Snap Science course guide

The No ´1 UK primary science programme is now better than ever!

An exciting new edition of the award-winning digital science programme, created by experts.

Everything that you need to teach outstanding science Simple to implement across your school

DISCOVER SNAP 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 school.

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 National Curriculum.

Snap Science: . covers EYFS to Year 6 . contains a coherent and connected curriculum that is broken down into clear steps, with a focus on acquiring and applying essential knowledge and skills . has a clearly mapped progression to ensure that conceptual and disciplinary knowledge build through the primary years . is explicit about what children need to know and remember at each stage to ensure secure progression in their science learning . includes clear, editable lesson plans that allow you to deliver content effectively tailored to the needs of your class . is packed with practical activities, using a range of high-quality resources to ensure every lesson is rich, lively, and engaging

YOU CAN TRY SNAP SCIENCE WITH YOUR CLASS FOR FREE! CONTACT YOUR REP AT COLLINS.CO.UK/FINDAREP FOR A FREE TRIAL!

Snap Science, 2nd Edition is the UK’s No 1 science programme – now fully updated and better than ever!

”I’m really thrilled for what it has done right the way across the school.”

Alison Richards, Head Teacher, Hertingfordbury Cowper Primary School

MEET THE EXPERTS SERIES EDITOR: JANE TURNER

ASSOCIATE PROFESSOR, BA (HONS), PGCE, MED, CSCITEACH Jane has taught in primary schools in Hertfordshire and London.

She is the co-founder 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.

Jane’s team of Snap Science 2nd edition authors, Nicola Beverley, Naomi Hiscock, Liz Lawrence, Bryony Turford, Claire Seeley, David Allen, Jules Pottle and Dr Alex Sinclair are all highly experienced teachers, lecturers, curriculum designers, consultants and authors who are well known and respected in the primary science education sector.

SNAP SCIENCE MODULE OVERVIEW

NEW

ENSURE FULL CURRICULUM COVERAGE IN A MANAGEABLE NUMBER OF LESSONS –

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

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

Unit 4

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

EVERYTHING YOU NEED TO TEACH PRIMARY SCIENCE Your subscription provides access to a wealth of digital resources including: • editable lesson plans • resource sheets

• slideshows • tailored animations

• videos • interactive activities

Comprehensive module summaries make clear what children will learn and when 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. s owing healthy plant

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 prod ts plan re They learn that matu hy or unhealthy. ts?’ a mature plant is healt we care for our plan They identify whether question: ‘How can ule they answer the Throughout this mod

● ● ● ● ●

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.

You will need

per group of children) plants (one of each . These can healthy and unhealthy s, busy lizzie or basil as pansy, polyanthu room or planted out ts or indoor plants such plan ing bedd can be kept in the class use You could in advance so that a garden centre and well from ted ht plan boug be or to e need be grown from seed ts from seeds, thes cool place, without ion. If growing plan ing them in a dark, t). after the investigat althy plants by keep on the type of plan re. Prepare the unhe ill effects will depend the plants are matu t time taken to show exac (the week a water for at least ●

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 opened/printed any you could provide Make sure you have children to observe, unhealthy plants for and hy healt ide prov If you are unable to e. nativ 2 as an alter print-outs of Slideshow

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

Encourage the use of correct 1 scientific language with key Tier 2 and Tier 3 vocabulary lists taught explicitly.

Tier 3 vocabulary:

explain/explanation

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

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”Lesson plans are clearly set out, with key tiered vocabulary, skills and knowledgebased learning intentions and assessment support for teachers. The resource is very thorough and has catered for a range of settings, including the often forgotten mixed-age classes. It is very supportive and would help any school setting.”

Kulvinder Johal, Regional Mentor for the Primary Science Teaching Trust

Health and safety

tified ensure that any iden Safety guidance and PSS for Health and Please refer to CLEA tely. opria appr aged man

hazards are

e be able to give advic 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 hy healt grow best to to adults about how s ule 3, Growing seed our plants?’ and bulbs (Year 2 Mod ination and to learnt about seeds er in the year they s needed for seed germ earli ition that cond them the t ind abou Rem mber what they can reme and bulbs). Ask them opportunity to make bulbs sprout.

Slide 2 provides an Ask Show slides 1 and 2. life. t’s plan a ts and their parts). of es Stag ule 6, Identifying plan Mod 1 Display Slideshow 1: Year in red are plants (cove reinforce that trees to use trees are plants. ren that child know for they need children how plant. There is no that cycle of a flowering ts life cycle). Ensure introducing the life ule 6, Flowering plan At this point you are about in Year 3 (Mod more learn will s are not to scale. this term, which they slide the on es d that the imag r. Ensure that children understan are in a different orde children to ers that the pictures to be the start. Ask ren whether it matt of a plant’s life cycle plant, Show slide 3. Ask child can consider any stage s (seedling, mature you mark that tion d ques rstan red children unde , represented by cycle life t’s plan the name the stages of s (grows, makes seed). blue question mark s represented by the ren to name the term 5. slide on am Show slide 4. Ask child d diagr hy. Ask them to Show the complete seeds, germinates). how to keep them healt and at mature plants and Growing up (animals will now be looking to Year 2 Module 4, Tell children that they healthy (refer back keep to do can ans for plants. think of things hum same the is this if they think humans)). Ask them photographs in The task re plants (or use the and althy and healthy matu whether the stems the pre-prepared unhe sing on their colour, Provide children with what they see, focu ribe desc to them Slideshow 2). Ask may notice. they res featu r or any othe leaves are droopy, althy) because … t … is (unhealthy/he sentence frame: Plan an example of a Display the following and ask them to find ribe why they take children outside nds, grou ol scho ask children to desc your ence frame above, sent If you have plants in the g Usin t. unhealthy plan healthy plant and an hy or unhealthy. healt 3 children is t ule plan Mod 2 en think their chos (For example, in Year names of any plants. lowers, and about can remember the ts, oak trees and sunf Ask children if they s, such as tomato plan seed from grow that learnt about plants tulips and daffodils.) bulbs, such as onions, plants that grow from ort supp and en plant is ions ptat Ada ribing why their chos ort children in desc vocabulary to supp Provide a list of key lthy. healthy/unhea

Getting started

Take it further

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

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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 betw difference be able to explain the th. and mature plant grow 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 dark.

All seeds and bulbs r the soil, where it is usually found unde are ers. they ; flow inate have germ most stems and leaves, and is use they have roots, physical activity. This Trees are plants beca personal hygiene and es, choic food through their Humans keep healthy to be healthy. need ts plan what different from turning yellow, as leaves and stems The task: de: discolouration (such growing in the soil. althy plant may inclu lling; fungus/bacteria Symptoms of an unhe ng/drooping/shrive wilti s leave and s brown or black); stem

ns

Homework suggestio

e, in a park, or on the look unhealthy at hom tify mature plants that Children could iden

Assessment and evid

way to school.

”We love all the added information and how it’s easy to follow whilst all the important scientific elements are encapsulated in the lesson plan.

It’s an upgrade that all our staff are happy with.”

Natasha Clemitshaw, Canon Popham CE Primary Academy

ence of learning

inate Children can: r, but not light, to germ s and bulbs need wate ● recall that seed inate into seedlings germ s 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 d or shrivelled. ● identify whether s and leaves have wilte stem the not or whether

”We love the fact that Snap Science supports and enhances our practical, hands-on approach to science teaching.”

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

Ball games

3

Christine Holmes, Science Leader, Beverley St Nicholas Primary School

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

WHAT’S NEW

Chemistry The Nationa l Curriculum conceptual kno of knowledge wledge stateme ' breaks each statement into nts Use this doc ument to und a sequence of are big and contain com erstand how plex ideas. The learning step between topi children’s con Snap 'Progres cs. ceptual knowle s. Each lesson teaches a step in this prog sion dge develop s from year to ression. year and is con nected Year Modul

e

4: Properties and uses of 3: Naming and materials describing mat eria

ls

Materials Everything arou nd us is mad e from materia Some materia ls. ls are natural materials, natu Some materia rally sourced ls are manufac materials that tured materia are used with Different mat ls, made by out modifica erials have diffe changing natu tion. ral source mat rent characte Materials shou ristics. erials. ld be used care fully and can ofte Objects can n be reused be sorted acco or recy cled. rding to thei r source mat eria l.

Objects can be made from more than one material, inclu ding recycled materials.

Materials have physical prop erties that mak e them usef ul for different purposes.

Objects can be tested and sorted accordin g to the prop erties of the materials they Inventors disc are made from over new uses . for materials and create new materials.

Squashing, ben ding, stretchin g and twisting can change Different prop the shape of erties allow some materia the shapes of ls. materials to Objects are be changed made from mat in different way erials with prop s. erties that mak Rocks can be e them fit for compared and purpose. grouped acco Rocks change rding to thei r appearance over time dep and simple prop ending on thei Soils are mad r physical prop erties. e from rocks erties. and organic material.

Specific prop erties of diffe rent soils affe ct whether they Fossils are form ed when livin absorb and hold g things are water or not.

Human know trapped with ledge of the in rock. living world such as Mar has been deve y Anning. loped through the lives and A solid holds work of foss its shape. Liqu il scientists ids can be pou Water freezes red and will spread out. Both at zero degr ees Celsius. solids and liqui Freezing /soli ds have a fixed dify volume. liquid. Different ing is when a liquid chan ges state into materials mel a solid. Melting t at different Air is a gas. Gase is temperature s. Melting and when a solid changes state s have substanc fill the space freezing– are thereve knowledge ofinto how to gather and analyse evidence e (take up spac Working scientifically they are in. rsible processe a e) and have weight. Gase s.

When water s change in shap chanStage ges state e and volume In Snap Year 6 lessons children continue to use and develop skills Upper 2 from liquidIn Snap Year 5 lessons children…

Liquids to otheKey into r than water learnt in Year 5 and… evaporate too. gas it becomes water vapo National Curriculum When water Steam is the ur.

This process is calle vapour chan invisible gas statements d evaporation. ges state from produced by boiling wate gas into liqui The Earth’s wate r. d it becomes r can be wate a liqui evaporates into This process variables and use these to d (water), • make planning decisions about where and how to collect • aidentify andr.dependent gas (vapindependent is called cond the air thentypes our) different and ensa clouds.Planning the warm air cool tion. solid (ice). Wat Water droplets information (recognising and controlling variables, deciding what generate and acomparative test s as it fair erquestions in the clouds in the environm rises, leading water of scientific retu fall rain (or the important to rns to theenquiries ent observation or measurements to make over time and for how condensa variables totion control when carrying out a sea via streams • asidentify as to answer questions, , lakes and rive snow or hail if cooled belo and the formation of long, using suitable samples to identify patterns) rs to conti comparative or fair test w freezing poin nue including recognising the water cycle t). The • recognise how secondary sources can be used to answer questions .

1

lessons build on previous learning and each lesson is 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 National Curriculum expectations. Snap Science also includes expertly planned explicit teaching of vocabulary to support substantive and disciplinary knowledge acquisition.

2: Choosing materials

ACCESS CLEAR PROGRESSION –

1: Rocks

5: Changing materials

2

3

4

1: Changes of

state

Upper Key Stage 2

and controlling variables where necessary

• research secondary sources to find answers to questions

Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

• learn to use a force meter

• make decisions about whether repeat readings are required to get accurate data

• select measuring equipment to give the most precise results including force meters with a suitable scale, ruler or tape measure, • make decisions about whether further research (secondary sources) is required

Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

• create tables to collect data • draw and label line graphs, scatter graphs and bar charts with the variables on the correct axis, choose a suitable scale with equal intervals and plot data correctly • draw labelled diagrams of mechanisms and structures

• draw circuit diagrams using recognised symbols

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• measure liquids accurately using measuring cylinders

that cannot be answered through practical work • ask and write enquiry questions

• construct data collection tables

• construct and use a range of ways to record and sort data • create branching keys with four or more items

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Who are their parents?

ENSURE ALL PUPILS CAN SEE THEMSELVES REFLECTED IN SCIENCE LESSONS – all lessons

and activities have been reviewed with representation and inclusion at the forefront.

Human

Woman

Baby

hers Limited 2023

www.collins.co.uk © HarperCollinsPublis

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.

ctures Plastic pollution pi

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

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

Snap Science 2nd Editio

© Harp www.collins.co.uk

erCollinsPublishers

Limited 2023

n

Leading science usi ng Snap

Snap enables conf

ident and enjoyabl

e lead

ership of science Leading science in a primary school is a challenging task. responsibility to devel As science subject op an effective schoo leader, it is your it well so that all childr l science curriculum and en make good progr ess. Ofsted * has emph to support your colleagues to teach leadership. You are science curriculum asised the importanc designer and resou ensuring that a wide e of subject rce manager, as well and relevant range as being responsible of assessment suppo best practice teach for rts learning and meet ing strategies are used and that s all accountability of science so that requirements. You everyone in schoo also l (teach need to inspire a love and recognises the ers, children and even relevance of scienc their families) enjoy e in their lives. s science lessons We know that this is a lot on top of all the other responsibil so we have produ ities that you have ced the Snap frame as a primary teach work to share that for you, so that you er and responsibility with can do what you do you. We’ve done the best: skilfully apply children in your schoo planning the expertise in Snap l experience the very to your context, so progress. best teaching in scien that ce, enjoy their learn ing and make great

Curriculum design

The best curriculum

design in science requi res: A strong vision ○ All children make sustained progress in science, securely skills and connecting learning new know them to prior learn ledge and ing, finding things experimentation, out through pract building positive attitu ical. des to science and learning to their lives seeing the relevance and how it can help ● Clear principles of their build a better future for implementation for all. ○ All children, whate ver their background and previous exper science in a mean ience, are entitled ingful and enjoyable to learn way, identity with scienc making good progr e. ess and building a strong ○ A good primary science education includes learning scient established ideas ific knowledge about and explanations in some Biology, Chemistry about the nature and and Physics, as well practices of scienc as learning e; having the vocab and represent this ulary and skills to knowledge; and unde articulate rstanding how it is life. used and applied in everyday ○ Science is a discip line where knowledge is built empirically, investigation, using through observation a range of scientific and skills and enquiry We hope that you meth odolo share this vision and gies. these principles for science education Curriculum planning in your primary schoo l.

We have created a long-term plan which fully covers the Natio Early Learning Goals nal Curriculum Years .

1–6 and builds on the The National Curric ulum consists of: ● conceptual know ledge statements, grouped into Biolog Physics, Biology and y and Chemistry topics Chemistry topics in in Key Stage 1 and Key Stage 2 children and draw on any prior can read and prono knowledge. unce the words ● Working scien tifically statements, which describe the year blocks. disciplinary knowledge , organised in two●

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shers Limited 2023

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.

”Supports teachers who are not science specialists, as well as stretching those who are very comfortable with their knowledge.”

Kulvinder Kaur Johal, Regional Mentor for the Primary Science Teaching Trust

Snap Science offers a considered response to Ofsted’s recommendations in the Research Review Series (2022) and Subject Report (2023). High-quality practical science is at the heart of the programme.

Progression in both disciplinary and substantive knowledge is planned for and assessed. Snap Science supports teachers to instil a belief in children that science is for everyone with opportunities throughout for pupils to develop their science capital.

Download a response on the implications for primary science from the Ofsted Finding the Optimum report.

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.

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:

SNAPSHOT 1: IMPORT ANCE OF

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k © Harp

PHYSICAL ACTIVITY

Year 2, Modu le 4: Growing up (animals and humans), Lesson Curriculum statem 5 Describe the impor ent: tance for human s of exercise.

Activity instru ctions This activity is for Place the photo individual children. in front of the child and tell them to talk about physical activit that you are going y and movem Ask the child ent. why You should expec they think humans should be physic t to hear phrase faster; to make s such as: to make ally active. them stronger; their heart beat to Ask the child how much physic make them fitter. al activity and do daily. You should expect movement human to hear 60 minut Ask them what s should es per day. types of physic al activity they expect to hear know of. You phrases such as: should running; jumpin Ask them when g; walking. humans might You should expec move or be physic t to hear phrase ally active. s such as:

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.

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Limit ed

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playtime; PE lesson s; walking to and at the park. from school; Questions to check How often should understanding active and move? humans of your age be physic ally active and move? Why should humans be physic Lesson 4 ally movement for? What is physical 1: ation of living things, activit Classific y and into three What 6, Module Year types of physical activit e the invertebrates movement do be able to subdivid also y and you know about Expect children to annelids). They may Curriculum statem Curriculum ?statement: ods, molluscs and into broad groups main classes (arthrop ent is achiev things are classified Can describe ed living if the child: ristics and based be able Describe how the impor observable characte Year 6. They should tance goftodaily common and movement. more than this for and accordin physical activit g micro-organisms, essential to know ces, includin ristics of molluscs not y differen characte and ble es Can name some observa on similariti typica to name some common l physic al animals. and it is important activit plants ds into y and arthropo . say why to move. e the annelids to further subdivid Activity instructions children to be able myriapods), and and .

Expect ans children crustace of s, pairs can arachnid Ideal for use with of each. the children. They four orders (insects, ble characteristics y chart in front of observa ering taxonom the rememb common as Place name some 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. and children will determin the table. Tell , a fern or a moss the cards face up on ble make a plant, for example Place a selection of s based on observa characteristics would cards into kingdom the sort to sort initial rate children should arrive at an vertebrate or inverteb are common to all pile. It is not characteristics. Children third ristics a and characte animals g What 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? be able to sort are checking. to children expect another? of arthropods and If the focus is on plants, between one order d child: is not expecte 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 , for example, birds. common observab If the focus is on animals, they are grouped together that mean which support and internal skeleton for vertebrates have an 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

SNAPSHOT 1: WHO AM I?

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

SNAP ASSESSMENT TRACKER

© Harpe rCollin

sPubl ishers Limite

d 2023

www.co llins.co. uk

At the end of each Module summary, a table of summative descriptors guides teachers to use outcomes from the relevant lessons to make final judgments about whether children have met the National Curriculum expectations for conceptual knowledge and working scientifically.

These summative assessment judgments, whether children have met the learning expectations, should be entered into the Snap Assessment tracker. Teachers can make notes about all children, or just those judged not to be meeting expectations.

”Snap Science from Collins really is the complete package. Written by experienced, expert practitioners, it provides everything a school needs to meet its commitments to the science curriculum from Year 1 to Year 6.”

Mike Davies, Teach Primary Reviewer

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blishers Limited

2023

SNAP SCIENCE FOUNDATION

”It’s one of the only frameworks we’ve ever seen that understands and plans for Early Years!”

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.

an earthwor

m do?

gh closehabitat throu . The about their answer them they eat and mary: evidence to the move, what Activity sum and collecting ren explore earthworms about how own questions animals’ behaviour. Child and build asking their Children learn with great care ry: res and the observation, to handle them rvable featu Key vocabula and below learn e up, first-hand obse on nds, abov y to both ld be firml school grou s regularly, up to a year focus shou worms in the the earthworm ges in the wormery, and gy ideas of animal tat of earth can observe biolo chan natural habi ery. The big s to see any gh ery where they earthworm or use a worm can take up to two week at the bottom of the worm h are developed throu whic : It forming dependence, ground. Note the worms saddle res and inter created by rvable featu see the soil obse on d base segments d here. classification , are introduce KS1 and KS2 soil them doing. they notice s and what tion: of earthworm Learning inten observations and extend ent: talk about their can earthworms ren and developm Child tions about e is it? Can s of learning ren to ask ques colour is it? What shap other area child e with s t urag Link : Enco , e.g. Wha Background ledge: n and language and concepts Communicatio build new vocabulary move? e like an subject know How does it Can you mov to, e.g. wiggle, ersations to – it? e conv on are ps s essiv expr es and bum Earthworm inative and ging their bodi and you see rings n: Being imag they are chan invertebrates arts and desig ren to describe how -like Expressive child you use a have a tube worm.

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Ask: Does earthworms t or who woul ’ to look at patch? Wha they right? hworm hunt worms. Were ren on an ‘eart to find earth Take the child the best place will be think where they

WHAT DOES AN EARTHWORM

Health and safety:

Be Safe!, page 14 (composting), pages 20–21 (safe animal handling).

Key information:

Charles Darwin described earthworms as ‘nature’s ploughs’ because of the way that their activity causes soil layers and organic matter to mix. The mixing improves the fertility of the soil by allowing the organic matter to be dispersed through the soil and the nutrients held in it to become available to bacteria, fungi and plants.

DO?

Enquire (for focus activity): As a class, spend time looking closely at an earthworm. If the earthworm has been removed from a garden area around school, ensure that children recognise the need to return it carefully to its home once the activity has been completed. Encourage children to touch the earthworm, hold it carefully and observe it. Ask the children what they notice. Tell them that the ‘rings’ are the separate ‘segments’ of an earthworm and that the ‘lump’ in the middle is called a ‘saddle’. Ask them if they think they can tell which end is which.

Set up a wormery that can be added to over time, somewhere in a shady part of the outdoor area, for example. Visit the wormery regularly throughout the rest of the year to observe what is happening. Take photos that the children can use to retell the story of their wormery. Encourage them to notice how the earthworms are mixing the garden soil, leaf litter and kitchen waste together, as they eat what they can and it passes through their bodies.

While building the wormery, and in the first few days afterwards, focus on observing what earthworms do.

Ask: Where in the soil do earthworms live? What else lives there? How is the earthworm like other animals that live in the garden? How is it different? Can earthworms see in the dark? What animals might eat an earthworm?

(You can introduce the term ‘predator’ if appropriate.)

Encourage children to think of their own questions about earthworms.

In the short term, layering sand, compost and leaf litter in a see-through tank and introducing some worms will enable the children to see the ‘mixing’ in action.

Encourage the children to return to the wormery regularly over the next months and to talk about what they observe happening. Can they answer their own questions now?

Enquire (for independent activities): Small world play: Add sand, compost and leaf litter to a sand tray. Provide a selection of small model animals that might live in the soil. Encourage children to move the animals through the soil and to talk about what else might live there and how those animals might live.

Interactive display of a wormery: What is happening in the wormery?

Place the clear-sided, layered wormery in an area that the children can access all the time.

Make available a camera or tablet, drawing equipment, non-fiction books and magnifying glasses. Encourage and record their observations regularly. children to make Malleable materials: Can you make an earthworm? Can you make the longest / shortest / fattest / thinnest earthworm? Can you make it wriggle?

Writing area: Can you write about the wormery? Cut out the word bank cards from the Resource sheet. Science Photos 1–8 can also be displayed. Encourage children to use them to write about how to make a wormery. Ask them to make labels for the wormery.

Reflect and review:

Spend time looking at the wormery over subsequent weeks with small groups of children. Talk about how the earthworms are moving.

Show them a photo of what the wormery start of the activity. looked like at the Ask: What is different? What is the same? What have the earthworms been doing?

Evidence of learning: Listen to children’s descriptions of how an earthworm moves and what it does. In the short term, children should be able to talk about how an earthworm wriggles through the soil, that it eats leaf litter, that it feels soft, slimy or silky, and that some birds, hedgehogs and moles eat earthworms as part of their diet. In the longer term, children may also be able to talk about how worms are helpful to gardeners and farmers as they mix up the soil and improve its quality.

Science at home:

Can they find an earthworm on their way home from school, e.g. in their garden or in a local park?

If they have a compost heap, can they see any earthworms in it? Can they tell their parents or carers what earthworms do and why looking after them is so important?

ACTIV ITY

PLAN

1

Linked texts: Traditiona l stories and nur • There sery rhy ’s a wo mes rm at the Other sto bottom ries of the gar • Super den worm by Julia Do naldso n and Ax Linked el Schef career fler s and Provide comm unity op opportuni different portunit ties for people childre ies: visits fro in n to exp m school society and significan erience some or throug • Farm aspect t eve h the pro er (grow vision of nts to their com s of linked wo ing cro • Allo rk and ps and visitors munity tment ow careers improv . Th (virtual ner ing soi of • Garde or actual is can be don l – organi ) into sch e throug ner c or eco h ool. Fo • Enviro -aware r examp ) nmentalis le: t • Ecolo gist

Snap Science Foundation contains 24 flexible activity plans. Each activity plan offers children the opportunity to raise scientific questions, to gather first-hand data to answer their questions and to start to use key scientific enquiry skills that they will continue to develop in KS1, KS2 and beyond.

ACTIVITY PLAN 1: RESOURCE SHEET

Each 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.

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ACTIVITY PLAN

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Downloadable resource sheets and photo banks are also available for each plan enabling a stimulating and challenging programme of science activities.

Limit ed 2015

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PUPIL WORKBOOKS FOR YEARS 1–6 NEW Snap Science is a complete digital programme. For schools who would like the option, write-in Pupil Workbooks are now available for children to record their science activities and summarise their learning. The Pupil Workbooks: • are matched to the 2nd edition of Snap Science • support the activities and practical tasks from the Snap Science lesson plans to build scientific knowledge and skills • assess and show evidence of learning • record progress made throughout the year

Module 2 SNAP SCIENCE PUPIL WORKBOOK

ED IS PACK TO RKBOOK NCE WO ACTICAL TASKS DGE PR WLE S AND ENTIFIC KNO CI S !

R ST U YO ENTI E A SCI ORK LIK

Lesson 1

What makes an appliance work?

Key vocabulary battery 28/02/2024

electrical appliance

electricity

mains

09:26

Activity 1: Identifying electrical appliances

SNAP SCIENCE PUPIL WORKBOOK

Look at these objects. Circle the electrical appliances.

YEAR 2

KBOOK IS PACKED TO ACTICAL TASKS E EDG IENTIFIC KNOWL A SCIENTIST!

YEAR 2

torch

television

lamp

fork

27/02/2024 13:07

SNAP SCIENCE PUPIL WORKBOOK YEAR 3

PACKED BOOK IS SKS TO TA CTICAL OWLEDGE KN ENTIFIC T! IS A SCIENT

Electricity

1 YEAR

YEAR 1

AR 1

YEAR 3

tin opener

smart phone

hammer

Activity 2: Different types of toothbrush

Manual or electric toothbrushes can be used to brush your teeth.

05/04/2024

10:55

How are they the same?

How are they different?

22

03 Y4 Module 02 - Electricity.indd 22

Follows the sequence of learning in the digital programme.

09/04/2024 16:30

Features labelled images and diagrams to enhance classroom practical work.

Includes consolidation questions and scaffolds for practical work.

Includes the key information, knowledge and vocabulary taught in each lesson.

SNAP SCIENCE

Activity 3: How does it work?

PUPIL WORKBOOK

O AND W

H

Mains electricity

Batteries

YEAR

YEAR

YEAR

Choose three electrical appliances from the last page. Decide what type of electrical source BOOK IS PACKEDTO WORK CAL TASKS TI SCIENCE DGE each one needs to work. Write the name of the appliance in the correct column. AddYOUtwo R SNAP IES AND PRAC TIFIC KNOWLE IT V TI H AC ILD YOUR SCIEN CIENTIST! IT W S examples of your own.

U BU RK LIKE A ELP YO Batteries charged by mains electricity

12/04/2024

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12:37

1

SNAP SCIENCE

YEAR 5

OOK

PUPIL WORKB YEAR 5

YOUR SNAP SCIENCE WORKBOOK IS PACKED WITH ACTIVITIES AND PRACTICAL TASKS TO HELP YOU BUILD YOUR SCIENTIFIC KNOWLEDGE AND WORK LIKE A SCIENTIST!

YEAR 5

What is an appliance?

83269_Cover_Y5_

PupilBook

.indd 1

23/04/202

4 16:06

What are the three main ways an electrical appliance can be made to work?

SNAP SCIENCE YEAR 6

6 YEAR

PUPIL WORKBOOK

Key learning

CKED OK IS PA TO SKS WORKBO SCIENCE PRACTICAL TA OWLEDGE P A N S YOUR TIVITIES AND CIENTIFIC KN S WITH AC BUILD YOUR A SCIENTIST! U KE HELP YO AND WORK LI

6 YEAR

In this lesson I have learnt that: Many household appliances run on electricity. Electrical appliances are objects that need electricity to make them work – some plug in to the mains, others run on batteries.

Homework Make a list of five electrical appliances in your home. Find out if they require mains electricity, batteries or batteries charged from the mains to make them work.

18/04/2024

ilBook.indd

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1

23

03 Y4 Module 02 - Electricity.indd 23

Summarises the key learning taught in each lesson.

09/04/2024 16:30

Offers homework to promote learning outside of the classroom.

12:33

YOU CAN TRY SNAP SCIENCE WITH YOUR CLASS FOR FREE!

Find out more Contact your rep for a demo or to arrange a free trial at findarep.collins.co.uk Alternatively, you can contact our friendly customer services team: Email: education@harpercollins.co.uk Tel: 01484 668148 INTERNATIONAL SCHOOLS: Please email collins.international@harpercollins.co.uk Snap Science 2nd edition – digital subscriptions

Visit collins.co.uk/ snapscience to view sample lessons ISBN

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ISBN

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Pupil Workbook Year 1

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£8.99

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978-0-00-868325-2

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978-0-00-868327-6

£8.99

Snap Science 2nd edition – optional write-in workbooks

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