- To compare the gestation periods of different mammals and create a timeline showing the development of a child.
- Children complete a table showing the gestation periods of different mammals.
- They round each gestation period to the nearest 10 days and use this to create a bar chart.
- They look for patterns and identify which mammal has the longest gestation period.
- Children can create a timeline showing the ages at which a certain child could perform different activities. They draw illustrations for each activity.
- To learn about the physical and emotional changes that their adolescent body will go through during or leading up to puberty.
- The physical changes that their changing adolescent body will go through during puberty RSHE
- The emotional changes that might occur during or leading up to puberty and how to understand them RSHE
- Children will learn about the physical and emotional changes that happen when approaching and during puberty including menstruation, key facts about the menstrual cycle and menstrual wellbeing, erections and wet dreams) RSHE (H31)
- To identify the external genitalia and internal reproductive organs in males and females and how the process of puberty relates to human reproduction RSHE
- To understand the importance of keeping clean and maintaining personal hygiene during puberty.
- Children must understand that their personal hygiene routine (preventing germs and bacteria) might change during puberty.
- Children will learn about how hygiene routines change during the time of puberty, the importance of keeping clean and how to maintain personal hygiene RSHE
- To understand the importance of right information and advice about puberty.
- Children learn about where to get more information, help and advice about growing and changing, especially about puberty RSHE
- Lesson 1 - Week 1
- Lesson 2 - Week 1
- Lesson 3 - Week 1
- Lesson 4 - Week 1
- Lesson 1 - Week 2
- Lesson 2 - Week 2
- Lesson 3&4 - Week 2
- To compare and group together everyday materials on the basis of their properties.
- Children investigate the properties of 10 different materials.
- They predict and then investigate whether the materials are electrical conductors, transparent, strong thermal conductors or magnetic.
- They record their results in a table, and then complete a Venn diagram containing 2 intersecting sets, choosing 2 properties by which to group the materials.
- To investigate the hardness of materials and place them in order of hardness.
- Children investigate whether 5 different materials can be scratched by 4 different objects of increasing hardness.
- They use their results to place the materials in order of hardness.
- Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials
- Children identify the materials that 4 different objects are made from and explain why they have been chosen with reference to their physical properties.
- Next, they describe the physical properties and uses of 6 different materials – metals, plastics, wood, fabrics, glass and leather.
- They cut and paste or write their own descriptions.
- To investigate which materials are soluble in water.
- Children learn that when a solute dissolve in a solvent to create a solution, its particles spread out so that they can no longer be seen or retrieved by filtering.
- They investigate whether sand, sugar, salt, flour or iron filings will dissolve in water.
- They record their results in a table and then display them in a single-set Venn diagram.
- They consider how they could separate the mixtures and solutions.
- To understand how to recover a substance from a solution.
- Children learn that solutions cannot be separated by filtering because the particles have spread out and are not in clumps that can be blocked by a sieve.
- Children investigate the best place to put a cup of salt solution so that the water evaporates most quickly.
- They choose 4 locations and measure the amount of water in each container over the course of 7 days.
- They transfer their results to a line graph and use this to answer the question.
- To use knowledge of solids, liquids and gases to decide how mixtures might be separated.
- Filtering lesson Children learn about 6 different methods for separating solutions – picking out by hand, decanting, sieving, filtering, using a magnet, and evaporation.
- They consider 6 different mixtures / solutions and discuss the best way to separate each.
- They attempt to separate thyem using their chosen method.
- They discuss whether their method worked and why.
- To investigate if a change is easily reversible and explore ways to reverse it.
- Children learn that some physical changes are readily reversible (such as freezing and melting), while some are not (such as burning, because new substances have been produced).
- They examine 11 different physical changes of materials.
- They identify whether they can be easily reversed and explain how or why.
- Lesson 1 - Week 1
- Lesson 2 - Week 1
- Lesson 3&4 - Week 1
- Lesson 1 - Week 2
- Lesson 2 - Week 2
- Lesson 3 - Week 2
- Lesson 4 - Week 2
- To research and compare the different planets in the solar system.
- Children learn about 3 different planet classifications – terrestrial, gas giant, and ice giant.
- Children must understand that the planets are not circular but spherical.
- They carry out a networking activity where each child has a sheet containing incomplete information and they find out the missing data from their classmates.
- They discuss various ways of comparing, grouping and ordering the planets.
- Create a scaled solar system model using spherical representations.
- Research and collate planetary data online and represent it graphically.
- Copernicus and Galileo from www.bbc.co.uk
- Planetary movements from www.theplanetstoday.com
- Planetary movements from www.solarsystemscope.com
- Information about Stonehenge from www.english-heritage.org.uk
- To understand how the Earth and the other planets in the solar system move.
- Children learn that ancient astronomers developed the geocentric model because it was the best explanation available at the time.
- They learn that the heliocentric model superseded it for scientific reasons – because it agrees more closely with observations.
- Children cut out pictures of the Sun and the eight major planets of the solar system and use them to complete a diagram by placing them in order of distance from the Sun.
- I can explain how day and night are caused.
- Investigation – observing over time Create a shadow clock to explore day and night.
- Children learn that day and night are caused by the rotation of the Earth, and that the Sun only appears to move across the sky.
- Using a split pin, children create a moving model showing how the rotation of the Earth causes day and night.
- They move their model through a day and night cycle, using speech bubbles to explain what they would experience at each stage of the cycle.
- http://www.bbc.co.uk/education/clips/zvks4wx – Day and night;
- http://www.bbc.co.uk/education/clips/zq32fg8 – Sun, shadows and time of day;
- http://www.bbc.co.uk/education/clips/ztwykqt How we get day and night;
- http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbeyond/shadows/ – Exploring shadows.
- To track the Earth’s movement by making and observing a sundial.
- Look at sundial images then offer children instructions and get them to design their own sundial giving reasons for specific features.
- As children are making their sundials ask them to remind you why they work more accurately than a shadow clock and what the two key features are that ensure this accuracy (pointing towards Polaris and the gnomon’s edge being parallel to the Earth’s rotation axis).
- To understand how the Moon moves.
- Children learn how the Moon moves around the Earth.
- They learn about theories of the Moon’s formation, and that it has been explored.
- Children create an information text answering the questions ‘How do the Earth and Moon move?’, ‘How was the Moon formed?’, and ‘Has the Moon been explored?’, and complete a diagram showing the movement of the Earth and Moon.
- To link lunar phases to the position of the Moon, Earth and Sun in the form of a diagram.
- https://vimeo.com/134281404 – Close up of the moon;
- https://www.bbc.com/education/guides/zk8hvcw/revision/5 – Size & gravitational field strength;
- http://www.bbc.co.uk/education/clips/zy4pr82 – Moon’s orbit round Earth;
- http://www.bbc.co.uk/programmes/p00n6zhl – Stargazing: phases of the moon;
- https://www.youtube.com/watch?v=UIKmSQqp8wY – NASA- evolution of the moon;
- http://www.moonconnection.com/moon_phases_calendar.phtml – Moon phases calendar;
- http://downloads.bbc.co.uk/schools/teachers/stargazinglive/stargazing_moon_guide.pdf – Stargazing guide.
End of unit assessment