Overview for Early Years Foundation (E.Y.F.S) Science:

Essential experience, knowledge and skills required for Everyday Materials for Autumn Year 1:

 Key Experiences: To be exposed to and investigate the properties of a variety of everyday materials (natural and man-made) offering accurate descriptions of the properties of the material.

 Key Knowledge: To know the names of everyday materials - plastic, wood, glass, metal, water, and rock, and to be aware of some of the properties of these materials in terms of texture; how hard, soft, rough or smooth, and also how flexible, transparent or waterproof a material is.

 Key Skills: To identify accurately, everyday materials, providing clear descriptions of the different textures. To be able to suggest a simple investigation of the properties of a material and offer reasons for why different materials are used for certain purposes.

Specific Area of Learning

Expressive Science

Early Learning Goals

Key Vocabulary to be developed in EYFS

How this is achieved in EYFS

Science

KS1 National Curriculum

Animals including Humans:

The Natural World

·         Explore the natural world around them, making observations and drawing pictures of animals and plants

·         Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter

·         Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class

Managing Self

·         Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices

·         Animal

·         Life cycles

·         Human

·         Healthy/unhealthy

·         Body parts (leg, arm, head, eye, ear, mouth, tooth/teeth, wing, claw, fin,)

·         Habitat (ocean, polar, savannah, desert, river, pond, garden, forest, rainforest, seashore

·         Shelter

·         Food

·         Diet (herbivore, carnivore, omnivore, food chain)

·         Discussion at snack time about the importance of healthy food choices

·         During lunchtime discussions and encouragement to be independent, as well as to try new foods and flavours

·         PSED time (circle time) discussions in line with ‘One Decision’ scheme of work

·         Story time books and stories linked to healthy life choices

·         PE lessons (regular opportunities to get dressed and undressed independently), discussions around healthy lifestyle choices including exercise

·         Forest School activities (encouraging children to manage their own risk-taking decisions)

·         Naming body parts through songs (e.g. head, shoulders, knees and toes)

·         ‘Panto-saurus’ discussions (NSPCC), learning about how to look after own bodies and stay safe

·         Talking about our pets at home

·         Observing ducklings or chickens hatching from egg in the incubator, feeding and growing

·         Observing butterflies growing from small caterpillars to chrysalis and transforming into butterflies

·         Class visit to a ZOO

·         Exploring minibeasts

·         Learning about different habitats, making animals and suitable habitats for them during STEM Week

·         Learning about animals and their young

·         Healthy Week activities (fruit tasting, sun and water safety, dental health, exercises)

Animals including Humans – Year 1:

●      Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals

●       Identify and name a variety of common animals that are carnivores, herbivores and omnivores

●      Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)

●      Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

Animals including Humans – Year 2:

●      Notice that animals, including humans, have offspring, which grow into adults.

●      Find out about and describe the basic needs of animals, including humans, for survival (water, food and air).

●      Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Specific Area of Learning

Expressive Science

Early Learning Goals

Key Vocabulary to be developed in EYFS

How this is achieved in EYFS

Science

KS1 National Curriculum

Plants:

The Natural World

·         Explore the natural world around them, making observations and drawing pictures of animals and plants

·         Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter

·         Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class

Managing Self

·         Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices

·         Breathing

·         Water

·         Plant

·         Tree (deciduous, Evergreen)

·         Seed

·         Bulb

·         Root

·         Leaf

·         Stem

·         Flower

·         Tree trunk

·         Branches

·         Fruit

·         Going on walks to observe the local environment, learning, talking about, observing and comparing seasonal changes.

·         Taking photos to compare seasons and discuss.

·         Planting seeds and pants.

·         Growing plants from seeds and bulbs.

·         Designing, making and evaluating cress heads during STEM Week.

·         Carrying out experiments on plants.

(dyeing carnations with food colouring, depriving plants of water, soil and sunlight and comparing results)

·         Looking after the EYP garden.

·         Creating bug hotels in Forest School.

Plants – Year 1:

·         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.

Plants – Year 2:

·         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.

Specific Area of Learning

Expressive Science

Early Learning Goals

Key Vocabulary to be developed in EYFS

How this is achieved in EYFS

Science

KS1 National Curriculum

Materials:

The Natural World

·         Explore the natural world around them, making observations and drawing pictures of animals and plants

·         Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter

·         Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class

Managing Self:

·         Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices

·         Waterproof

·         Absorbent

·         Transparent

·         Opaque

·         Soft

·         Hard

·         Bendy

·         Stretchy

·         Sticky

·         Wet

·         Dry

·         Cold

·         Hot

·         Smooth

·         Bumpy

·         Wood

·         Metal

·         Plastic

·         Glass

·         Paper

·         Cardboard

·         Recycling

·         Exploring a variety of everyday materials (natural and man-made) and describing texture

·         Experimenting creating different textures/ combining different materials to change their properties (water balls, gloop, sand)

·         Recycling (placing everyday objects in correct categories according to their properties and material they are made of)

·         Investigating properties of different materials

·         Carrying out experiments to determine if something is waterproof or absorbent; transparent or opaque

·         Deciding on what materials to use to make a sock puppet

·         Designing, making and evaluating a sock puppet

·         Predicting and testing the best material to make a comfortable bed for a princess (linked to The Princess and the Pea fairy tale) 

·         Water tray activities to explore water and materials that float and sink.

Materials – Year 1:

·         Distinguish between an object and the material from which it is made. 

·         Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock.

·         Describe the simple physical properties of a variety of everyday materials.

·         Compare and group together a variety of everyday materials based on their simple physical properties.

Materials – Year 2:

●      Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.

●      Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.