SCIENCE

Curriculum Areas

Working Scientifically

Animals Including Humans

Electricity

Evolution and Inheritance

Light

Living Things and Their Habitats

Animals including Humans

INTENT: For children to understand the main four components in blood and their role in keeping us healthy.

IMPLEMENTATION: We learnt about the role of plasma, white blood cells, red blood cells and platelets. We then recreated this using different elements, highlighting the role each played in maintaining a healthy body.

IMPACT: Children could discuss the components of blood and their individual roles.

INTENT: For children to carry out a fair test experiment into the effect of exercise on heart rate.

IMPLEMENTATION: We learnt how to take our pulse using our index finger and either our neck or arm. We then set up our experiment; we wrote an equiry question, equipment list, method, prediction and table. We then carried out different exercises and then measured our heart rate for 30 seconds.

IMPACT: Children could see the impact of exercise on their heart rate and discuss the role the lungs and heart played in maintaining our fitness.

INTENT: For children to understand the impact of diet, drugs and lifestyle has on the way the body functions.

IMPLEMENTATION: We learnt about how certain drugs can be harmful for our bodies and how certain drugs may be needed for our bodies. The children created a 'Healthy Lifestyle' leaflet.

IMPACT: Children can explain what makes for a healthy and unhealthy lifestyle.

Electricity

INTENT: For children to identify key components of a circuit with their symbols.

IMPLEMENTATION: We started by revising key learning from electricity in Year 4. We then looked at the function of different components of a circuit and their symbols in a scientific drawing. Children then used the equipment to create a working circuit.

IMPACT: Children could identify the function of different components of a circuit and recognise their symbol.

INTENT: For children to use scientific symbols to draw circuits and explain why a circuit would or wouldn't work.

IMPLEMENTATION: We revised the symbols for the electrical components from the previous week. We then looked at drawings of circuits and explained whether they would or wouldn't work. We then created these circuits to test our predictions.

IMPACT: Children could draw circuits using electrical symbols.

INTENT: For children to independently plan and carry out a fair test experiment on the impact of changing the voltage in a circuit

IMPLEMENTATION: We designed a simple circuit with one cell and bulb. We then made predictions about what would happen if we increased the number of cells. We discussed how to ensure this was a fair test investigation. Children then carried out their investigation using the Arduino app to measure the brightness of the bulbs.

IMPACT: Children could discuss how changing the voltage impacted the brightness of a bulb.

INTENT: For children to design a circuit for a specific purpose.

IMPLEMENTATION: We explained that ELT wanted a buzzer system for their office and that the children needed to design an effective buzzer system to alert ELT when someone wanted to enter the room. Children designed their circuits on whiteboards in preparation for next week's investigation.

IMPACT: Children could apply this term's knowledge on circuits and electricity to solve a real life problem.

Evolution and Inheritance

INTENT: For children to recognise that children look similar to their parents, but not identical, due to inheritance of different traits.

IMPLEMENTATION: First we reviewed our learning from Year 3, 4, and 5 that is relevant to this topic. We looked at the theory of evolution and briefly touched up the work of Charles Darwin. Then we looked at characteristics offspring acquire either from their parents of from their environment and then classified them into inherited or acquired traits.

IMPACT: Children knew that all living things have offspring of the same kind, as features in the offspring are inherited from the parents.

INTENT: For children to recognise that species are adapted to their environment and that rapid changes to an environment may harm a species.

IMPLEMENTATION: First, we studied Darwin's finches in the Galapagos Islands. We looked at pictures of the birds heads and beaks and predicted what type of food it would eat. We then read the book 'Moth' which is a story of evolution.

IMPACT: Children were able to describe how animals are adapted to their environment and if their environment changed too quickly, they may be harmed.

Light

INTENT: To explain that light travels in straight lines and provide evidence for this idea.

IMPLEMENTATION: We gave children torches, a piece of card with a hole in it and a piece of paper, made the room as dark as possible. Children to explore with the equipment in mixed ability groups.

IMPACT: All Children will recognise that light travels in straight lines.

INTENT: : To explain that shadows will get smaller the further away from the light source they are.

To take measurements accurately.

IMPLEMENTATION: Children planned out their investigation to answer the question 'How does the distance a light source is away from an object affect the shadow produced'. They needed to agree on their investigation aim, their equipment, their variable, what they are keeping the same.

IMPACT: All Children will be able to set up an investigation to prove that the distance an object is away from the light source will affect the size of the shadow.

Intent: To identify what a micro-organism is.

Implementation: The children were introduced to the term 'Micro-organism'. We then explored how this group of living things were different from plants and animals. Children watched two videos which explained how microorganisms can be both harmful and helpful.

Impact: Children know the microorganisms are a separate group of living organisms.

Intent: To identify flowering and non-flowering plants.

Implementation: The children were introduced to the 4 categories of plants-ferns, mosses, conifers and flowering plants. They then had to match their characteristics to the plant group. The children then had to create their own branch diagram to identify a species of plant.

Impact: The children now know that we can classify plants into 4 different categories and the features that they have.

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