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Open the year by naming the main organs of the body and where they sit, investigate how one organ works, keeps healthy and reacts to a stimulus, then classify Irish plants and animals and meet a first simple food chain. The opening lesson sets the year's STEM eyes tone: STEM is the long story of people figuring out how the world works.
| STEM Eyes and the Main Organs | ||
| STEM All Around Us: the Story of Figuring Things Out Investigation Journal Teacher Resources | ||
| The Main Organs of the Human Body Investigation Journal Teacher Resources | ||
| One Organ up Close: Heart, Lungs and Eye | ||
| The Heart: Feeling Your Pulse Investigation Journal Teacher Resources | ||
| The Lungs: How We Breathe Investigation Journal Teacher Resources | ||
| The Eye and Reacting to a Stimulus Investigation Journal Teacher Resources | ||
| Classifying Irish Plants and Animals and a First Food Chain | ||
| Sorting Irish Animals by Their Features Investigation Journal Teacher Resources | ||
| A Branching Key for Irish Plants and Trees Investigation Journal Teacher Resources | ||
| Our School Habitat and Its Food Chain Investigation Journal Teacher Resources | ||
From the properties and states that make a material right for a job, through the class's first tightly modelled fair test on melting ice, to gentle heating and cooling, dissolving, conductors and insulators of heat, and a first look at materials and the environment.
| Properties and States of Materials | ||
| Sorting Materials by Their Properties Investigation Journal Teacher Resources | ||
| Solids, Liquids and Gases Investigation Journal Teacher Resources | ||
| Our First Fair Tests: Melting, Dissolving and Heat | ||
| Our First Fair Test: Which Place Melts Ice Fastest? Investigation Journal Teacher Resources | ||
| Heating and Cooling: What Melts, What Stays? Investigation Journal Teacher Resources | ||
| Dissolving: What Disappears in Water? Investigation Journal Teacher Resources | ||
| Keeping the Heat in Investigation Journal Teacher Resources | ||
| Materials and Our Environment | ||
| Materials and Our Environment: Sort the Classroom Waste Investigation Journal Teacher Resources | ||
Investigate everyday forces, use fair testing to compare them, build simple machines, sort renewable and non-renewable energy and watch stored energy change to movement, then explore light sources, reflection, the spectrum and magnifying. Fair-testing skill from Materials is revisited with forces.
| Forces, Friction and Simple Machines | ||
| Pushes and Pulls All Around Us Investigation Journal Teacher Resources | ||
| Make It Move: a Force Fair Test Investigation Journal Teacher Resources | ||
| Friction: Which Surface Grips Most? Investigation Journal Teacher Resources | ||
| Simple Machines: Ramps and Levers Investigation Journal Teacher Resources | ||
| Where Energy Comes from and How It Changes | ||
| Where Energy Comes from: Renewable or Not? Investigation Journal Teacher Resources | ||
| Storing and Changing Energy Investigation Journal Teacher Resources | ||
| Light: Sources, Reflection, Colour and Magnifying | ||
| Light: Natural and Artificial Sources, and How We See Investigation Journal Teacher Resources | ||
| Light: Reflection, Colour and a Closer Look Investigation Journal Teacher Resources | ||
From what digital and non-digital technologies do for us and their advantages and drawbacks, through inputs, processes and outputs, to first computational thinking unplugged and a first run of real coding in Scratch with sequences, loops, events and debugging.
| What Technology Does and How Systems Work | ||
| What Does Technology Do for Us? Investigation Journal Teacher Resources | ||
| Inputs, Processes and Outputs Investigation Journal Teacher Resources | ||
| Thinking Like a Computer: Unplugged Foundations | ||
| Thinking Like a Computer: Precise Instructions (Unplugged) Investigation Journal Teacher Resources | ||
| Decompose and Spot the Pattern (Unplugged) Investigation Journal Teacher Resources | ||
| Coding in Scratch: Sequences, Loops and Debugging | ||
| Coding in Scratch: Sequences Investigation Journal Teacher Resources | ||
| Scratch: Loops, Events and Finding the Bug Investigation Journal Teacher Resources | ||
Build the foundations of the design process: start with shapes that make paper stiff, draw plans others can build, build and fair-test strong structures, define a real problem for a real user, then complete a two-lesson design-build project that builds, tests, improves and presents a prototype.
Open the year by naming the main organs of the body and where they sit, investigate how one organ works, keeps healthy and reacts to a stimulus, then classify Irish plants and animals and meet a first simple food chain. The opening lesson sets the year's STEM eyes tone: STEM is the long story of people figuring out how the world works.
| STEM Eyes and the Main Organs | ||
| STEM All Around Us: the Story of Figuring Things Out Investigation Journal Teacher Resources | ||
| The Main Organs of the Human Body Investigation Journal Teacher Resources | ||
| One Organ up Close: Heart, Lungs and Eye | ||
| The Heart: Feeling Your Pulse Investigation Journal Teacher Resources | ||
| The Lungs: How We Breathe Investigation Journal Teacher Resources | ||
| The Eye and Reacting to a Stimulus Investigation Journal Teacher Resources | ||
| Classifying Irish Plants and Animals and a First Food Chain | ||
| Sorting Irish Animals by Their Features Investigation Journal Teacher Resources | ||
| A Branching Key for Irish Plants and Trees Investigation Journal Teacher Resources | ||
| Our School Habitat and Its Food Chain Investigation Journal Teacher Resources | ||
From the properties and states that make a material right for a job, through the class's first tightly modelled fair test on melting ice, to gentle heating and cooling, dissolving, conductors and insulators of heat, and a first look at materials and the environment.
| Properties and States of Materials | ||
| Sorting Materials by Their Properties Investigation Journal Teacher Resources | ||
| Solids, Liquids and Gases Investigation Journal Teacher Resources | ||
| Our First Fair Tests: Melting, Dissolving and Heat | ||
| Our First Fair Test: Which Place Melts Ice Fastest? Investigation Journal Teacher Resources | ||
| Heating and Cooling: What Melts, What Stays? Investigation Journal Teacher Resources | ||
| Dissolving: What Disappears in Water? Investigation Journal Teacher Resources | ||
| Keeping the Heat in Investigation Journal Teacher Resources | ||
| Materials and Our Environment | ||
| Materials and Our Environment: Sort the Classroom Waste Investigation Journal Teacher Resources | ||
Investigate everyday forces, use fair testing to compare them, build simple machines, sort renewable and non-renewable energy and watch stored energy change to movement, then explore light sources, reflection, the spectrum and magnifying. Fair-testing skill from Materials is revisited with forces.
| Forces, Friction and Simple Machines | ||
| Pushes and Pulls All Around Us Investigation Journal Teacher Resources | ||
| Make It Move: a Force Fair Test Investigation Journal Teacher Resources | ||
| Friction: Which Surface Grips Most? Investigation Journal Teacher Resources | ||
| Simple Machines: Ramps and Levers Investigation Journal Teacher Resources | ||
| Where Energy Comes from and How It Changes | ||
| Where Energy Comes from: Renewable or Not? Investigation Journal Teacher Resources | ||
| Storing and Changing Energy Investigation Journal Teacher Resources | ||
| Light: Sources, Reflection, Colour and Magnifying | ||
| Light: Natural and Artificial Sources, and How We See Investigation Journal Teacher Resources | ||
| Light: Reflection, Colour and a Closer Look Investigation Journal Teacher Resources | ||
From what digital and non-digital technologies do for us and their advantages and drawbacks, through inputs, processes and outputs, to first computational thinking unplugged and a first run of real coding in Scratch with sequences, loops, events and debugging.
| What Technology Does and How Systems Work | ||
| What Does Technology Do for Us? Investigation Journal Teacher Resources | ||
| Inputs, Processes and Outputs Investigation Journal Teacher Resources | ||
| Thinking Like a Computer: Unplugged Foundations | ||
| Thinking Like a Computer: Precise Instructions (Unplugged) Investigation Journal Teacher Resources | ||
| Decompose and Spot the Pattern (Unplugged) Investigation Journal Teacher Resources | ||
| Coding in Scratch: Sequences, Loops and Debugging | ||
| Coding in Scratch: Sequences Investigation Journal Teacher Resources | ||
| Scratch: Loops, Events and Finding the Bug Investigation Journal Teacher Resources | ||
Build the foundations of the design process: start with shapes that make paper stiff, draw plans others can build, build and fair-test strong structures, define a real problem for a real user, then complete a two-lesson design-build project that builds, tests, improves and presents a prototype.
See exactly how this course maps to official curriculum specifications
The curriculum does not include official reference codes for individual learning outcomes, so we have assigned a code scheme to make it easier to identify and track coverage.
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