Exploring Our Five Senses

---

Enquiry questions

Which sense helps us the most to identify objects?

---

Concepts

This study delivers 1 primary concept and 4 secondary concepts.

Primary concept: Animal Life Cycles (SC-KS1-C020)

Type: Knowledge | Teaching weight: 2/6

Understanding that animals produce offspring that grow into adults, and that this process involves different observable stages depending on the animal. Key examples at KS1 include: egg → chick → chicken, egg → caterpillar → pupa → butterfly, spawn → tadpole → frog, and lamb → sheep. Pupils are not expected to understand the mechanisms of reproduction at this stage, only to recognise and sequence the stages of growth.

Teaching guidance: Rear butterflies or chicks in the classroom to observe life cycle stages directly. Use time-lapse videos for slower cycles. Sequence picture cards showing life cycle stages. Compare life cycles of different animals and notice similarities and differences. Emphasise that all animals follow some form of this growth cycle. Key vocabulary: offspring, adult, grow, life cycle, egg, larva, pupa, caterpillar, tadpole, spawn, chick, hatch, metamorphosis Common misconceptions: Children often think caterpillars and butterflies are completely different animals. They may not know that frogs come from frogspawn. Some children do not realise that humans also follow a life cycle (baby to adult).

Differentiation

Model response (Entry): A chick grows into a chicken (hen or cockerel).

Model response (Developing): Egg → caterpillar → chrysalis → butterfly. The egg hatches into a caterpillar, the caterpillar makes a chrysalis, and the butterfly comes out.

Model response (Expected): Both start as eggs. A frog egg (frogspawn) hatches into a tadpole that lives in water, then grows legs and loses its tail to become a frog — this big change is called metamorphosis. A chicken egg hatches into a chick that already looks like a small chicken and grows bigger without changing shape much. Both eventually become adults that can lay eggs of their own.

Model response (Greater Depth): We draw it as a circle because the cycle repeats — the adult frog lays eggs, and those eggs grow into tadpoles, then froglets, then adult frogs that lay more eggs. It never stops. A tadpole is suited to living in water with its tail for swimming and gills for breathing. An adult frog is suited to living on land with legs for jumping and lungs for breathing. Each stage is adapted to a different way of life.

Secondary concept: Simple Testing (SC-KS1-C003)

Type: Process | Teaching weight: 2/6

Carrying out simple practical investigations to answer scientific questions. At KS1 this includes comparative tests (which of these is best for...?) and observation-based investigations. Pupils begin to understand the idea of keeping things the same (a rudimentary understanding of fair testing) and changing just one thing at a time. Mastery is evident when pupils can carry out a simple test independently and describe what they did and found out.

Differentiation

Secondary concept: Recording Scientific Findings (SC-KS1-C006)

Type: Skill | Teaching weight: 2/6

Gathering and recording observations, measurements and conclusions in a variety of formats including drawings, labelled diagrams, simple tables, pictograms and written sentences. At KS1, the primary purpose of recording is to help pupils answer their question and to communicate findings to others. Written recording should not dominate at this stage; drawings, tables and talk are equally valid.

Differentiation

Secondary concept: Human Growth Stages (SC-KS1-C021)

Type: Knowledge | Teaching weight: 1/6

Understanding that humans, like all animals, grow and change from birth to adulthood through recognisable stages: baby, toddler, child, teenager, adult. Pupils observe that at each stage humans look and can do different things. This is a personal and relevant context for understanding animal life cycles.

Differentiation

Secondary concept: Observation Over Time (SC-KS1-C040)

Type: Process | Teaching weight: 2/6

The scientific process of making repeated observations at regular intervals to track change and detect patterns that cannot be seen in a single observation. Many important scientific phenomena - plant growth, seasonal change, animal development - are only visible through sustained observation over days, weeks or months. Mastery involves planning and maintaining a systematic observation schedule and using the accumulated record to draw conclusions.

Differentiation

---

Thinking lens: Structure and Function (primary)

Key question: How does the structure of this thing enable or explain what it does? Why this lens fits: Body parts, organs and systems are understood by connecting their physical structure to their biological function — why is the heart shaped as it is, and how does that shape enable pumping? Question stems for KS1:

What shape is it? Why do you think it is that shape?

What job does this part do?

What would happen if this part were a different shape?

Can you find something else that does the same job?

Secondary lens: Cause and Effect — Pupils investigate what conditions (light, water, temperature) cause growth or seasonal transitions — cause-and-effect reasoning underpins the practical investigation work.

---

Session structure: Fair Test

Fair Test

The classic scientific enquiry: formulating a testable question, making a prediction based on scientific understanding, designing a method that controls variables, collecting and recording data systematically, analysing results, and drawing a conclusion linked back to the original hypothesis.

question → hypothesis → method → data_collection → analysis → conclusion Assessment: Structured scientific report including question, hypothesis with reasoning, method with variables identified, results table/graph, and conclusion evaluating whether results support the hypothesis. Teacher note: Use the FAIR TEST template: start with a simple question that children can investigate by changing one thing and seeing what happens. Help them predict what they think will happen using 'I think... because...' sentences. Guide them to observe carefully using their senses, and talk about what they found out. Keep tests hands-on with everyday materials. KS1 question stems:

What do you think will happen? Why?

What did you change? What did you keep the same?

What did you find out?

Was your guess right? What surprised you?

---

Variables

Independent: sense used Dependent: number of correct identifications Controlled: objects used

---

Equipment and safety

Equipment:

mystery boxes or feely bags

blindfolds

objects with distinct textures, smells, and sounds

tally chart template

Safety notes: Ensure blindfolds are clean and hygienic. Check for food allergies before using any food items in taste or smell activities. Do not use strong chemicals or allergens. Supervise blindfolded children to prevent tripping. (Hazard level: low)

---

Expected outcome

Children identify objects using each of their five senses in turn and discover that some senses are more helpful than others for identifying particular objects. They record how many objects they correctly identified using each sense, using simple tallies.

Recording format: tally charts, verbal descriptions

---

Enquiry type

Fair Test

A controlled investigation where one variable is deliberately changed while all others are kept the same, to determine whether the changed variable has an effect on a measured outcome. The gold-standard enquiry type for causal questions in science.

Question stems:

How does [independent variable] affect [dependent variable]?

Does changing [variable] make a difference to [outcome]?

What is the relationship between [variable A] and [variable B]?

Teacher scaffold:

What will you change? (independent variable)

What will you measure or observe? (dependent variable)

What will you keep the same? (controlled variables)

What do you predict will happen? Why?

Was your prediction correct? What does the evidence show?

---

Why this study matters

This simple comparative test introduces Y1 children to the idea of changing one thing (which sense they use) and seeing what happens (how many objects they get right). The mystery-box format creates excitement and genuine enquiry, while the tally recording is achievable for children still developing writing skills. The activity directly connects to the statutory requirement to associate body parts with senses.

---

Pitfalls to avoid

Rushing through all five senses in one lesson — spread across two sessions to allow genuine exploration of each sense

Taste activity dominates and becomes a food tasting rather than a science investigation — limit taste to a few carefully chosen items

Children describe using sight vocabulary even when blindfolded — model how to describe using touch or smell words

Sensitive content

Be aware of pupils with sensory impairments — adapt activities so all children can participate meaningfully using their available senses

---

Cross-curricular opportunities

---

Working scientifically skills (KS1)

These disciplinary skills should be woven through teaching, not taught in isolation:

Asking questions — Posing simple questions about observations and recognising that different types of question require different approaches to find an answer, including tests, observations over time, and looking in books.

Identifying and classifying — Sorting and grouping objects, organisms or materials according to their observable characteristics, recognising that things can be classified in more than one way depending on which features are selected.

Evaluating evidence and understanding scientific knowledge development — Critically evaluating data for random and systematic error, and understanding how scientific methods and theories evolve as new evidence emerges — including the roles of publication, peer review and replication in establishing trustworthy scientific knowledge.

Recording data in varied formats — Presenting collected data and results in an appropriate range of formats — including scientific diagrams, labelled drawings, classification keys, tables, bar charts, line graphs and scatter graphs — selecting the format suited to the type of data.

Making systematic observations and measurements — Conducting careful, methodical observations and taking accurate measurements using standard units and a range of scientific equipment, including thermometers and data loggers, with Upper KS2 pupils also taking repeat readings to improve reliability.

Interpreting data and identifying patterns — Analysing observations and quantitative data to identify trends, correlations and patterns, and using these findings to draw evidence-based conclusions that go beyond a simple restatement of the results.

---

Vocabulary word mat

Prior knowledge (retrieval plan)

Pupils should already know the following from earlier units:

---

Scaffolding and inclusion (Y1)

---

Access and Inclusion

Likely barriers

This study has high demands on: Fine Motor Output Demand (Practical investigations require manipulating equipment: pouring water, positioning objects, using hand lenses, handling specimens. Children with fine motor difficulties may struggle with the physical execution of investigations.), Multi-Step Instruction Demand (Simple testing requires following a sequence: formulate a question, set up equipment, keep conditions fair, make observations, record findings. Even 'simple' investigations have 4-5 sequential steps that must be completed in order.).

Moderate demands on: Handwriting / Copying Load (Science recording often requires copying labels, writing observation sentences, and filling in tables — a significant handwriting volume when the learning objective is the science, not the writing.).

Universal supports

Apply by default for all learners:

Visual Supports — Providing visual representations alongside or instead of verbal/written information: icons, diagrams, picture cues, symbol-supported text, visual timetables, and graphic organisers. Visual supports make abstract information concrete and persistent (the child can refer back to them), reducing reliance on auditory processing and transient memory.

Chunked Instructions — Breaking multi-step instructions into individual steps, presented one at a time with visual numbering. The child completes each step before the next is revealed. This reduces working memory load and prevents the common pattern where a child hears a 4-step instruction, begins step 1, and by the time they finish has forgotten steps 2-4.

Targeted options

Alternative Response Mode — Allowing the child to demonstrate their understanding through a different output modality than the one assumed by the task. For example: verbal instead of written, drag-and-drop instead of handwriting, drawing instead of writing, voice recording instead of typing. The key principle is that the response mode should not prevent the child from showing what they know. (targets: Fine Motor Output Demand, Handwriting / Copying Load)

Worked Example First — Showing a fully worked example of the type of task the child will be asked to complete before they attempt their own. The worked example is annotated to show the thinking process, not just the answer. This reduces the cognitive load of figuring out both WHAT to do and HOW to do it simultaneously. Particularly effective for procedural tasks in maths and structured writing in English. (targets: Multi-Step Instruction Demand)

Task Breakdown with Visual Checklist — Providing a visual checklist that decomposes a complex task into discrete, checkable sub-tasks. The child ticks off each element as they complete it, providing a sense of progress and reducing the overwhelm of a large task. This goes beyond chunked instructions (SS-01) by showing the whole task overview with completion tracking. (targets: Multi-Step Instruction Demand)

Scaffolded Recording Template — Providing a partially completed template that structures the child's written output: tables with pre-drawn columns, partially completed sentences, labelled diagram outlines, or writing frames with section headings. The child fills in the content rather than creating the structure from scratch. This separates the organisational demand from the subject knowledge demand. (targets: Handwriting / Copying Load)

Word Bank — Providing a curated set of words the child may need during a writing or response task, displayed persistently on screen. This offloads spelling from working memory, allowing the child to focus on content, sentence structure, and ideas. The word bank contains domain-specific vocabulary, connectives, and high-frequency words the child is known to struggle with. (targets: Handwriting / Copying Load)

Use with caution

Alternative Response Mode — construct risk: conditional. Unsafe when assessing: fine_motor_output_demand, handwriting_copying_load

Scaffolded Recording Template — construct risk: conditional. Unsafe when assessing: open_ended_response_demand

Word Bank — construct risk: conditional. Unsafe when assessing: vocabulary_novelty

---

Knowledge organiser

Key terms:

sense

sight

hearing

touch

taste

smell

identify

describe

Core facts (expected standard):

Animal Life Cycles: Describing and comparing the life cycles of two or three different animals, recognising that different animals go through different stages.

---

Graph context

Node type: ScienceEnquiry | Study ID: SE-KS1-005 Concept IDs:

SC-KS1-C020: Animal Life Cycles (primary)

SC-KS1-C003: Simple Testing

SC-KS1-C006: Recording Scientific Findings

SC-KS1-C021: Human Growth Stages

SC-KS1-C040: Observation Over Time

Cypher query:

``cypher

MATCH (ts:ScienceEnquiry {enquiry_id: 'SE-KS1-005'})

-[:DELIVERS_VIA]->(c:Concept)

-[:HAS_DIFFICULTY_LEVEL]->(dl)

RETURN c.name, dl.label, dl.description

``

---

Generated from the UK Curriculum Knowledge Graph — zero LLM generation.