Years 1 and 2: Working Scientifically
Working Scientifically
Curriculum Requirement
- asking simple questions and recognising that they can be answered in different ways
- observing closely, using simple equipment
- performing simple tests
- identifying and classifying
- using their observations and ideas to suggest answers to questions
- gathering and recording data to help in answering questions.
Pupils in years 1 and 2 should explore the world around them and raise their own questions. They should experience different types of scientific enquiries, including practical activities, and begin to recognise ways in which they might answer scientific questions.
They should use simple features to compare objects, materials and living things and, with help, decide how to sort and group them, observe changes over time, and, with guidance, they should begin to notice patterns and relationships.
They should ask people questions and use simple secondary sources to find answers.
They should use simple measurements and equipment (for example, hand lenses, egg timers) to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out.
With help, they should record and communicate their findings in a range of ways and begin to use simple scientific language.
These opportunities for working scientifically should be provided across years 1 and 2 so that the expectations in the programme of study can be met by the end of year 2. Pupils are not expected to cover each aspect for every area of study.
National Curriculum in England: primary curriculum, Section: "Key stage 1 programme of study – years 1 and 2", p. 147.
How to be a Scientist!
A scientist is a curious person who explores the world to find out how things work. You can be a scientist right in your classroom or playground! Being a scientist just means you know how to explore.
The Scientist's Toolkit
Asking Questions
Being a scientist starts with being curious! All you have to do is look at the world around you and ask questions.
Good science questions start with words like:
- Why... do spiders build webs?
- What if... I put a plant in a dark cupboard?
- How... do birds fly?
💡 Fun Facts
- A famous scientist named Isaac Newton asked a big question ("Why do things fall down?") all because he saw an apple fall from a tree.
- Asking "Why is the sky blue?" is one of the most common and best science questions ever!
- Even asking "Why do puddles disappear on a sunny day?" is a great science question that you can find the answer to.
Observing Closely
Scientists look at things very, very carefully. This is called observing. You can use your eyes, your ears, and your sense of touch (but be careful!).
Tools that help you observe:
- Your eyes: To spot a tiny ant on the path.
- A magnifying glass: To make that ant look much bigger.
- Your ears: To hear the difference between a robin's song and a pigeon's coo.
💡 Fun Facts
- If you observe a snail closely, you can see its two sets of tentacles—one pair for seeing and one for feeling and smelling.
- By observing a tree every day, you can see its buds bursting in spring and its leaves falling in autumn.
- If you use a magnifying glass on a flower, you might see tiny grains of yellow powder. That's pollen!
- If you look at a flower with a magnifying glass, you might see tiny grains of yellow powder called pollen!
Identifying and Classifying
Classifying just means sorting things into groups. Scientists love sorting! It helps us understand how things are connected.
You can sort things by...
- Their properties: E.g., splitting your toys into 'hard' and 'soft' groups.
- What they are: E.g., sorting animals into 'birds', 'mammals', and 'insects'.
- If they are alive: E.g., sorting things into 'living' (a plant), 'dead' (a fallen leaf), or 'never alive' (a stone).
💡 Fun Facts
- Sorting animals by what they eat gives us special science names: 'carnivores' (meat-eaters like a fox) and 'herbivores' (plant-eaters like a rabbit).
- You can sort all the leaves you find into 'green' and 'not green', or 'spiky' and 'smooth'.
- Scientists even classify clouds! They have names like 'cumulus' (the fluffy ones) and 'stratus' (the streaky ones).
Performing Simple Tests
A test is a fun way to answer a question. If your question is "Which toy car is fastest?", you can find out by racing them!
A good test is a fair test.
This means you only change one thing at a time. If you are racing cars, you must:
- Start them at the same time.
- Let them go from the same place.
- Use the same ramp.
💡 Fun Facts
- You can test which material is best for an umbrella by pouring a bit of water on different things (like paper, plastic, and fabric) to see which one is waterproof.
- A simple test is to plant two cress seeds and put one in a sunny window and one in a dark cupboard. This tests if plants need light to grow.
- Scientists write down or draw what happens in their tests. This is called 'gathering and recording data'.
Activities & Reflections
Activities
Senses Walk
Go on a walk around the school grounds or local park. Ask pupils to stop and be silent for one minute. What can they hear? (A bird, the wind, traffic). What can they see? (A bee, a cloud, a red flower). What can they smell? (Cut grass, damp soil). What can they touch? (A rough tree trunk, a smooth leaf, a hard stone). Remind them not to taste anything!
The Sorting Circle
Give each group of pupils a hoop or a circle of string. Ask them to go outside and find 10 small, interesting things (like leaves, twigs, stones, feathers). Back in the classroom, ask them to sort their collection. First, sort them into 'living' and 'never alive'. Then, ask them to sort them a different way (e.g., 'rough' and 'smooth' or 'brown' and 'not brown').
Float or Sink?
Fill a clear tank or water tray with water. Give pupils a collection of objects (a coin, a plastic toy, a wooden block, a leaf, a small stone, an apple). Ask them to predict (guess) if it will float or sink. Drop them in one by one to test their predictions.
Which is the Bounciest Ball?
Get three different balls (e.g., a tennis ball, a ping-pong ball, a foam ball). Ask the question: "Which ball is the bounciest?" Ask pupils how you could test this. Drop each ball from the same height (a 'fair test') and observe which one bounces the highest.
Reflections
Drawing My Observation
Give pupils a piece of paper. Ask them to "put on their scientist's eyes" and choose one thing in the room or outside the window (like a plant, a woodlouse, or a cloud). Ask them to draw it, showing all the details they can see.
Think-Pair-Share
Ask pupils to think of a question about an animal or plant they like. Ask them to turn to their partner and share their question. (e.g., "Why do worms come out in the rain?" or "How high can a cat jump?").
My Favourite Test
As a class, ask pupils: "Which test did you like the most today (the sorting, or floating, or bouncing)? Why did you like it? What did you find out?"
Back to: Science