Woolly workers

Spinning, weaving, dyeing, feeding, food chains and land use, oily wool, washed wool

woolly workers

Spinning, weaving, dyeing, feeding, food chains and land use, oily wool, washed wool. Domestication, decoration! See the sheep, feed the sheep. Strength, fibres joining, twisting into plaits to decorate badges.

Programme of study

Science Key Stage 2 

Animals including humans

  • Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
  • Identify the different types of teeth in humans and their simple functions
  • Construct and interpret a variety of food chains, identifying producers, predators and prey
  • Recognize the impact of diet, exercise, drugs and lifestyle on the way their bodies function

Properties and changes of materials

  • Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity
  • Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible (making felt)

States of Matter

Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

Learning objective
  • Discuss the need for a balanced diet in animals and humans, using the words, herbivore, carnivore and omnivore and the effects on a healthy body
  • Complete a food chain producer, prey and predator
  • Name the teeth, incisors, canines and molars; discuss the uses of the teeth and compare to a sheep
  • Experience a range of materials and identify their suitability for different uses dependent on their properties
  • Make felt and observe the irreversible of wool to felt
  • Observe the water in it’s current state and discuss the change of state using the correct vocabulary
  • Look at the Earth Booklet and share expectations with pupils
  • Brainstorm - If these were your sheep, what would you need to provide to care for them? This can be done in or outdoors
  • Put on coats and wellies
  • Play the food chain game, identifying producer, predator and prey
  • Outline the health and safety issues of working with animals, germs, butting, respect, etc.
  • Visit sheep, feed them and feel their fleece. Look at sheep’s teeth compared to ours
  • Check water in trough and discuss the needs of living things. Discuss evaporation and condensation


What things do sheep provide us with? Why has man farmed them for thousands of years? Hand out cards and discuss in pairs whether the item on their card originated from sheep.

  • Discuss cards collectively – thumbs up, thumbs down explain do they come from sheep?
  • Show examples (soap, woolly jumper, felt, sheepskin jerkin etc.)
  • Feel fleece and explore it and find words to describe its material qualities
  • Hand spin wool and attach to badge


  • Making a woolly artefact (see separate instructions for felt in Felt Box or God’s Eyes in wool box)
  • Recap on what children have learnt in the session and give out bead
  • Fill in Earth Books as evidence of learning