International Snap Science 2nd Edition Course Guide

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Teach outstanding science with an evidence-informed, best-practice approach created by experts.

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EVERYTHING YOU NEED TO TEACH PRIMARY SCIENCE Snap Science is an award-winning digital programme that provides everything you need to teach outstanding science and is simple to implement across your whole school.

Your subscription provides access to a wealth of digital resources including: • editable lesson plans • slideshows • videos • resource sheets • tailored animations • interactive activities Comprehensive module summaries make clear what children will learn and explain what resources are needed to organise lessons. Information to support all teachers’ understanding and knowledge of each topic and how to successfully teach it is also provided alongside guidance in making end-of-module assessments.

Every lesson is built around a question - often a science enquiry question. In the lesson, children are taught new knowledge to enable them to answer that question.

ts owing healthy plan

Year 2, Module 6: Gr we Lesson 1: How can What children will

care for our plants?

learn and do

for seed germination. ts. conditions required grow into mature plan Children revisit the lings, and seedlings s germinate into seed They learn that seed s. seed uce re plants prod . althy unhe or They learn that matu thy ts?’ a mature plant is heal we care for our plan They identify whether question: ‘How can ule they answer the Throughout this mod

● ● ● ● ●

You will need

per group of children) plants (one of each These can healthy and unhealthy busy lizzie or basil. as pansy, polyanthus, such ts plan or room or planted out indo or ing plants can be kept in the class and re so that You could use bedd cent nce en be planted well in adva or bought from a gard seeds, these need to be grown from seed , cool place, without If growing plants from keeping them in a dark by t). ts plan plan after the investigation. of althy type re. Prepare the unhe ts will depend on the the plants are matu taken to show ill effec week (the exact time water for at least a ●

Snap resources: es of a plant’s life ● Slideshow 1: Stag (optional) this plant healthy? lesson. ● Slideshow 2: Is intend to use in this Snap resources you provide opened/printed any observe, you could Make sure you have plants for children to althy unhe and thy provide heal If you are unable to alternative. an as 2 show Slide print-outs of

National Curriculum

grow and e: ble temperature to Conceptual knowledg water, light and a suita ribe how plants need ● find out and desc stay healthy lly: Working scientifica questions suggest answers to rvations and ideas to ● using their obse

Key vocabulary Tier 2 vocabulary: describe

Tier 3 vocabulary:

explain/explanation

healthy, inate/germination, bulb, conditions, germ ling mature, seed, seed

Health and safety

ensure that Safety guidance and PSS for Health and Please refer to CLEA tely. managed appropria

ce be able to give advi t experts and they will can we care for ule they will be plan the question, ‘How the end of the mod ts. They will answer Tell children that by plan thy heal grow best to to adults about how s ule 3, Growing seed our plants?’ and bulbs (Year 2 Mod and to learnt about seeds for seed germination er in the year they earli that conditions needed them Remind remember about the can they t wha and bulbs). Ask them opportunity to make bulbs sprout.

Slide 2 provides an Ask Show slides 1 and 2. ts and their parts).

Stages of a plant’s life. ule 6, Identifying plan Display Slideshow 1: ered in Year 1 Mod (cov ts plan are s reinforce that tree ts. plan are s tree that for children to use children how they know plant. There is no need that cycle of a flowering ts life cycle). Ensure introducing the life dule 6, Flowering plan (Mo 3 Year At this point you are in t will learn more abou scale. this term, which they the slides are not to on es imag that the re d that r. Ensu children understan are in a different orde ers that the pictures start. Ask children to ren whether it matt t’s life cycle to be the Show slide 3. Ask child , mature plant, ider any stage of a plan tion marks (seedling d that you can cons ques rstan red unde by ren ted child , represen the plant’s life cycle name the stages of s (grows, makes seed). blue question mark s represented by the ren to name the term 5. slide on Show slide 4. Ask child ram d diag thy. Ask them to Show the complete seeds, germinates). how to keep them heal at mature plants and up (animals and will now be looking 2 Module 4, Growing Tell children that they thy (refer back to Year heal keep to do ans can plants. for e think of things hum sam the is if they think this humans)). Ask them photographs in The task re plants (or use the s and althy and healthy matu ur, whether the stem the pre-prepared unhe focusing on their colo see, Provide children with they t wha to describe notice.

Slideshow 2). Ask them r features they may othe any or py, leaves are droo althy) because … t … is (unhealthy/he ple of a sentence frame: Plan them to find an exam Display the following ren outside and ask ribe why they grounds, take child ol scho e, ask children to desc your in ts sentence frame abov If you have plan the g Usin t. plan unhealthy healthy plant and an althy. t is healthy or unhe Module 3 children think their chosen plan example, in Year 2 es of any plants. (For lowers, and about remember the nam can ts, oak trees and sunf they if ren Ask child s, such as tomato plan seed from grow that s and daffodils.) learnt about plants tulip ns, onio as bulbs, such plants that grow from ort en plant is Adaptations and supp ribing why their chos ort children in desc vocabulary to supp Provide a list of key healthy/unhealthy.

Getting started

Take it further

t. spot an unhealthy plan gardeners: How to d prepare a guide for Some children coul

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1

Encourage the use of correct scientific language with key Tier 2 and Tier 3 vocabulary lists taught explicitly.

rds are any identified haza

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2

Guidance for how to provide extra support or challenge as appropriate.

Every lesson ends with a ‘reflect and review’ activity where children can consolidate and summarise their learning, reflecting on new knowledge gained and skills used.

Reflect and review

nd them that our plants?’ and remi ‘How can we care for of the lesson question: the whole module.

Remind the children question throughout this to er answ the ng lesson. They should they will be consideri vocabulary from this ination to their peers the key ts and between germ rtunity to describe lings and mature plan seed s, Give children the oppo seed een difference betw be able to explain the th. grow and mature plant thy or unhealthy. whether a plant is heal you how they know Ask children to tell

Answers

not need light to Getting started: seeds and bulbs do germination. Most need water to start .

All seeds and bulbs soil, where it is dark the r unde d foun usually germinate; they are most have flowers. stems and leaves, and This is use they have roots, and physical activity.

Trees are plants beca ces, personal hygiene choi food their through Humans keep healthy ts need to be healthy. plan t wha from different turning yellow, as leaves and stems The task: de: discolouration (such ing in the soil. althy plant may inclu fungus/bacteria grow Symptoms of an unhe rooping/shrivelling; ng/d wilti s leave and s brown or black); stem

ns

Homework suggestio

e, in a look unhealthy at hom tify mature plants that Children could iden

ence of learnin Assessment and evid

to school. park, or on the way

g

inate Children can: r, but not light, to germ s and bulbs need wate ● recall that seed lings s germinate into seed seed that state ● re plants its colour and lings grow into matu making reference to ● state that seed thy or unhealthy by a mature plant is heal elled. shriv or d wilte ● identify whether have stems and leaves whether or not the

hers Limited 2023 HarperCollinsPublis www.collins.co.uk ©

Context specific descriptors are provided to assess children’s learning in the lesson.

Ball games

3

Slideshows are fully downloadable.

www.collins.co.uk © HarperCollinsPublishers Limited 2023

Ball games

Snap Science 2nd edition is a digital programme accessed on The Collins Hub. www.collins.co.uk © HarperCollinsPublishers Limited 2023

The programme is shaped by an informed understanding of the purpose and value of primary science, aiming for every child to engage with a coherent progression of the scientific skills and concepts specified in the UK National Curriculum. . A coherent and connected curriculum is broken down into clear steps, with a focus on acquiring and applying essential knowledge and skills . Clearly mapped progression ensures that conceptual and disciplinary knowledge build through the primary years. . It is explicit about what children need to know and remember at each stage to ensure secure progression in their science learning. . Clear, editable lesson plans allow you to deliver content effectively tailored to the needs of your class. . Packed with practical activities, using a range of high-quality resources to ensure every lesson is rich, lively, and engaging.

NEW PUPIL WORKBOOKS AND TEACHER’S GUIDES All new print Pupil Workbooks and Teacher’s Guides follow the teaching sequence of the Snap Science 2nd edition scheme to ensure progression and can be used alongside the digital subscription.

2nd EDITION

2nd EDITION

WORKBOOK ORKBOOK

WORKBOOK

YEAR 1

2nd EDITION

WORKBOOK YEAR 3

YEAR 2

They include: SERIES EDITOR: JANE TURNER

. Step-by-step guidance for practical activities

31/08/2023 09:29

Snap Science Pupil Workbook Y2_A4 cvr.indd 1

2nd EDITION

. Scientific vocabulary to improve understanding and application

SERIES EDITOR: JANE TURNER

SERIES EDITOR: JANE TURNER

Snap Science Pupil Workbook Y1_A4 cvr.indd 1

WORKBOOK YEAR 4

31/08/2023 09:30

Snap Science Pupil Workbook Y3_A4 cvr.indd 1

31/08/2023 09:30

2nd EDITION

2nd EDITION

WORKBOOK

WORKBOOK

YEAR 5

YEAR 6

. Age-appropriate subject knowledge . Enrichment activities for home learning

SERIES EDITOR: JANE TURNER

Snap Science Pupil Workbook Y4_A4 cvr.indd 11 SnapScience_TG5_cover_2016.indd

SERIES EDITOR: JANE TURNER

31/08/2023 09:31

Snap Science Pupil Workbook Y5_A4 cvr.indd 1

SERIES EDITOR: JANE TURNER

08/09/2016 14:52 31/08/2023 09:31

Snap Science Pupil Workbook Y6_A4 cvr.indd 1

YOU CAN TRY SNAP SCIENCE WITH YOUR CLASS FOR FREE!

CONTACT YOUR REP AT COLLINS.CO.UK/INTERNATIONAL-REP-SEARCH FOR A FREE TRIAL!

31/08/2023 09:31

WHAT’S NEW ENSURE FULL CURRICULUM COVERAGE IN A MANAGEABLE NUMBER OF LESSONS ACCESS CLEAR PROGRESSION –

lessons build on previous learning and are clear on what pupils will learn. Clear guidance is provided for teachers to identify whether learning intentions have been met with further guidance on making summative judgements against UK National Curriculum expectations.

Snap Science also includes expertly planned teaching of vocabulary to support substantive knowledge acquisition.

– easier timetabling with 6 modules per year planned so that the science is taught regularly and logically, with each UK National Curriculum statement broken into a series of steps.

ENSURE ALL PUPILS CAN SEE THEMSELVES REFLECTED IN SCIENCE LESSONS – all lessons and activities have been

reviewed with representation and inclusion at the forefront.

TEACH SCIENCE THAT’S RELEVANT FOR TODAY’S PUPILS with sustainability and

REVIEW, TRACK AND RECORD EVERY CHILD’S PROGRESS with formative

assessment built into every lesson, clear guidance for making summative assessment judgments at the end of each module, and a straightforward system for tracking children’s progress.

environmentalism integrated throughout. Recent scientific developments and current scientists are also featured.

ALL NEW PRINT RESOURCES

IMPROVE ALL TEACHERS’ CONFIDENCE TO TEACH SCIENCE

when planning lessons with accessible, teacher subject knowledge in every module and CPD for subject leaders to use to share current research, ensuring a consistent approach to science teaching and learning across the whole school.

Pupil Workbooks and Teacher Guides for years 1–6 follow the teaching sequence of the Snap Science scheme to ensure progression and provide step-bystep guidance.

Free, term-time webinars. See what’s coming up and register your place. collins.co.uk/webinars

EFFECTIVE ASSESSMENT

SNAPSHOT 1: WHO AM

Year 6, Modu le 1: Classi fication of living

I?

things, Lesso n

4

Developed with in-depth formative and summative assessment at its core, Snap Science offers simple, yet robust tools for judging and recording whether a child is meeting National Curriculum expectations. Engaging formative assessment opportunities are built into every lesson plan, along with guidance to enable teachers to use what a child has said, written, made, or drawn in a lesson to confidently assess their learning. For every National Curriculum Statement, a Snapshot assessment activity will help you to check children’s understanding and develop their learning. www.collin s.co.u

Snapshot assessments are short, fun activities that a teacher or other adult can use with a child or small group of children. Each Snapshot has four elements:

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SNAPSHOT 1: WHO AM I?

things, Lesson 4 Classification of living into three e the invertebrates be able to subdivid also Expect children to annelids). They may nt: ods, molluscs and Curriculum stateme into broad groups main classes (arthrop things are classified ristics and based be able Describe how living observable characte Year 6. They should more than this for and according to common g micro-organisms, includin ces, not essential to know observable characteristics of molluscs differen on similarities and to name some common animals. and plants ds into annelids. subdivide the arthropo and be able to further Activity instructions Expect children to ans and myriapods), pairs of children. arachnids, crustace . They can Ideal for use with four orders (insects, ristics of each. front of the children in characte ble chart y observa as remembering Place the taxonom name some common throughout the activity, understanding use this for support y is not expected.

For example: What Questions to check level in the taxonom ble ng on the groups. is for those the names of each These will vary dependi are common to all plants? What observa the ‘checking point’ ristics Depending on where observable characte e where you start. children will determin the table. Tell or a moss and the cards face up on for example, a fern ble Place a selection of s based on observa would make a plant, ristics kingdom into characte cards initial sort rate children to sort the should arrive at an all vertebrate or inverteb to Children not ristics. is It common are pile. characte ristics animals and a third g What characte relatively easily, plants, they know about the three remainin ? What characteristics that animals, such as molluscs and not an annelid? expected in Year 6 know there are living class of invertebrate mollusc detail, just that they to example a snail, a kingdoms in much belong to Then ask children make an animal, for animals that should plants and animals. ng on what you things other than names of any other ble characteristics Do you know the into subgroups, dependi What common observa sort a set of cards the same class or order? . sort to able be are checking expect children to another? of arthropods and If the focus is on plants, order one between child: is not expected nt is achieved if the features of both. It are assigned to broad Curriculum stateme common observable organisms (living things) to divide very large Can describe how need Can recognise the identify groups (kingdoms). into subgroups. Can or vertebrate animals, similar between animals, groups, like plants are be able to le characteristics that expect children to , birds. common observab together, for example If the focus is on animals, grouped are they which mean that support and internal skeleton for an have tes vertebra and insects. invertebrates do not. e the vertebrates into be able to subdivid Expect children to ristics of each. observable characte and name some common

Year 6, Module 1:

1. The activity resources (images, cards, etc. that adults will need to prepare).

2. Instruction for the adult leading the activity.

3. Questions for adults to use to check and probe understanding.

4. Guidance for adults to assess that a child has achieved the National Curriculum statement.

www.co llins.co. uk

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SNAP SCIENCE FOUNDATION s to help you

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It enables you to organise a stimulating and challenging programme of science activities that will lay the foundation for children’s future learning in science.

EARTHWORM DO? WHAT DOES AN

1

Snap Science Foundation contains 24 flexible activity plans. Each activity plan is accompanied by a slideshow of a short fictional story based on meaningful scientific context that leads to a problem or question for pupils to answer.

Downloadable resource sheets and photo banks are also available for each plan.

RESOURCE SHEET ACTIVITY PLAN 1:

209745_Activity01_Photobank.indd

Snap Science Foundation has been created for practitioners in EYFS settings to support them to develop young children’s scientific knowledge and skills through exploration of the world around them.

SNAP SCIENCE MODULE OVERVIEW Foundation

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Unit 1

Animals and plants

Seasons

Local Habitats

Rocks, soils and fossils

Changes of state

Forces and mechanisms

Classification of living things

Unit 2

Objects and materials

Human Body and Senses

Choosing Materials

Light and shadows

Electricity: circuits

Properties and uses of materials

Evolution and inheritance

Unit 3

Light, space, electricity and movement

Naming and describing materials

Growing seeds and bulbs

Forces: friction and magnets

Human impact on the environment

Earth and space

What light does

The local environment

Properties and uses of materials

Growing up (animals and humans)

Movement and nutrition for the human body

Digestion and food chains

Plant and Animal Life Cycles

Human circulation

Unit 5

Animals (Vertebrates)

Changing materials

Flowering plants and plant growth

Sound

Seperating mixtures and changing materials

Electricity: changing circuits

Unit 6

Identifying plants and their parts

Growing healthy plants

Flowering plants life cycle

Classification of plants and animals

Human growth

Body health

Unit 4

Contact Us For sample copies, orders, or further information, please get in touch with your regional representative: For Asia enquiries contact: collins.asia@harpercollins.co.uk For Europe enquiries contact: collins.europe@harpercollins.co.uk For Middle East enquiries contact: collins.middleeast@harpercollins.co.uk For other areas contact: collins.international@harpercollins.co.uk Snap Science 2nd edition

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1-year subscription to Snap Science [Second edition] Year 6

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Snap Science Second Edition Teacher’s Guide Year 6

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MEET T SERIES HE EDITOR

JANE TURNER

ASSOCIATE PROFESSOR, BA (HONS), PGCE, MED, CSCITEACH Jane has taught in primary schools in Hertfordshire and London. She is the director of the Primary Science Quality Mark, based at the University of Hertfordshire, is immediate past chair of the Associate of Science Education, and has been a consultant to the DfE, BBC, EEF, Wellcome Trust, Learned Societies and industry on primary science assessment and curriculum.

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