Year 5 - Science
Year 5 - Science
Embedded Files
Introduction
At Eastfield we use an adapted version of ‘The Association for Science Education’ (ASE) planning documents. This approach creates consistent engaging approach to teaching and learning in Science. Within our learning scientific skills and vocabulary play a central role in pupils Learning.
Autumn 1 - Forces
Autumn 1 - Forces
By the end of the unit, they learnt:
Science
Pupils should be taught to:
explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
identify the effects of air resistance, water resistance and friction, that act between moving surfaces
recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect
Pupils will work scientifically by:
taking measurements, using a range of scientific equipment, with increasing accuracy and precision.
Use simple models to describe scientific ideas, identifying scientific evidence that has been used to support or refute ideas or arguments.
Keywords we used:
Force, gravity, Earth, air resistance, water resistance, friction, mechanisms, simple machines, levers, pulleys, gears, weight, mass,
Within this unit we conducted a variety of different investigations about friction, gravity and air resistance
We started our topic by looking gravity. Here we looked at how objects of different weights and sizes make different size craters in sand. The children had to measure the diameter and depth of each crater to see which gravity had the greatest effect on.
Next, we conducted an investigation on friction. We wanted to find out which surface created the most friction by conducting a fair test
Children made predictions and then tested to see which surfaces created the most amount of friction. We found out that bumpier, rougher surfaces caused more friction on objects.
Our results
This is a sample of the results the we found. We turned our findings into a bar graph and wrote an explanation as to why we got these results using the key vocabulary we have learnt.
Autumn 2 - Earth and Space
Autumn 2 - Earth and Space
We are learning 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
Working scientifically
Use simple models to describe scientific ideas, identifying scientific evidence that has been used to support or refute ideas or arguments
Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, bar and line graphs, and models
Keywords we used:
Earth Sun Moon Mercury Jupiter Saturn Venus Mars Uranus Neptune rotates orbit spherical axis Solar System planets celestial
We started our topic by looking at all the different planets in space we did some research on them and found out different amazing facts. After this we looked at the different sizes of the planets and earth. We scaled the size of the Sun, Earth and Moon to show the different sizes.
Once we had looked at the sizes of the sun we focused on how it moves. The children did an experiment on how the sun casts shadows and where those shadows are at different times of the day. They found that shadows change position and size depending on where the sun is as it moves through the sky.
Following on from this, we looked at the moon and the different phases the moon goes through in a luna month and how it moves through the sky. They also learnt that the moon reflects the suns rays and does have its own source of light.
Spring 2 - Animals including Humans
Spring 2 - Animals including Humans
We are learning to:
Describe the changes as humans develop to old age
Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
Describe the life process of reproduction in some plants and animals
Working scientifically
Present findings in written form, displays and other presentations
Use simple models to describe scientific ideas, identifying evidence that has been used to support or refute ideas or arguments
Keywords we used:
life cycle reproduce reproduction sperm fertilise egg
live young metamorphosis sexual asexual
We started our science topic looking at what the different types of animals and living things can reproduce. This then lead us into looking at what a life cycle is and how it works. The first life cycle we looked at was a birds life cycle. We watched videos and did research about the different stages of a birds life.
After learning about the life cycle of a bird, we looked at the life cycle of a butterfly. During the lesson, we compared the two life cycles - specifically what was the same (both species laying an egg, life starting again at the beginning of the cycle, both species being able to fly when fully grown and the animal having different stages of their life) and what was different.
In the next lesson, we continued to draw comparisons. This time, we compared the life cycles of birds to mammals. We recorded the information using a comparison table, highlighting the similarities and differences.
This is an explanation that talks about the difference in animals gestation periods and how it relates to the size of the animal. Gestation is the period of time in which an animal is pregnant.
For our final lesson, we looked at how bees assist the life cycle of some flowers. We used the key vocabulary that we generated throughout the lesson (stigma, pollen etc.) to write explanations in our books.
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