Enquiry 1: What material is most effective at keeping a cup of tea warm?

Children will learn that:

• A thermal conductor is a material that lets heat pass through it easily. Thermal refers to anything related to heat. Conductor is something that allows the flow of a particular thing.

• A thermal insulator is a material that reduces or prevents the transfer of heat. Thermal refers to anything related to heat. Insulator is a material or substance that does not easily allow the transfer of electricity, heat, or sound properties, including thermal conductivity.

Children will take measurements using a thermometer (or datalogger) with accuracy.  They will use the information from line graphs to draw conclusions. They will plan and write up a comparative investigation, as well as interpret data from a line graph, using own results to make statements about the findings.

Enquiry 2: What materials make the best thermal insulators?

Pupils will investigate which materials that make the best thermal insulators are typically those that trap air well. These materials trap small pockets of air that act as barriers to slow down the transference (movement) of heat, helping to keep things warm or cool.  They will learn that air is a good insulator because it is a poor conductor of heat.

Children will use previous test results (from enquiry 1) to make a prediction to set up further fair tests. They will plan a comparative test to answer a question, understanding the role of independent, dependent and controlled variables in an investigation. They will record, report and present findings.

Enquiry 3: When we change a material, is it always forever?

Children will learn that a reversible change in science is a change that can be undone or reversed, and the original substance or materials can be recovered. Some examples of reversible changes include melting, freezing, mixing, dissolving, evaporating and condensing.

The children will plan a fair test, recognising and controlling the variables. They will use a thermometer increasingly accurately, taking time to understand why scientists take repeat readings. They will interpret a table of results, report findings and make conclusions about their data.  They will also consider how accurate and reliable their results are, evaluating their investigation. 

Enquiry 4: How can we separate a mixture?

Pupils will learn about different methods of separating mixtures, including:

• sieving, which is a method to separate different sized particles in a mixture. A sieve, which is a tool with holes of a specific size, is used. Smaller particles pass through the holes, while larger ones are retained; 

• filtering, which is a method to separate a solid from a liquid in a mixture. It involves passing the mixture through a filter, often made of paper or another porous material. The liquid passes through, leaving the solid behind.

• evaporation, which is a method to separate a solute from a solvent in a mixture. It involves heating the mixture to allow the solvent to turn into vapor and leave the solute behind. The vapor can be condensed back into a liquid.

Children will use carry out a scientific problem-solving enquiry to answer the question: How can we separate a mixture? They will apply knowledge to problem solving, as well as report their findings from enquiries, including conclusions. 

Enquiry 5: When does a change make a new material

Children will learn that an irreversible change is a permanent change that creates something new or different, so it cannot be undone. They will create a report using first-hand observations and findings from demonstrations in written forms.

Enquiry 6: revisit learning from this unit by exploring a range of different materials. 

Enquiry 1: Are there any differences between the lifecycles of mammals, amphibians, insects and birds?

Children will learn that a lifecycle is the different stages of life for all living things, including humans, and that there are normally four major events in the lifecycle of animals: birth - growth - reproduction – death. They will learn that there are some significant differences in the specific developmental processes for the lifecycles of mammals, amphibians, insects, and birds.

Enquiry 2: How can we behave like naturalists?

Pupils will learn that a naturalist is an individual who has a keen interest and expertise in the study of the natural world. Naturalists observe, document, and study plants, animals, fungi, rocks, and other elements of the environment.

Children will with support, devise questions about the local area and plan an investigation involving observation over time, observing changes in plant or animal life over the year.  They will make decisions about the intervals between observations and the methods for recording changes.  They will understand the considerations when working as a naturalist, e.g. taking care of the area whilst researching.

Enquiry 3: What is reproduction in plants?

Children will learn that reproduction in plants is where pollen (from the male part of the flower) and ovule (from the female part of the flower) come together to make seeds, and these seeds grow into new plants.

The children will make observations about a flower, planning how to open up and see the different parts of the flower.  They will complete research to identify the different parts of the flower.  They will draw careful and precise diagrams. 

Enquiry 4: Can plants reproduce without seeds?

Pupils will learn that some plants reproduce without seeds and produce offspring that are genetically identical to the parent plant. 

Children will plan an observational scientific enquiry, including a prediction, deciding the intervals for observation and deciding how to record changes. They will choose how to record findings. 

Enquiry 5: Do all animals reproduce in the same way?

Children will learn that reproduction means to have babies or offspring, and animals create offspring when they mate.  They will learn about internal reproduction being the fertilisation of eggs inside the mother.  They will contrast this with external reproduction, which is exhibited by fish, amphibians and some reptiles. 

Children will sort and group living things in a more complex way by designing a classification diagram that enables pupils to sort animals who internally and externally reproduce.

Enquiry 6: revisit learning from this unit by exploring a range of different materials.