Children develop inquiry skills almost independently from birth as they begin to make sense of the world around them (Roden et al 2007). At school, during the Early Years Foundation Stage (EYFS) and Key Stage 1, this natural curiosity can be harnessed through scientific inquiry. Giving students explicit exposure to real-world experiences and phenomena can help conceptualize children's scientific understanding of the world (Harlen & Qualter 2009). These important considerations were taken into account when planning a scientific inquiry suitable for a key Phase 1 environment. In this assignment I will analyze a lesson I had planned, integrating science teaching with interdisciplinary links also to English and mathematics. I will consider the instructional approaches in this investigation, possible benefits or tensions with interdisciplinary planning and teaching, and how they might impact learning and teaching. Working in a small group, we planned a scientific investigation into floating and sinking materials, focused towards a mixed approach setting of the 1st and 2nd year classes. The planning objectives were taken from the current national curriculum (DfEE 1999) and were based on Key Stage 1 science unit 1C – Choosing materials for a purpose and Unit 2D – Grouping materials. This is defined by the new curriculum as “Everyday Materials; year 1 - describe the simple physical properties of a variety of everyday materials” and “year 2 - identify and compare the uses of a variety of everyday materials” (DfE 2013 p.141 and p.146). The lesson plan (see Appendix 1) was intended to build on the work pupils would begin in Reception or Year 1 on floating and sinking. The progression now would be to consider this in relation to specific materials to solve a problem. I suggested......middle of paper......wden1967-1.html#15. [Accessed December 28, 2013].Raiker, A.. (2010). Spoken language and mathematics. Cambridge Journal of Education. [Online] 32 (1), 45-60. Available from: http://www.tandfonline.com.atlas.worc.ac.uk/doi/pdf/10.1080/03057640220116427 [Accessed 5 January 2014].Roden, J., Ward, H. & Ritchie, H. ( 2007) Extending knowledge into practice - Primary sciences. Exeter, Learning Matters Ltd.Rose, J. (2009) Independent review of the primary curriculum: final report. [Online] Available from: http://www.educationengland.org.uk/documents/pdfs/2009-IRPC-final-report.pdf. [Accessed December 29, 2013].Waks, L. (2013). John Dewey and the challenge of progressive education. International Journal of Progressive Education. [Online] 9 (1), 73-83. Available from: http://www.tandfonline.com.atlas.worc.ac.uk/doi/pdf/10.1080/03004279.2013.819618 [Accessed 27 December 2013].