SCIENCE

Curriculum Areas

Working Scientifically

Plants

Animals Including Humans

Rocks

Light

Forces and Magnets

Plants

INTENT: To be able to describe the process of pollination and fertilisation in plants.

IMPLEMENTATION: Children were taught about the pollination process. They put this knowledge to the test by sorting cards with different steps of the pollination process into order. They then looked at the term fertilisation of plants and completed a worksheet to describe the steps to this.

IMPACT: Children are now able to describe the process of pollination and fertilisation in plants.

Animals Including Humans

INTENT: Children to be able to sort animal skeletons into groups, discussing patterns and similarities and differences.

IMPLEMENTATION: Children were taught what an invertebrate and a vertebrate are. They then performed a task to be able to name an animal and tell whether it is a vertebrate or an invertebrate.

IMPACT: Children are now able to sort animal skeletons into groups, discussing patterns and similarities and differences.

INTENT: Children to investigate how the human skeleton and muscles support movement.

IMPLEMENTATION: Children performed the experiment to find out if people with longer legs jumped further or not. They did this by measuring their own legs and then headed outside to measure how far each child could jump. They then wrote up an investigation sheet to explain what they were investigating, how they tested this and finally wrote a conclusion to show what they found out.

IMPACT: Children are now able to explain how the human skeleton and muscles support movement.

Rocks

INTENT:

To identify different rocks based on their properties.

IMPLEMENTATION:

Children were introduced to different rocks and in a carousel they described each rock, without knowing what it was. They were considering colour, texture, crystals etc. They were then given names of rocks and their properties and had to try and identify which rocks they had based on their properties.

IMPACT:

Children understand that different rocks have different properties and whilst some are similar, some are different.

INTENT:

To be able to group rocks based on their properties.

IMPLEMENTATION:

Children were introduced to different rocks with a 'Which Rock Am I?' game where they had to identify the rock based on the properties given. The children then created Venn diagrams grouping their rocks based on different properties.

IMPACT:

Children have reinforced their knowledge of the different properties of rocks and that all rocks have different properties and that some are similar and some are different.

INTENT:

To complete a local rock survey.

IMPLEMENTATION:

In groups of three, children completed a survey sheet looking at different rocks around their school. They were recording the location and various properties of rock. Children were also introduced to weathering.

IMPACT:

Children were able to identify, discuss and record different types of rock around the school.

INTENT:

To test if rocks can float.

IMPLEMENTATION:

Children made predictions about rocks floating or sinking in water. They tested four different rocks including slate, pumice, granite. Children then recorded their results after testing the rocks.

IMPACT:

Children were able to make predictions based on their knowledge from this term and now understand that some rocks - pumice - can float in water.

Light

INTENT: Investigate how shadows change size.

IMPLEMENTATION: Children started the lesson by recalling their prior knowledge about shadows.

We explored images of different shadows and made predictions about the variables that made them bigger or smaller.

We then set up an experiment to test our hypothesis.

Children explored increasing and decreasing the distance between a light source and an opaque block.

IMPACT: Children recorded and analysed their findings to determine the greater the distance between an item and the light source, the smaller the shadow.

INTENT: Identify the benefits and dangers of the sun.

IMPLEMENTATION: Children began by discussing 'How is the sun helpful?' and 'How is the sun harmful?'

Children were shown a series of images and could identify if and how the sun was helping or harming.

Additionally, children were also able to identify how people were staying safe in the sun for example, wearing hats and suncream or drinking water.

IMPACT: Children can now explain the benefits and dangers of UV light.

Forces and Magnets

INTENT: To be able to compare and group materials based on magnetic properties.

IMPLEMENTATION: Children looked at what a magnetic force is and investigated how magnets can attract or repel each other and other materials.

IMPACT: Children are now able to compare and group materials based on magnetic properties.

INTENT: To be able to explain how magnets attract or repel each other.

IMPLEMENTATION: Children looked at how magnets have 2 poles a North and a South pole. They investigated how magnets attract or repel each other and in what state this happens. They then used this knowledge to create their own mazes and attract or repel objects through the maze.

IMPACT: Children are now able to explain how magnets attract or repel each other.

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