reports of weather observations?
Are they able to write, draw or say
• a stick
what the weather is like? If learners
• strips of
• paper glue • perform the weather forecast role-
play, then you could assess their

22 Cambridge Primary Science 2

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 Teaching ideas Unit 1

from Activity 1.3. They should give Worksheet

at least two positive comments
and then one suggestion about 1 10 days
how they could improve the 2 6 days
poster. 3 It was probably summer because
there were a lot of sunny days.
Differentiation
• Support lower achieving learners
by giving them time to observe
Worksheet 1.3d
the weather and to talk about Learners make a wind meter
their observations. You could and write descriptions of the
introduce different weather types wind.
one at a time for this group.
Reinforce the vocabulary of Topic 1.4 Extreme weather
• weather using cards from
Resource sheet 1.1b.
In this topic, learners think about the
effects of extreme weather.
Challenge higher achieving
learners by asking them to
consider and talk
Learning objectives
about a wide range of weather
types. If appropriate, ask this
• Observe and talk about their
observation of the weather,
group of learners to take recording reports of weather data.
measurements of the weather; • Use simple information sources.
for example, temperature,
rainfall, wind strength. • Talk about risks and how to avoid
danger.
Worksheets 1.3a and 1.3d will Curriculum links
support these activities. You might
Common misunderstandings and • The study of weather links strongly
to geography. In geography, learners
misconceptions find out more about the range of
weather in different places and
• Learners may not link weather to
aspects such as cloud cover and about how weather is formed.
wind direction. Ideas for the lesson
Homework ideas
• Learners can discuss the weather
illustrated in the pictures on page 12
• Exercise 1.3 in the Activity Book
could be done at home. Remind of the Learner’s Book. Picture 1.4 on
learners that the diary can the CD-ROM provides two more
examples to discuss.
include the weather at the
weekend.
• Show learners videos of extreme
Answers to Activity Book exercise weather conditions (see the
websites suggested in the
Exercise 1.3 Internet and ICT section). Discuss
how people can keep safe in these
Learners create their own weather
diary.
• weather conditions.
In Activity 1.4, learners make a
Answers to Worksheets poster about one type of extreme
Worksheet 1.3a weather, how to keep safe in it and
• what to wear. (See Notes on practical
Learners make a rainfall gauge and activities section.)
take their own rainfall measurements.
You could watch a recording of a TV
weather forecast or look at a forecast
Worksheet 1.3b online. Ask learners how weather
Learners create their own weather forecasters ‘see’ the weather. Can
pictogram. learners talk about how satellites
provide pictures of the clouds below?
Look at images of the Earth from

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Unit 1 Teaching ideas

• Exercise 1.4 in the Activity Book asks

learners to compare and then match
• The website www.weatherwizkids.com
has learner-friendly information
pictures of weather conditions to the about different types of weather.
appropriate clothing for those
conditions. This is reinforced on Assessment
Worksheet 1.4.
Notes on practical activities • Learners can self-assess their poster
from Activity 1.4. They could say
what they are pleased with and how
Activity 1.4 Keeping safe in they could improve it.
extreme weather Differentiation
Each pair or group will need:
• access to the • Support lower achievers by
providing lots of visual support with
• internet large
poster paper
images, video and vocabulary.
Learners are asked to do some Pictures and video of extreme
research, using simple information weather should initiate discussion
sources, on one type of extreme and interest. You could simplify the
weather. For example, they could information from the websites
choose hurricanes, tornados, heavy suggested in the Internet and ICT
rainfall • section for this group of learners.
or heat waves. They are then asked to Challenge higher achieving
make a poster that tells people, for learners to do more independent
example younger learners, what to wear research than lower achieving
and how to keep safe (and avoid learners for Activity 1.4. This
danger) in the weather that they group of learners should also
choose. Learners will need to think
about how to present information for a Common misunderstandings and
particular audience. You might ask misconceptions
them whether it would be sensible to
present the information using many • Some learners may think that
earthquakes and tsunamis are a
words, for example, or whether pictures
form of weather. Explain that
would be better. The last website
earthquakes are a sudden movement
suggested in the Internet and ICT
of the Earth’s crust, the surface
section has some information about layer of the Earth, and that these
different types of extreme weather movements are nothing to do with
that is suitable for learners. Higher • weather.
Internet and ICT Some learners may think that
extreme weather is common.
• The website
www.theweatherclub.org.uk/ video/vast-
Reassure them that this is not the
case and that it only happens
cyclone-moves-across-america has a occasionally throughout the world.
video of storm clouds moving over
• USA.
You could also tell learners that

There are some pictures and a short

Homework ideas
video about extreme weather at this
website:
• Learners could ask family and
friends about any extreme weather
education.nationalgeographic.co.uk/educ they have experienced. If families
ation/ activity/extreme-weather-on-our- have photographs taken during
planet/?ar_ a=1. The video is very extreme weather, learners could take
useful. However, the narration may them into school to show other
• be too advanced. Consider turning • learners.
the sound off and ask your learners Exercise 1.4 in the Activity Book
to talk about what they see.
• The website
www.theweatherclub.org.uk/ video/new-
york-under-snow shows a video of
heavy snow in New York.

24 Cambridge Primary Science 2

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 Teaching ideas Unit 1

Answers to Activity Book exercise Answers to Learner’s Book questions

Exercise 1.4 1 a dry place: eagle,
goat, lion wet place:
2 b frog, fish, duck A
a More minibeasts and plants live in
place
A. This is probably because place
A has more food, more water and
3 a better places for shelter.
Provide more litter bins.
b Put protection around young
c trees to prevent them being
damaged.
Dredge the pond to clear it;
provide litter bins around the
edge of the pond; fence off areas
around the pond banks so people
4 a
can’t get close enough to throw
rubbish in to the pond.
b
It rained on four days: Monday,
c
Tuesday, Wednesday, Friday.
Answers to Worksheet d
Tuesday
Thursday
Worksheet 1.4 There might be ‘a little rain’ on
Learners draw themselves wearing
clothes suitable for different weather
types. Accept any sensible responses.

Topic 1.5 Check your

progress

• Review the learning for this

unit.
Ideas for the lesson
• Learners can be asked to answer
the questions on the ‘Check your
progress’ pages of the Learner’s
Book. These questions cover topics
from the whole unit. Some answers
are ambiguous, which will lead to
discussion that will help to assess
learners’ understanding of this unit.

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© Cambridge University Press 2014