Stepping Stones (K and U of W)

Stepping Stones (K and U of W)


Stepping Stones (K and U of W)

  • Explore objects
  • Show an interest in why things happen and why things work.
  • Talk about what is seen and what is happening
  • Describe simple features of objects and events


  • Investigate objects and materials by using all of their senses as appropriate.
  • Ask questions about why things happen and how things work.
Lancashire Foundation Stage Scheme of Work:
Colour My World /

Objectives: Year 1 / 2 (N C)

Scientific Enquiry
  • 1. to collect evidence by making observations and measurements when trying to answer a question
  • 2a. Ask questions and decide how they might find the answers to them.
  • 2b. Use first hand experience and simple information sources to answer questions.
  • 2c. Think about what might happen before deciding what to do.
  • 2g. communicate what happened in a variety of ways including ICT
  • 2h. make simple comparisons and identify simple patterns or associations
  • 2i. compare what happened with what they expected to happen and try to explain it drawing on their knowledge and understanding
  • 2j. review their work and explain what they did to others.

Physical Processes

  • 3a. Identify different light sources including the sun
  • 3b. that darkness is the absence of light
Link to Small Schools Scheme of Work
  • Small Schools Science Scheme
/ Cross Curricular Links:
Geog – day/night/sun/earth
History– past present – lights, gun powder plot, 4th July Christmas
RE – begin to know – other cultures/beliefs Divali, Hanukkah, Christenings and birthdays
DT – lighthouse models, Kaleidoscope, periscope, lights in models
PE _ shadows dance
PSHE – visually impaired, safety- resist peer pressure/ feeling scare, streetwise
ART – shiny and reflective collage materials, mixing light dark shades, silhouettes
Maths – symmetry, time days and weeks, measurements of standards in standard and non standard units
Comm, lang, literacy, stories, poems shadow playsusing simple shadow theatre. Lights in stories, e.g. Alladin
Science – Nocturnal animals
Fiction / Non Fiction Books:
Light house keeper – Ronda and David Armitage
This is the Bear and Scary Night – Sara Hayes
Laura’s Star – Claus Baumgart
Kippers birthday, Kippers Monsters- Mick Inkpen
Dark, Dark Tale -Ruth Brown
Peace at Last - Jill Murphy
Milo and the Magical Stones, Rainbow Fish – Marcus Pfister
Can’t you Sleep Little Bear – Martin Waddell
Night Walk- Jill Newsome and Claudia Munoz
The Owl Who Was Afraid of the Dark – J Murphy
Range of Non Fiction books
Digital camera – black white pictures
Range of Torches ( Switch on and off) , disco balls
OHP and screen
Liaise with older children to see light sensors at work
Toys with flashing lights, investigate how work
  • Explore a range of light sources, torches, etc
  • Use light sources with a collection of materials e.g. coloured cellophane, tin foil, reflective papers, mirrors, decorations, 3D glasses.
  • Investigate light sources and reflective materials in dark boxes.
  • Investigate coloured lights, Tree lights, disco balls …
  • Experiment with, make and use shadow puppets.
  • Explore shadows on a sunny day, shadow tag.
  • Look for rainbow patterns. E.g. on bubbles, crystals, mirrors, kaleidoscopes
  • Look for lights in the environment, discuss safety uses. Brake light, traffic lights, street lights.
  • Comparing sources, candles, torches and brightness

Feeling objects in the dark

  • Make dens using white sheet and a dark sheet. How are they different?
YR1 /2
  • Identify and discuss different sources power of light – candles, torches( natural/manufactured)
  • Provide a darkened area and explore different sources of light, increase light
  • Explore materials using torches, reflective materials, fluorescent materials, sequins, jewels, decorations etc.
  • Find objects in darkened room, discuss what we can see at night.
  • Investigate fluorescent strips on bags, coats, find other suitable materials for this.
  • Investigate light sources at different time of year identify electrical appliances/ mains safety
  • identify toys, appliances and different batteries, +1- symbol
  • battery, bulb, buzzer circuits and breaks in circuit
  • Take children for walk to look for lights e.g. light on PC, warning lights.
  • Investigate shadows: games, clocks, puppet, silhouettes
  • Visits from Safety Officers, Fire Services, Road Safety
  • Make a dark box using a thick cardboard box with a rectangular hole 10cm, place things inside, look in using torch. What can be seen?

  • Describe ways of making shadows
  • Draw, annotate light sources, natural and artificial
  • Explain simply day and night
/ Teacher Resources:
Little book of Investigations
Little book of props for role play
Ginn New Star Science
Ways into Science

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