Year 1 Science Animals incl. Humans – Block 1AH –Our Pets

Session 3:The puppy has made a mess!
Science curriculum area(1AH): / Animals incl. Humans (1AH)
i) identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
iii) describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)
Working Scientifically (KS1 WS)
- skills explored withhelp / Working Scientifically (KS1 WS)
i) asking simple questions and recognising that they can be answered in different ways
ii) observing closely, using simple equipment
v) using their observations and ideas to suggest answers to questions
vi) gathering and recording data to help in answering questions
Teaching Objectives /
  • Discuss the problem: which paper will be best for the job of mopping up the puppy accident?
  • Predict and explore different types of paper- pattern seeking
  • Predict and discusswhich material is most effective
  • Evaluate the results and talk about what they have discovered
  • Discuss what they need to be healthy and happy and how pets need similar and different things to keep them happy and healthy

Key Vocabulary: happy, healthy, explore, investigate, observe
Resources
Different squares of materials for soaking up liquid (for example, kitchen towel, tea towel, printerpaper), large sheet of paper per group, trays with water in the bottom. / Weblinks
RSPCA: What do
pets need?
Before the session: Pour a little bit of water on the carpet in the classroom, where the children will notice it. As they walk in, draw their attention to it and explain that you think someone must have brought their puppy into school and it must have been to the toilet in the classroom! Ask the class just to walk around it and place cones around the wet patch.
Whole class:Explain that something needs to be done about the little accident on the floor. Ask for suggestions and when someone mentions mopping it up, ask:What shall we use? What sorts of things are best for soaking up water?Ask the class to list some materials and write them on the board in a list. Then read each suggestion out and ask children to vote for the material they predict will be the best at soaking up the puppy puddle. Show the children what materials you have available in the classroom and the trays with water in the bottom. Ask them to have a go at mopping up the water in the trays using the different materials available. Show them how to pop a corner or an edge into the water and to watch what the water does. Say:Let's think like real scientists!They love to observe things really carefully to see what happens. Let's investigate the materials so we can work out which one is best for mopping up the puppy puddle. Give the children time to explore the materials with the water in their trays. Then tell the class that the puppy puddle is actually just water so it is safe to touch without gloves. Then, together as a class, discuss which materials they think will be more effective at mopping up the puddle. Encourage them to draw on their experiences with the material and water in their own trays. Decide which to use and have a go at soaking up the puddle. Ask the children to observe carefully. Ask:Is it working as well as we hoped or expected? Is anyone surprised by what is happening or is this what we predicted?
Activities: Then put the children into groups and give them a large sheet of paper. Ask them to drawa smiley face in the middle of the piece of paper. Ask the groups to consider:What do you think you need to be healthy and happy? Ask them to write their ideas around the face. Then ask each group to share their ideas and challenge them to consider if all their answers are actual requirements of health and happiness (food, water, heat, shelter and also care and love), asking:Do you actually need that to be healthy? And to be happy? What would it be like if you didn't have it? Give them time to review their answers. Then ask the children if any of them has a pet and if they know what their pet needs for health and happiness. Group the children so each group has a pet owner in it. Ask the more able to draw their pet on the paper (give them another sheet if necessary) and to write down its needs, so they have a written comparison. Other groups can draw or talk about the needs of the pet represented in their group. Ask:What are the differences between what you need and what your pet needs? Are you surprised? Do people with different pets have different answers? Why? Why not? Are there some things that all pets seem to need?
Plenary / Show the children this clip: It is from the RSPCA and talks about what pets need.
Outcomes / Children will
  • Observe what is happening and explore different materials
  • Predict and explore which material is most effective
  • Evaluate the results and talk about what they have discovered
  • Begin to understand what they need to be healthy and happy
  • Understand that pets need similar and different things to keep them happy and healthy

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

We refer you to our warning, at the foot of the block overview, about links to other websites.