Autumn
Classification
Children learn how to classify animals into the main vertebrate and invertebrate groups according to their features. They use and design branching keys to identify plants and animals.
Habitats and Adaptation
Children learn that different animals and plants are adapted to live in different habitats. They conduct investigations to find out how animals are suited to the environment in which they live. By building on their knowledge of food chains and food webs they understand how animals and plants in a local habitat are interdependent. Links to sustainability include the effects of deforestation, air and land pollution on food chains and natural habitats.
More about Dissolving
Children learn that there are three states of matter and under certain conditions substances can move from one state to another. They will know that solids which do not dissolve in water can be separated by filtering whilst those solids which dissolve can be recovered through the process of evaporation. They will be able to describe in detail what happens when a solid dissolves and will investigate the factors which can affect how quickly substances dissolve, presenting their data in a graph. They will learn about saturated solutions and be able to make their own. Finally, the children will be given the opportunity to obtain clear water from dirty water using filtration and evaporation and write up the process in sequenced steps. This is linked to sustainability and our work on Water Aid
Reversible and Irreversible Changes
This unit brings together and consolidates work that children have done before on reversible changes. Experimental and investigative work focuses on: making careful observations; suggesting explanations for observations, using scientific knowledge and understanding. Children learn that mixing materials with water will cause them to change; that insoluble materials can be separated by filtering and solids which have dissolved can be recovered by evaporating the liquid from the solution; that some changes that occur when materials are mixed cannot easily be reversed and that heating and cooling some materials can cause them to change. Children also learn that when materials are burned, new materials are formed; these changes that occur when most materials are burned are not reversible.
Spring
Changing Circuits
The unit consolidates children’s knowledge of materials which are electrical conductors, extends understanding of ways in which the brightness of bulbs or speed of motors in a circuit can be changed and develops children’s understanding of the value of using conventional symbols for communication. This unit provides opportunities for children to carry out a complete investigation relating to electric circuits. Children will learn about electrical safety and discuss sources of renewable energy and how they can be of benefit to the environment.
How we see things
In this unit children learn that mirrors and shiny surfaces alter the direction in which light travels and that when they see objects, light enters the eye. Children contrast reflection and shadow formation. Experimental and investigative work focuses on: planning and carrying out a fair test; making observations and measurements; recognising when to repeat measurements; presenting results in line graphs and identifying patterns in data to identify factors which might affect the size and position of the shadow of an object
Forces in action
Children apply their knowledge of a variety of forces, including magnetic attraction, gravitational attraction and friction. They learn about the changes in motion which occur when forces act on an object. They consolidate their understanding that forces have direction and can be measured. Experimental and investigative work focuses on: making and repeating measurements; considering patterns in results; representing data in line graphs; using results to draw conclusions. Work in this unit also offers opportunities for children to use understanding about forces to explain everyday phenomena and to obtain evidence to test scientific ideas.
Micro-Organisms
Through this unit children learn that there are many very small organisms called micro-organisms which feed, grow and reproduce and which may be harmful or beneficial. Experimental and investigative work focuses on: making observations; drawing conclusions; suggesting explanations for conclusions, using scientific knowledge and understanding. Work in this unit also offers children the opportunity to use scientific ideas to explain some causes of illness and decay, to relate micro-organisms to food production and to relate science to their personal health.
Summer
Early in the summer term children revise topics which have been covered in previous years. Through written and practical assessments, the learning is specifically designed for each class to target those areas which are considered most necessary. Following the SATS, children are given opportunities to learn more about climate change and how to follow a sustainable lifestyle.