Grade 01: Science

In this unit, 'My body and my senses', you learn to name main body parts and match each sense to its organ. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Observe: see, touch, measure or watch a safe demonstration linked to 'My body and my senses' and write what you notice.
• Explain: use the key words of the unit to say what is happening and why, in a few lines.
• Use it: name main body parts and match each sense to its organ. Use a diagram, table or short calculation where it fits.
• Test and conclude: say what evidence supports your answer and what you would change.

Step by step.

1. Step 1, Name the main parts of the body. Touch your head, neck, arms, hands, tummy, back, legs and feet and say each name. You have 2 arms, 2 legs, 2 hands and 2 feet. Each hand has 5 fingers, so 5 + 5 = 10 fingers, and 10 toes on your feet.
2. Step 2, Meet the five senses and match each to its organ. We see with our eyes, hear with our ears, smell with our nose, taste with our tongue and touch with our skin. Point to each organ on yourself as you say its sense. A sense tells us about the world.
3. Step 3, Play a safe sense game. Touch: put a soft sock, a smooth stone and a rough brick in a bag and feel without looking. Hear: close your eyes and guess a clap, a bell or a drum. Smell: sniff gently at a flower or an orange peel. Only an adult may give you food to taste.
4. Step 4, Use more than one sense on one thing. Take an orange. Eyes see that it is round and orange. Skin feels the rough peel. Nose smells the fresh juice. Tongue tastes a piece that an adult gives you: sweet. Ears hear the peel tear. Tell which sense found each fact.
5. Step 5, Look after your sense organs. Never poke anything in eyes or ears. Never look straight at the sun. Keep music and television at a low sound. Wash hands before touching your face. Tell an adult if something hurts. These habits keep the senses working well.
6. Step 6, Your turn: match each to its organ: a drum sound, a rose smell, a warm cup, a sweet mango, a red kite. Answer: drum sound with ears, rose smell with nose, warm cup with skin, sweet mango with tongue, red kite with eyes.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Name main body parts and match each sense to its organ: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Plants around us', you learn to name parts of a plant and say what plants need. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Observe: see, touch, measure or watch a safe demonstration linked to 'Plants around us' and write what you notice.
• Explain: use the key words of the unit to say what is happening and why, in a few lines.
• Use it: name parts of a plant and say what plants need. Use a diagram, table or short calculation where it fits.
• Test and conclude: say what evidence supports your answer and what you would change.

Step by step.

1. Step 1, Look at a bean plant growing in a clear cup. Point to and name four parts: root under the soil, stem holding it up, green leaves on the stem, and a flower or bud at the top. Draw it and label each part.
2. Step 2, Say what each part does. The root drinks water from the soil, the stem carries water up to the leaves, and the leaves use sunlight to make food for the plant. Match each part to its job with a line.
3. Step 3, Test what plants need. Put two bean seedlings of the same size on a window sill. Water seedling A every day and give it light. Give seedling B no water for five days. Write what you see each day.
4. Step 4, After five days seedling A is still green and about 8 cm tall. Seedling B is dry, drooping and yellow. Conclusion: a plant needs water to stay healthy. Plants also need light, air and soil to grow well.
5. Step 5, Try a second case with light. Put one small potted plant in a sunny spot and one inside a dark cupboard for one week, watering both the same. The cupboard plant turns pale and weak, so light matters too.
6. Step 6, Your turn: name the four parts of a sunflower and say what a sunflower needs to grow. Answer: root, stem, leaf, flower; it needs water, sunlight, air and soil.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Name parts of a plant and say what plants need: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Animals', you learn to sort animals by where they live and what they eat. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Observe: see, touch, measure or watch a safe demonstration linked to 'Animals' and write what you notice.
• Explain: use the key words of the unit to say what is happening and why, in a few lines.
• Use it: sort animals by where they live and what they eat. Use a diagram, table or short calculation where it fits.
• Test and conclude: say what evidence supports your answer and what you would change.

Step by step.

1. Step 1, Look at six animals: fish, cow, owl, frog, camel and lion. Make three groups by where they live: water, land and air. Fish and frog go in water, cow, camel and lion on land, owl in the air and trees.
2. Step 2, Sort by what they eat. Cow, camel and rabbit eat only plants, so they are herbivores. Lion and eagle eat other animals, so they are carnivores. Humans and bears eat both, so they are omnivores.
3. Step 3, Make a table with two columns: Animal and Food. Write cow, grass; lion, meat; hen, grains and insects. Count how many are herbivores. In our list of cow, camel, rabbit, lion and hen there are 3 herbivores, 1 carnivore and 1 omnivore.
4. Step 4, Explain with a body clue. A cow has flat teeth for grinding grass. A lion has sharp pointed teeth for tearing meat. A fish has fins and gills to live in water. Body parts fit where an animal lives and eats.
5. Step 5, Conclusion: animals can be grouped by home and by food, and their bodies help them live there. A camel lives in the desert and eats plants, so it goes in land and herbivore.
6. Step 6, Your turn: sort a duck, a tiger and a goat by home and food. Answer: duck lives in water and on land and is an omnivore; tiger lives on land and is a carnivore; goat lives on land and is a herbivore.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Sort animals by where they live and what they eat: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Food and healthy habits', you learn to group foods and choose healthy habits. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Observe: see, touch, measure or watch a safe demonstration linked to 'Food and healthy habits' and write what you notice.
• Explain: use the key words of the unit to say what is happening and why, in a few lines.
• Use it: group foods and choose healthy habits. Use a diagram, table or short calculation where it fits.
• Test and conclude: say what evidence supports your answer and what you would change.

Step by step.

1. Step 1, Group foods by where they come from. Fruits like mango and banana grow on trees and plants. Vegetables like carrot and spinach are plant parts. Grains like rice and wheat make roti and bread. Milk, curd and eggs come from animals. Say one food of each kind that you ate today.
2. Step 2, Sort five foods into groups: apple is a fruit, spinach is a vegetable, roti is a grain food, curd is a milk food, and egg is a protein food. Protein foods help the body grow strong. Draw five boxes and put one food picture in each.
3. Step 3, Choose a healthy plate. Imagine a plate of 8 pieces. Fill 4 with fruit and vegetables, 2 with grain foods like rice or roti, and 2 with protein like dal or egg. Sweets and fried snacks are only small treats, not every day. Count your pieces to check 4 + 2 + 2 = 8.
4. Step 4, Choose healthy habits. Wash your hands with soap for 20 seconds before eating, about as long as singing a short song twice. Brush your teeth twice a day. Drink clean water. Sleep about 9 to 11 hours. Play outside for an hour. Draw one habit for morning and one for night.
5. Step 5, Choose in a real case. At break you can pick an apple or a packet of sweets. The apple gives vitamins and keeps teeth healthier, so choose it on most days. Always ask an adult before eating something new, and tell them if a food makes you itch or feel sick.
6. Step 6, Your turn: group these foods: banana, rice, milk, carrot, egg, bread. Then name one habit before eating. Answer: banana is a fruit, carrot a vegetable, rice and bread are grains, milk is a milk food, egg is a protein food; habit: wash hands with soap.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Group foods and choose healthy habits: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Water', you learn to say where water comes from and why we need it. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Observe: see, touch, measure or watch a safe demonstration linked to 'Water' and write what you notice.
• Explain: use the key words of the unit to say what is happening and why, in a few lines.
• Use it: say where water comes from and why we need it. Use a diagram, table or short calculation where it fits.
• Test and conclude: say what evidence supports your answer and what you would change.

Step by step.

1. Step 1, Say where water comes from. Rain falls from clouds and fills rivers, lakes, ponds and wells. Water also comes from under the ground through a hand pump. Sea water is salty, so we do not drink it. Pipes bring clean water from a river or lake to the tap at home.
2. Step 2, Draw the journey: rain falls, runs into a river, goes through a big pipe to a water tank, then through small pipes to your tap. Number the pictures 1 to 4 and say the story aloud. Water that comes to your home has been cleaned first.
3. Step 3, Say why we need water. We drink it, cook with it, wash our hands and clothes, and clean the house. Plants need water to grow and animals drink it too. Count your day: if you drink 4 glasses, wash hands 5 times and bathe once, you used water 10 times.
4. Step 4, Do a safe pouring practical. Put a tray on the table, pour water from a jug into 3 cups and see that water takes the shape of each cup. Wipe up spills at once so nobody slips. Never drink pond water, and let only an adult handle hot water.
5. Step 5, Say how to save water. Close the tap while brushing, because a running tap wastes several litres. Use a bucket instead of a hose when washing a bike. Collect rain in a bucket for plants. A bucket holds about 10 litres, so every bucket saved matters.
6. Step 6, Your turn: name two places water comes from and three uses of water. Answer: water comes from rain and rivers (or wells); uses are drinking, washing hands and watering plants.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Say where water comes from and why we need it: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Weather and seasons', you learn to record weather and match clothes to weather. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Observe: see, touch, measure or watch a safe demonstration linked to 'Weather and seasons' and write what you notice.
• Explain: use the key words of the unit to say what is happening and why, in a few lines.
• Use it: record weather and match clothes to weather. Use a diagram, table or short calculation where it fits.
• Test and conclude: say what evidence supports your answer and what you would change.

Step by step.

1. Step 1, Learn weather words: sunny, cloudy, rainy, windy, hot and cold. Look out of the window and say what the weather is today. Draw a symbol for it: a sun, a cloud, raindrops or wind lines. Never look straight at the sun, even to check if it is out.
2. Step 2, Record the weather for 5 days in a chart. Monday sunny, Tuesday cloudy, Wednesday rainy, Thursday sunny, Friday sunny. Draw one box for each day with its symbol. A chart helps us remember and compare. Do the same each morning at the same time.
3. Step 3, Count the chart. Sunny days are 3, cloudy 1 and rainy 1, and 3 + 1 + 1 = 5 days in all. The most common weather was sunny. Colour 3 squares for sunny, 1 for cloudy and 1 for rainy, and you have a picture graph.
4. Step 4, Match clothes to weather. Rainy: raincoat, umbrella and boots. Hot and sunny: light cotton clothes, a cap and a water bottle. Cold: sweater, warm cap and socks. Windy: a jacket that zips. Draw a child in the right clothes for each day of your chart.
5. Step 5, Learn that seasons repeat. In many places a year has 12 months and 4 seasons of about 3 months each, because 4 x 3 = 12. Summer is hot, the rainy season brings rain, winter is cold. Name the season you are in and one thing people do in it.
6. Step 6, Your turn: a week was sunny, rainy, rainy, cloudy, rainy, sunny, rainy. Count each weather and say what to wear on the most common day. Answer: rainy 4, sunny 2, cloudy 1, which makes 7 days; wear a raincoat and boots.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Record weather and match clothes to weather: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Materials', you learn to sort everyday objects by what they are made of. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Observe: see, touch, measure or watch a safe demonstration linked to 'Materials' and write what you notice.
• Explain: use the key words of the unit to say what is happening and why, in a few lines.
• Use it: sort everyday objects by what they are made of. Use a diagram, table or short calculation where it fits.
• Test and conclude: say what evidence supports your answer and what you would change.

Step by step.

1. Step 1, Sort everyday objects by what they are made of. Things are made of materials: wood, metal, plastic, glass, paper, cloth and rubber. A table is wood, a spoon is metal, a bottle is plastic and a window is glass. Look around the room and name three objects and their materials.
2. Step 2, Describe materials with words. Use your eyes and hands: hard or soft, rough or smooth, shiny or dull, bendy or stiff, see-through or not. A metal spoon is hard, shiny and smooth. A woolly sock is soft and bendy. Never taste or sniff unknown things.
3. Step 3, Sort six objects into groups. Ruler: plastic. Key: metal. Eraser: rubber. Notebook: paper. Shirt: cloth. Cup: glass. Draw six boxes and write the material under each object. Check: 6 objects and 6 materials. Read each label aloud.
4. Step 4, Predict, then test float or sink. Fill a shallow tub with water with an adult nearby. A wooden block floats and a metal coin sinks. Wipe up spills at once and dry hands. Do not use sharp or small objects that could be swallowed.
5. Step 5, Notice that one shape can be made of different materials. A cup can be paper, plastic, glass or metal. Choose which is best for a hot drink or for a picnic, and say why in a short sentence, such as 'metal is strong but gets hot'.
6. Step 6, Your turn: sort these by material: key, toy ball, glass jar, pencil, cloth bag, comb. Answer: key is metal, toy ball is rubber, glass jar is glass, pencil is wood, cloth bag is cloth, comb is plastic.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Sort everyday objects by what they are made of: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

On the slide: L1 Basic · Using my five senses

Notes: Name the five senses and use them to describe a safe object. Notes: place a leaf, a smooth stone and a soft cloth in a bag; learners touch and describe each. Never taste or smell unknown things; teach children to ask first. Grades 1 and 2.

This course: Grade 01 Science is at this level. Its units include My body and my senses; Plants around us; Animals; Food and healthy habits and more.

On the slide: L2 Awareness · Fair tests

Notes: Describe a fair test by naming what is changed, what is measured and what stays the same. Notes: plant two seed pots, one in light and one in the dark, with equal water and soil. Learners say the one changed factor, and draw both pots after a week. Grades 3 and 4.

On the slide: L3 Foundation · Measuring and recording

Notes: Measure length, mass, time and temperature and record them in a table. Notes: a plant grows 2 cm in 4 days, which is 0.5 cm a day. Learners take three readings of 12, 14 and 13 mm, find the mean of 13, and say why repeats help. Grades 5 and 6.

On the slide: L4 Practitioner · Variables, graphs and density

Notes: Apply a formula and draw a graph from a fair test. Notes: density equals mass over volume; a metal block of 54 g and 20 cm3 has density 2.7 g/cm3. Learners plot mass against volume for three blocks and read the gradient. Dry the benchtop before using water. Grades 7 and 8.

On the slide: L5 Specialist · Evidence, anomalies and models

Notes: Analyse data, spot an anomaly and judge how well a model fits the evidence. Notes: readings of 5.1, 5.3, 5.2 and 7.9 hold one anomaly at 7.9, so the mean of the rest is 5.2. Learners suggest a cause, repeat the trial and write a conclusion that cites the numbers. Grades 9 and 10.

On the slide: L6 Advanced · Modelling and curve fitting

Notes: Apply least-squares fitting and error reasoning to link data to a model. Notes: the points (1,2.1), (2,3.9), (3,6.2), (4,7.8), (5,10.1) give slope 1.99 and intercept 0.05, with R squared 0.997. Learners explain what the intercept means and whether a straight line is right.

On the slide: L7 Super expert · Study design and sample size

Notes: Evaluate and create a study with a clear hypothesis, controls, sample size and ethics approval. Notes: to detect a 5-unit difference with spread 10 at 5 per cent significance and 80 per cent power needs about 63 per group. Learners write a pre-registered plan and list the risks and consent steps.