Year 4

 

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Curriculum Map

Autumn term 1

Outcome

  • Understand that materials can be classified into different states and begin to use simple practical enquiries and scientific evidence to support findings.
  • Identify what they know and what they want to know about states of matter.
  • Discuss and explore the properties that make a material a solid or a liquid.

Outcome

  • Compare and group materials together, according to whether they are solids, liquids or gases.
  • Use these features to classify different materials.
  • Explain understanding of the properties of a solid or liquid
  • Actively explore the properties of a range of materials, discuss them and classify each as either a solid, a liquid or a “hard to classify material” (Yrs 3&4).
  • Either create a set of sorting cards that describe the properties of liquids and solids (Yr 4) or explain the properties of 5 “hard to classify materials” (Yr 3).
  • Begin to understand why solids and liquids behave differently by looking at a simple explanation of how particles are arranged in each (Yrs 3&4).

Outcome

  • To understand the arrangement of particles in different states of matter.
  • To describe the changes in state seen in ice cream and chocolate sauce.
  • Using scientific vocabulary, write an explanation of how ice cream begins to change state once it has been served and how and why the chocolate changed from solid to liquid and then to solid again.
  • A clip that illustrates how particles behave in solids, liquids and gases from www.bbc.co.uk

Outcome

  • Understand, through practical tasks, that materials change state when they are heated or cooled and describe this process using scientific language.
  • Measure or research the temperature at which this happens in degrees Celsius (°C) begin to investigate this by looking at jugs of iced water.
  • Pass around plastic cups containing ice cubes. What can you tell me about ice? Gather suggestions, e.g. very cold, feels wet, it’s made of frozen water… When water gets cold enough it turns from a liquid to a solid. What temperature does this happen? Let’s use a thermometer to take the temperature of the ice.
  • Ask children to read the temperature. Water freezes at 0° Celsius. The ice has come from a freezer/ice compartment. What do you think will happen to it if we leave it in the classroom? Yes, it will melt. Why? Yes, because it will get warmer than 0°C and turn back into a liquid.
  • Show the children your jug of water. This jug has been in the classroom for a while. What do you think will happen to the temperature of it if we pour the ice in? Let’s use a data logger to find out.
  • Explain that the data logger can be programmed to record the temperature at regular intervals. Put the probe in the jug and set it to record every 5 minutes.
  • Once the first reading has been taken ask children to tip in the ice from the cups and stir the jug.

Outcome

Outcome

  • Understand and explain the water cycle using appropriate scientific vocabulary.
  • To know that water moves in a cycle due to changes in temperature causing the water to change from one state to another.
  • Continue to develop their understanding of the different stages of the water cycle.
  • Explain the water cycle and changes to water during the evaporation and condensation process.
  • Demonstrate to another, evidence of condensation and evaporation with a simple practical task.
  • Children draw the Water Cycle and add captions and labels. Make sure that scientific terminology is used. Less able children can draw their own Water Cycle or use a copy of the Water Cycle Diagram from the input, and stick the labels/captions in the correct places
  • Simple explanation of the water cycle from www.bbc.co.uk
  • Water Cycle song from www.YouTube.com

End of unit assessment

 

Autumn term 2

Outcome

Outcome

  • To explain changes of volume/loudness in terms of energy and strength of vibration.
  • https://www.youtube.com/watch?v=4tVojXSx3HU this 15 second clip shows ripples spreading out on a pond – a useful visual illustration of the way sound waves spread out from the source of the sound becoming progressively weaker.

Outcome

  • To begin to understand that we hear sounds when the vibrations travel from a source through a medium to our ears.
  • How sound is made from www.bbc.co.uk

Outcome

  • To investigate how to affect the volume of a percussion instrument.
  • Children investigate how dropping a weight from different heights on a drum affects the volume of the sound produced.
  • Recognising the difficulty of measuring volume without equipment, children take each measurement 5 times and find the mean.
  • Children create a line graph showing their results and attempt to explain the relationship between the height of the weight and the volume of the sound made.

Outcome

  • To find patterns between the pitch of a sound and features of the object that produced it.
  • Children learn about the difference between pitch and volume.
  • They can carry out an investigation where they place 5 different water containers in order, depending on the pitch made when air is gently blown across the top of each.
  • They attempt to find a pattern and explain their results. Children can explore how a string instrument makes a sound.
  • Using an ice cream tub, elastic bands, and Lego blocks, they create their own string instrument. They explore how adding more Lego blocks affects the pitch of each string (band).

Outcome

  • To be able to place sounds in order of pitch and volume.
  • Children learn that pitch and volume are two different properties of sounds.
  • Children investigate the pitch and volume of the sound made when 5 different balls are dropped.
  • Recognising the difficulty of measuring pitch and volume without equipment, children make 5 measurements and then choose the modal value.
  • More able children can transfer their results to a scatter graph showing both pitch and volume.
  • Children to record the investigation using scientific skills in their books.
Spring term 1

Outcome

Outcome

Outcome

Outcome

  • To recognise and name some of the components that can be used to make a circuit.
  • Children learn about 6 different electrical components – bulb, switch, cell, battery, switch, buzzer and bell.
  • They match each component to its picture, description, and circuit diagram symbol.

Outcome

  • To demonstrate an understanding of electrical circuits, drawing a labelled diagram.
  • Show an image of a circuit (using pictures, not symbols) on the board. Can the children now make this simple circuit? Is it like the one they made in the quick challenges (if you did this activity)?
  • Get into groups: The children work in small groups to build their own circuits using batteries, switches, bulbs and buzzers.
  • They should investigate what happens when: a wire is disconnected the switch is turned on and of the battery is used the other way round the position of the switch in the circuit is changed. In this activity, the children should only have access to one battery, one bulb and one buzzer.

Outcome

  • To recognise what is needed in order to make a bulb light in a circuit.
  • Make two circuits and discuss which is the brightest bulb. How can you tell? Demonstrate a couple of ways that the children can test brightness, either using a datalogger, how many sheets of paper they can see the light through, or how far away they can see it from, for example. The children may have their own ideas. The children then decide which they think is the most accurate way.
  • Get into groups: The children work in small groups to plan how they will investigate: 1. What happens to the brightness of one bulb when more batteries are used? 2. What happens to the brightness of each bulb when more bulbs are added?
  • When they have planned their investigation, the children should draw pictures of the circuits they will use. The focus here is to plan systematically and be able to recognise a pattern and describe it.

Outcome

  • To understand and explain how an electrical switch works.
  • Children learn what an electrical switch is and how it works, by opening and closing a break in a circuit. Children look at 4 different circuit diagrams. They predict and then observe whether the switch will function correctly when placed in different positions in the circuit. They attempt to find a general rule from their findings.
Spring term 2

Outcome

Outcome

  • I learn how to use a classification key to identify familiar organisms.
  • Children learn that a dichotomous key (a branching classification key in which each question has exactly two answers) can be used to identify organisms.
  • Children use the key provided to identify 12 different animals. They use a word bank to help them name the animals.
  • Write a branching database for a variety of living things from the wider world. Test their classification key by playing ‘Guess Who?’ Demonstrate an understanding of their learning by explaining it to others.
Summer term 1

Outcome

Outcome

  • To use a simple practical enquiry to answer questions about the basic parts of the digestive system.
  • Refer back to what the children knew about the digestive system at the beginning of the session. How much more do they know now? Can they name some of the basic parts? Oesophagus (gullet), stomach, small intestine, large intestine (colon), anus (bottom). Can they offer any facts that they have learnt? How long does it take the oesophagus to move food from the mouth to the stomach? – about 5-6 seconds (even if they are upside-down).
  • https://www.stem.org.uk/elibrary/resource/35396 – Digestive system experiment

Outcome

  • I can explain how the human digestive system works.
  • Children learn about the functions of the mouth, oesophagus, stomach, small intestine and large intestine.
  • They can use this information to complete an explanation text with accompanying diagram by either cutting and pasting text or writing their own explanation.

Outcome

  • To use large physical movements to demonstrate an understanding of the digestive system.
  • Children can begin the session by watching the kids health clip.
  • You may move to the hall or large space for a physical revision activity! Explain that children are going to demonstrate their understanding of the human digestive system. To demonstrate the small intestine –they should all lie in a long line, head-to-feet. Next, add the large intestine. When this is called out, they should make a bridge with a partner and stand in a row with the rest of the class (to make a long, wide tunnel). Then add ‘stomach’. When this is called out, they should stand still and make a bubbly movement to show the gases and acid working to break-up the food. Finally, add oesophagus. When this is called out the should stand up straight, and take 6 seconds to drop to a ball on the floor. Each time a part is called out, ask a different child to explain the function of that part.
  • Opportunity for Picture evidence and AFL.

 

Outcome

  • To identify the different types of human teeth and explain their functions.
  • Children learn that humans have 2 sets of teeth, and that teeth can be classified into different groups.
  • They learn about the number, location and function of the incisors, canines and molars.
  • They create a colour-coded diagram explaining the role of each type of tooth.

Outcome

  • To understand the structure of a tooth.
  • Children learn that teeth are made up of different materials (enamel, dentine, pulp) and are embedded in the gums and skull/jawbone.
  • Children create their own labelled diagram showing these different parts and their functions, by cutting and pasting or writing their own descriptions

Outcome

  • To use evidence to answer questions about the functions of human teeth.
  • Children make a model of the bottom row of their teeth using clay.
  • They can use mirrors to see inside their mouths, they can ask a partner to describe the shape of their teeth, they can move their tongue along to feel the shapes and count how many there are. They should count how many incisors, canines and molars they have and write about the job of the different teeth
  • http://kidshealth.org/en/kids/teeth-movie.html – Video about our teeth;
  • http://www.bbc.co.uk/education/clips/zwbmcwx – Video explaining the differences between the teeth of different animals.
  • Opportunity for Picture Evidence and AfL

Outcome

  • To understand how we can look after our teeth.
  • How to maintain good oral hygiene (including correct brushing and flossing); why regular visits to the dentist are essential; the impact of lifestyle choices on dental care (e.g. sugar consumption/acidic drinks such as fruit juices, smoothies and fruit teas; the effects of smoking (RSHE)
  • Discuss what they know about how to keep our teeth healthy. Children learn about the stages of tooth decay and how it can be caused. They learn how tooth decay can be prevented and treated.

 

Summer term 2

Outcome

Outcome

  • To create a food chain and explain what it shows.
  • Children learn what a food chain is and that the arrow shows energy flow within an ecosystem.
  • Children use the pictures provided to create food chains with 2 and 3 organisms.
  • They identify each organism and explain whether they are a predator, prey, consumer or producer

Outcome

  • To create a food web and explain what it shows.
  • Children must understand the difference between the food chain and food web.
  • Children learn that a food web is a way of showing the energy flow in an ecosystem in a more complex way.
  • They create a food web containing 8 different organisms. They identify and label each organism as a consumer, producer, predator, prey, and apex predator.
  • They add their own arrows to show energy flow through the food web.
  • Think of more creative ways to create a food web.

Knowledge Organisers

Autumn term
Spring term
Summer term
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