Year 6 Science Scheme of Work

Transcription

1 Year New National Curriculum Sc : Working Scientifically during Years and planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments. Living things and their habitats describe how living things are classified into broad groups according to common observable characteristics and based on similarities an difference, including microorganisms, plants and animals. give reasons for classifying plants and animals based on specific characteristics. Animals including humans 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. Evolution and inheritance recognise that living things have changed over time and that fossils provide information about living thing that inhabited the Earth millions of years ago 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. Light recognise that light appears to travel in straight lines use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. Electricity

2 associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit compare ad 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. Long Term Overview Term Autumn Autumn Spring Spring Summer Summer Science Unit Classifying critters (Living things in their environments) Staying alive (Animals including humans) We re evolving (Evolution and Inheritance) Let it shine (Light) Electrifying (Electricity) We are dinosaur hunters

3 Year One Long Term Plan 0 0 Autumn Working Scientifically: decide on the best way to present evidence. Living things and their habitats describe how living things are classified into broad groups according to common observable characteristics and based on similarities an difference, including micro-organisms, plants and animals. give reasons for classifying plants and animals based on specific characteristics. Key Words: Flora: living things that are plants. Fauna: living things that are animals. Vertebrate: animal with a backbone. Invertebrate: animal without a backbone. Insect: an animal with six legs. Mammal: an animal that gives birth to live young. Bird: an animal that flies and has an internal skeleton. Amphibian: an animal with an internal skeleton that lives both in and out of water. Reptile: an animal with an internal skeleton that lays eggs, but lives on land. Fish: an animal with an internal skeleton that lives in water and has gills. Fungi: taxonomic kingdom comprising all the fungus groups and sometimes also the slime moulds. Mushroom: any of various fleshy fungi including the toadstools, puffballs, coral fungi, and morels. Toadstool: any of various mushrooms having a stalk with an umbrella-like cap. Fermentation: a change brought about by ferment (eg, yeast into alcohol). Microbe: tiny single-celled bacteria. Bacteria: species involved in fermentation and infectious diseases. Species: the sub-group within the genus that an organism belongs to. Genus: the group that an organism belongs to. Organisms: living things. Bacteria: an organism that is neither plant or animal or single-celled. (W/B ) (W/B.09.) (W/B.09.) (W/B 9.09.) (W/B 0.0.) (W/B.0.) 7 (W/B 0.0.)

4 Autumn planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments. Animals including humans 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. Key Words: Heart: the organ that pumps blood around the body. Lungs: the organ that gathers in air as part of breathing. Blood: the liquid that transports oxygen around the body. Oxygen: the gas in the air that is needed for respiration. Vein: a blood vessel carrying blood back to the heart. Artery: a blood vessel carrying blood away from the heart. (W/B 0..) (W/B 0..) (W/B 7..) (W/B..) (W/B 0..) (W/B 08..) 7 (W/B..)

5 Spring We re evolving Working Scientifically: planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments. Evolution: recognise that living things have changed over time and that fossils provide information about living thing that inhabited the Earth millions of years ago 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. (W/B 0.0.) (W/B.0.) (W/B 9.0.) (W/B.0.) (W/B 0.0.) (W/B 09.0.)

6 Spring Light Working Scientifically: planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments. recognise that light appears to travel in straight lines use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. (W/B.0.) (W/B 0.0.) (W/B 09.0.) (W/B.0.) (W/B.0.)

7 Summer Electrifying Working Scientifically: planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments. associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit compare ad 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. (W/B.0.) (W/B 0.0.) (W/B 7.0.) (W/B 0.0.) (W/B.0.) (W/B 8.0.)

8 Summer We re dinosaur hunters make accurate measurements. record and interpret results use results to make predictions present and evaluate the findings from their enquiries make detailed observations decide if I agree with other people s results and ideas explain what my observations show say how good my evidence is and whether it needs more research. (W/B 0.0.) Lesson (W/B 08.0.) Lesson (W/B.0.) Lesson (W/B.0.) (W/B 9.0.) (W/B 0.07.) 7 (W/B.07.)