SCIENCE

Curriculum Areas

Working Scientifically

Living Things and Their Habitats

Animals Including Humans

Properties and Changes of Materials

Earth and Space

Forces

Earth and Space

INTENT: For children to describe the movement of the Sun, Moon and planets in the Solar System.

IMPLEMENTATION: Children worked in small groups to create a solar system, focusing on how the planets orbit the Sun. Each child labelled themselves a planet, the Sun or the Moon. They then recreated a Solar system on the playground, orbiting the Sun.

IMPACT: Children understand how planet move around the Sun.

INTENT: For children to understand meteors, comets and galaxies.

IMPLEMENTATION: In groups, children created large posters to explain the key features of a meteor, a comet and a galaxy. They worked together to make notes on each topic and organised these into a table.

IMPACT: Children are able to distinguish between and describe meteors, comets and galaxies.

Forces

INTENT: For children to describe different forces.

IMPLEMENTATION: As a class, the children discussed different forces. They looked a gravity, air resistance, throwing force and water resisitance. In groups, Year 5 identified each force before then completing a gap fill activity in books.

IMPACT: Children are able to identify different forces.

INTENT: For children to understand the effects of gravity.

IMPLEMENTATION: Children experimented with Newton meters and studies how the gravitational pull, and therefore weight of an object, is closely correlated with the mass of an object. Children recorded their results in a table in their books and wrote an evaluation to describe their findings.

IMPACT: Children understand the difference between weight and mass in relation to gravity.

INTENT: For children to plan an investigation into the effects of friction.

IMPLEMENTATION: Children learnt that friction is a force that slows things down. They compared how friction is effected by different surfaces and began to plan an investigation. The children created a group plan to investigate the effects of friction.

IMPACT: Children understnad that friction slows an object down.

INTENT: For children to carry out an investigation into the effects of air resistance.

IMPLEMENTATION: Children recapped which forces can act on a moving or falling object. We then matched opposing forces to describe which one is a pulling force and which one is a pushing.

We then created three different sized parachutes and measure how long it took each one to fall in seconds.

We kept it a fair test by keeping some variables the same: the person dropping the parachute, the person timing and the material of the parachute.

IMPACT: We concluded that the larger the parachute, the slower it will fall. This is because the amount of air resistance acting against it will be larger due to the increased surface area.

Properties and Changes of Materials

Term 3

INTENT: For children to understand properties of materials.

IMPLEMENTATION: We learned the definitions of these key words: hardness, waterproof, transparent, magnetism, electrical and thermal conductor. Pur teachers modelled how to test for these properties and how to determine which property could be used to define each material. Within this, because we were testing electrical conductivity, we recapped our knowledge of complete and incomplete circuits using wires, batteries and lightbulbs.

IMPACT: Children coulw confidently assign properties to materials after testing them, using key words and phrases.

Term 4

INTENT: To understand what a mixture is.

IMPLEMENTATION: Children defined what a mixture was and then created mixtures of their own. They then started to consider how they would get the original item back.

IMPACT: Children can define a mixture and create them.

INTENT: For children to explore evaporation.

IMPLEMENTATION: Children made predictions to answer the question, 'Which is the best classroom location for evaporation?' Children then set up their experiment ensuring only one variable changed. Starting measurements have been taken. Now, it's time to measure it over time!

IMPACT: Chil;dren made detailed predictions and were able to identify the variables.

INTENT: For children to understand reversible changes.

IMPLEMENTATION: Children discussed melting, freezing, evaportation and mixing and considered hoe items change. They then sorted changes into reversible or not and considered the changes substances go through.

IMPACT: Children can recognise some reversible changes.

Term 6 Recap of Changing Materials Topic.

INTENT: to further explore the properties of materials.

IMPLEMENTATION: children had a hands-on opportunity to explore a range of materials and identify their properties,

IMPACT: children can recognise that different materials have different properties and are suitable for different purposes.

INTENT: to explore, create and separate mixtures and solutions (lessons 2 and 3).

IMPLEMENTATION: children to mix a variety of materials with water, to predict what would happen to them if left for a week and to identify the best means to separate the resulting solutions and mixtures.

IMPACT: children were able to understand how to create mixtures and solutions and how to separate them.

INTENT: to understand that some changes are reversible and some irreversible.

IMPLEMENTATION: children to discuss the states of matter and how they can change. Then to consider which of the changes can be reversed and which cannot.

IMPACT: children can recognise that some changes are reversible and some not.

Living Things and Their Habitats and Animals Including Humans (see PSHE)

INTENT: For children to understand the lifecycle of living things, where adults have offspring that then develop into adults.

IMPLEMENTATION: We looked at how a lifecycle starts (links with PSHE) and the different stages of a variety of animals, including humans. Children used the knowledge that they already had and the knowledge gained from research to produce their own lifecycle, clearly explaining the difference between each stage.

IMPACT: Children were able to explain how a lifecycle begins and mostly describe the difference between each stage. They could also include description of the lifecycle beginning again and being continuous.

INTENT: To understand that some living things undergo and additional transformation in their lifecycle called metamorphosis.

IMPLEMENTATION: Children looked at the lifecycles they had created previuosly to understand how one living things develops from offspring into an adult. We then looked at the process of metamorphosis and how this means some living things can undergo additional changes. We looked at the lifecycle of a butterfly and frog and studied the additional changed they experience. We then created lifecycles which demonstrated metamorphosis.

IMPACT: Children could explain that some animals undergo additional transformations and represent these in their lifecycles.

INTENT: To understand that plant can produce sexually and asexually.

IMPLEMENTATION: We recapped what a lifecycle is and thought about what we already know. We learned about the female and male reproductive systems of a plant, including the process of pollination, fertilisation and seed dispersal. We presented our knowledge by creating and labelling our own plants and the reproductive parts.

We then wrote about how the process of reproduction happens.

We also learned about cuttings of plants can be taken and they can grow that way and that this is called asexual reproduction.

IMPACT: All children could label the parts of the reproductive system in plants and use key words to explain the process.

Page updated

Report abuse