Work Scientifically SCIENCE


ENGLAND Asking relevant questions.


WALES Using all their senses; they should be encouraged to enjoy learning by exploration, enquiry, experimentation, asking questions and trying to find answers. They give a simple explanation, based upon their everyday experiences, for their findings and suggest what they could have done differently to improve their findings.


SCOTLAND Through experimenting and carrying out practical scientific investigations and other research, children: ask questions, carry out experiments, observe, collect,measure and record evidence, present and report on findings.


NORTHERN IRELAND Asking questions about why things happen. Selecting most appropriate method for a task. Using a range of methods for collating, recording and representing information. Selecting, classifying, comparing and evaluating information. Recognising a fair test.


Research packets of frozen fish fingers, either by visiting a local supermarket or by asking the children to bring in empty packets. (A good reference point is the BBC website – www.bbc.co.uk/food/whitefish.)


• Ask the children to find out what type of fish is used in the making of fish fingers. [generally it is cod or haddock]. • What kind of fish are these? [white fish].


• Encourage the children to research and find out the names of other white fish. [e.g. coley, grey mullet, hoki, monkfish, pike, sea bass, sea bream].


• This recipe uses salmon; what type of fish is this? [oily fish].


• Ask the children to find other types of oily fish. [e.g. anchovies, eel, fresh tuna, herring, mackerel, sardine, swordfish, trout, whitebait].


• Get them to think of any other seafood they know about (or have eaten). [e.g. prawns, crab, lobster, mussels, whelks, octopus, squid].


Living Things and their Habitats SCIENCE


ENGLAND Recognise that environments can change and that this can sometimes pose dangers to living things.


NORTHERN IRELAND Identify similarities and differences between living things, places, objects and materials.


• Tell the children that this recipe uses fish, which is generally considered to be very good for people to eat. Talk to them about how, in many parts of the world, extensive fishing practices have spoilt the marine ecosystem – which means that stocks of fish are in decline. Some fishing fleets catch more fish than there are young fish growing up, so eventually the likelihood is that the fish will become commercially extinct. There are also problems with rising sea temperatures, pollution from boats and the shore, oil exploration at sea and extreme weather.


• The children could research in the library and online sites, including www.fishandkids.org, for information to help them to work out what is meant by the following terms:


• overfishing [catching as many fish as you can, as fast as you can, without taking into account the need to allow the fish stocks to replenish]


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WALES Observe differences between animals and plants, different animals, and different plants in order to group them.


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