Enquiry 1: Can we see without light?

Pupils to learn that we need light to see.  They will also learn that light can come from many different sources, such as the Sun, stars, torches, lamps and candles.

Children to set up a simple comparative test to see which materials can be seen in low light. They will make systematic and careful observations to identify which objects can be seen in different lighting conditions and record findings using simple scientific language and a table.  They will report on findings and draw a conclusion about which materials are more visible in low light.  They will understand how breakthrough inventions, such as the lightbulb by Thomas Edison, shape how we live today.

Enquiry 2: How does light behave when it is reflected?

Children will learn that:

• reflection involves a source of light and a surface;

• light travels towards the surface and bounces off;

• when light from an object is reflected by a surface, it changes direction;

• smooth, shiny surfaces such as mirrors and polished metals reflect light well;

• dull and dark surfaces, such as dark fabrics, absorb light so they do not reflect it well.

Children will make careful observations when using mirrors, to learn how light behaves when it is reflected. They will record findings using simple scientific language and labelled diagrams of the learning about light and reflection.  Children will compare the development of scientific discoveries and inventions and see how ideas are refined and improved over time, for example, the evolution of the lightbulb by Isamu Akasaki.

Enquiry 3: Can we change how shadows are formed?

Children to know that:

•a shadow is a dark shape that is formed when light is stopped or blocked by an object or a person.

• shadows show the shape and size of the object that’s blocking the light. They change in size and shape depending on the angle and position of the light source and the object.

Children will make measurements of length with a standard ruler (cm) to measure how shadows change in size. They will use evidence to answer questions or support findings about why distance and height changes the size of shadows.

Enquiry 4: How can we protect our eyes from the Sun?

Children to know we can protect our eyes from the Sun by wearing sunglasses and that they have filters that block bright light and harmful UV rays. Children to report findings, using oral and written explanations, about how to keep our eyes safe in the Sun.

Enquiry 5: Do shadows stay the same all day?

Children will learn that in the morning, shadows are longer when the Sun is lower. As the day goes on, shadows get shorter when the Sun goes higher. In the evening, shadows get longer again as the Sun starts to go down.

Children to set up a simple comparative and fair test to see how shadows change over the course of the day. They will take accurate measurements of how position and size of shadows change using equipment that records standard units of length (cm, m).  They will  use a bar chart to show how shadows change across a day

Enquiry 6: Reviewing our Learning

Children to revisit the substantive knowledge above.

Children to conduct investigations to demonstrate their understanding of how light can be reflected, as well as how our eyes work.

Enquiry 1: What is a rock and how can it be grouped?

• Pupils to learn that:

 - rock, or stone, is a hard material.

 - different groups of rock have their own unique appearance and set of physical properties. To extend learning they could learn that rock makes up the outer layer of Earth, called the crust.

• Children to make careful observations to identify rocks using a hand lens or magnifying glass. They will classify rocks according to whether they have grains, crystals or layers. Scientists, such as Sanjeev Gupta, use their knowledge of rocks to understand how landscapes are formed on Earth and other planets.

Enquiry 2: How were rocks formed?

• Children will learn that:

 - sedimentary rocks are laid down in layers which are made from broken up bits of other rocks and remains of animals and plants that have been squashed together. They can be soft and wear away easily. Examples include sandstone, limestone and chalk.

 - igneous rocks are made when molten rock (lava or magma from a volcano) cools down. They are very hard and do not wear away easily. Examples include granite.

- metamorphic rocks are rocks that have been changed over time by intense heat and pressure deep underground. They are hard and can be polished.

• Children will use a physical model to represent the process of rock formation for the three different rock types.  They will record findings from ‘The Chocolate Rock Cycle’ using simple scientific language and labelled diagrams.

Enquiry 3: Why are different rocks suited for different purposes?

• Children to know that:

 - Some rocks are more durable than others. These rocks are good for building as they last a long time without breaking or getting weaker.

 - Some rocks, such as sandstone or chalk, let water soak through them. They are called permeable rocks.

 - Other rocks, such as slate, do not let water soak through them. They are called impermeable rocks.

• Children will, with support, carry out a comparative test to find out which rocks are durable and/or permeable (absorb water) or impermeable (do not absorb water).  They will use a stopwatch to time the length the rocks are in the water. They will make careful observations on the properties of different rocks to draw conclusions about which is best suited for a given purpose.

Enquiry 4: How are fossils made?

• Children to learn that:

•  - fossils are the preserved remains of a dead plant or animal.

•  - fossils come in all shapes and sizes. 

•  - fossils are formed through a process of called fossilisation, which takes place over many, many years.

• Children to record the process of fossilisation using a storyboard which includes simple scientific language and drawings. Children to create a model of a fossil to help understand the process of fossilisation.

Enquiry 5: What is soil and how is it made?

• Children will learn that soil is made from organic matter - dead rotting plants, rock, air and water. They will also learn that soil also contains lots of animals, for example, earth worms and micro-organisms too tiny to see with the naked eye.

• Children to make detailed observations to compare soil types using hand lenses or magnifying glasses. They will set up a simple, comparative test and use a simple yes/no classification key to identify soil samples.

Enquiry 6: Reviewing our Learning

• Children to revisit the substantive knowledge above.