Science - Block 1
Based on Kent Scheme
Embedded Files
Topic 1 - Animals, including Humans
Topic 1 - Animals, including Humans
Working Scientifically Skills
Working Scientifically Skills
During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary,
taking measurements, using a range of scientific equipment, with increasing accuracy and precision,
taking repeat readings, when appropriate, recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs,
using test results to make predictions to set up further comparative and fair tests,
reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations and a degree of trust in results, in oral and written forms such as displays and other presentations,
identifying scientific evidence that has been used to support or refute ideas or arguments.
Big Ideas & Core Questions
Big Ideas & Core Questions
Humans move through different stages of growth and development,
Living things have characteristics and requirements for life, growth and health
Examples of Core Component Questions:
How do humans change over time?
How can we investigate changes as we progress through the lifecycle?
What happens to us during puberty?
What can the size of animals incl. humans tell us about gestation periods?
National Curriculum Objectives
National Curriculum Objectives
Describe the changes as humans develop to old age.
Links to prior National Curriculum learning on:
Noticed that animals, including humans, have offspring which grow into adults (Year 2).
Described the importance for humans of exercise, eating the right amounts of different types of food, and hygiene (Year 2).
Identified that animals, including humans, need the right types and amount of nutrition and that they get nutrition from what they eat (Year 3).
Intended Learning
Intended Learning
Enquiry 1&2: How do Humans Change over Time?
Children to learn that the human life cycle has many stages: embryo, foetus, toddler, child, adolescent, adult, older adult. Pupils to understand that scientists may have to use interviews to find out information, interviewing people at different stages of the lifecycle. They will decide which questions to ask that will give them the information that they need. They will record and summarise interview responses.
Enquiry 3: Investigating Changes as we Progress through Lifecycles
Children to know that some of the ways that humans will change as they pass through the different stages of their life cycle. Children to understand how scientists ask questions to prove hypotheses and plan enquiries so that results can be analysed. Pupils to ask questions about changes in humans over time. They will plan a scientific enquiry, deciding own method and way of recording. They will take measurements with accuracy using appropriate equipment, taking repeat readings when appropriate. Pupils will record data and produce a line graph to display the results. They will learn about identifying causal relationships and present findings from investigations about how we grow.
Enquiry 4: What Happens to Us During Puberty?
Know the physical and emotional changes that occur
during puberty. Categorise changes according to whether they happen to
males or females. Understand that scientists classify in this way to help them
understand how living things work, how they are related and how knowledge can be applied to unknowns. Use Venn diagrams to show similarities and differences.
Enquiry 5: What can the Size of Animals Tells Us about Gestation Periods?
Children to know that the human gestation period is 9 months. They will understand that all mammals have gestation periods because they give birth to live young. Children to generalise that the larger the animal, the longer the gestation period. Children to learn that that scientists often look for patterns in data and to make estimates.
Enquiry 6: Revisit and Assess Knowledge from Previous Sessions
Children to create their own timeline to describe the changes as humans develop to old age, including explanations about what humans need for a healthy life.
Topic 2 - Earth and Space
Topic 2 - Earth and Space
Working Scientifically Skills
Working Scientifically Skills
During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary,
taking measurements, using a range of scientific equipment, with increasing accuracy and precision,
taking repeat readings, when appropriate, recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs,
using test results to make predictions to set up further comparative and fair tests,
reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations and a degree of trust in results, in oral and written forms such as displays and other presentations,
identifying scientific evidence that has been used to support or refute ideas or arguments.
Big Ideas & Core Questions
Big Ideas & Core Questions
Changing the movement of an object requires a net force (push or pull) to be acting on it.
The movement of Earth affects the seasons and times of day.
Examples of Core Component Questions:
How does our position in the solar system impact life on Earth?
Does anything else orbit the sun?
How do we get night and day?
How can shadows show us that Earth is rotating?
- National Curriculum Objectives
Pupils should be taught to:
describe the movement of the Earth and other planets relative to the sun in the solar system,
describe the movement of the moon relative to the Earth,
describe the sun, Earth and moon as approximately spherical bodies,
use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.
Key Vocabulary
Key Vocabulary
Earth,
sun,
moon,
planet,
star,
solar system,
rotate,
seasons,
shadows,
daytime / night-time
orbit,
atmosphere,
scale,
heliocentric,
axis
Disciplinary
causal relationship,
classification
comparative test,
conclusion, diagram,
enquiry,
equipment,
evidence,
fair test,
graph
Tier 3 / Disciplinary
Intended Learning
Intended Learning
Enquiry 1: How does our Position in the Solar System Impact Life on Earth?
Children will learn that the Earth orbits the sun whilst spinning on its axis. They will also learn that the Moon orbits the Earth and it is not a light source itself, but is reflecting light from the Sun. They will learn that the position of the Earth in the solar system is ideal. The children will create a model to understand the movement of Earth in relation to the sun and the moon.
Enquiries 2 & 3: Does Anything Else Orbit the Sun?
Children to learn the names and order of the planets in the solar
system. They will understand that the sun is at the centre of the solar system (which is a model called heliocentrism). They will also learn facts about the planets in the solar system. Pupils will identify scientific evidence that has been used to support or refute ideas or arguments e.g. heliocentric universe. They will use secondary sources to find out information about planets in the solar system. Creating a scale model of the Solar System will help them to understand distances and sizes.
Enquiry 4: How Do We Get Night and Day?
Children to learn that the Earth rotates constantly, and a full rotation takes
24 hours. When our part of the Earth is facing the sun, it is daytime, but we keep rotating until we are facing away from the sun, and this is night time. Children to learn that the tilt of Earth leads to the changes in seasons. Pupils to use a model to understand the movement of the Earth.
Enquiry 5: How Can Shadows Show Us That Earth Is Rotating?
Children to learn that shadows change throughout the day as the
earth rotates on its axis. Pupils will observe that the length of shadows varies based on the position of the sun. They will plan a pattern-seeking investigation to identify how shadows change throughout the day. They will take accurate measurements and record results in a table of their own design. Children will present data in a line graph and identify the pattern. They will draw conclusions from this pattern and link this to historic views of the movement of the Earth and sun.
Enquiry 6: Revisit and assess the substantive knowledge
Children will research and present their findings to describe the movement of the Earth and other planets relative to the sun in the solar system; the movement of the moon relative to the Earth; the sun, Earth and moon as approximately spherical bodies and use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.
Report abuse