Science

Year 6

Module 5

Evolution and Inheritance

This module we have begun to explore different scientists views and evidence about evolution, including Charles Darwin.

Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Module 4

Animals, including humans

For our 'Animals including humans' unit, we have learnt about the circulatory system, including how oxygenated and deoxygenated blood is pumped around the body by the heart.

NC -

identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
describe the ways in which nutrients and water are transported within animals, including humans

Dissecting a pig's heart

We have learnt that the arteries go away from the heart but veins go into the heart.

We learnt that there are 4 chambers in the human heart: right atrium, left atrium, right ventricle, left ventricle.

Pig Heart Dissection

Learning about the arteries and veins by dissecting a pig's heart helped us understand in practise how the heart works.

Module 2 and 3

Electricity

This module we shall be investigating electricity. We have recalled our year 4 learning and been able to match electrical components to their symbols and explain their function. We created our own circuit diagrams and investigated the effect of changing the number and type of bulbs and cells in a circuit. We predicted whether a circuit will function, and suggested ways of improving it. We could then apply our knowledge by building a range of simple electrical devices and explain how they function.

NC -

associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
use recognised symbols when representing a simple circuit in a diagram.

Circuit Diagrams

Identifying which circuit would work and provided reasons for this.

Investigation - Number of light bulbs

Investigating the effect of a different number of light bulbs - brightness.

Module 1

Living things and their habitats

Classification

Our first lesson introduced us to the famous scientist Carl Linnaeus, who was responsible for creating a scientific method of classifying plants, animals and stones. The classification system, which is known as taxonomy, helps us determine what an organism is. Carl Linnaeus divided animals into seven classes: 1. mammals, 2. Birds, 3.amphibians, 4. Fish, 5. Insects, 6. Worms. Why is he so significant? The system he created would be used across the whole world and still is today.

NC - recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

NC- describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

NC - give reasons for classifying plants and animals based on specific characteristics

Prediction

Bread Investigation

We have learnt how to plan and complete an experiment safely by establishing our bread investigation. By exploring fungi and bacteria - microorganisms - we discovered some can be dangerous, while others are safe. We also predicted what conditions would help our fungus (or mould) grow on the bread. What variables would we need to consider? Independent variables (conditions of the bread), dependent variables (how much it would grow) and a control variable (size of bread). The bread samples are in our classroom and we shall record any changes.

NC - planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Results

After one week, we noticed the bread that had been slightly we had grown mould, while the bread that had been completely dry did not have any mould at all.

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