Subject Map Science Cycle A Autumn Spring Summer Reception Topic Wonderful Me Festive Fun Rhyme Time Spring From Ant to Zebra Splish, Splash, Splosh Unit of Work Using senses and body parts How heat changes food Changing seasons/day/ Night Life cycle of chickens Living/nonliving/Life cycle of plants Key Learning Aims The names and uses of their body parts. How our senses enable us to see, hear, smell, touch and taste. That changes occur when heat is applied. Different foods change in different ways. That there are four seasons, Spring, Summer, Autumn and Winter That different seasons have different weather Why there is day and night Chickens lay eggs Baby chicks grow inside an egg Eggs need warmth to enable the chick to hatch Seeds grow into plants The different between something that is living and something that is not living. That a plant grows from a seed and after a while makes a seed for the cycle to begin again. Floating and sinking Why some things float and others sink. That water has an upwards force That the shape of the object can change whether an it floats or sinks. Main Resources Posters of people/skeleton materials with different properties,ie. Rough, smooth,slimy.silky. Objects that make different noises ie. Loud, soft Different smells ie. Perfume, lemon, garlic, soap. Different foods that are; bitter, sweet, sour. Senses Look See Feel Touch Hear Listen Sound Shiny Dull Smell Taste Feet toes Arm Leg Head Hard runny bumpy Body Neck Eyes Ears Mouth Nose fingers Sharp bendy smooth A selection of foods that change when heated; jelly, bread, eggs, Heat source Change Irreversible Heat Cold Food Posters/pictures showing how seasons change Objects that represent each season rain coat, jumper, sun dress, boots, sandals. Day Night Sunshine Moon Spring, summer Winter Autumn Snow Ice Rain Fertilised eggs delivered from local source; including incubator and feeding pen. Hatch Egg Fertilise Incubator Chick Male female Selection of non-living objects; toy car, pencil, chair, statue Selection of photographs/posters of living things; cat, dog, baby, tree, grass. Seeds Plants leaves Alive Living Feed Grow Plant leaf flower stem root metal wood plastic rock Tank of water Variety of objects Plasticine Float Sink Bend Flatten Squash stretch ICT Opportunities Microscopes Digital photography Sound cd Simulation programme day/night Cd, changing seasons Digital photography Web cam Microscopes Voice recorders Cd showing the life cycle of a plant Dvd showing ships of different shapes and sizes HCC Hazard card Sc2 card 3 Sc2 card 2/ Sc3 card 6/Sc4 card 1 Sc2 card 9 Sc2 card 11 Sc3 card 3 Year 1/2 Topic Why are humans not like tigers? Why would a dinosaur not make a good plant? Unit of Work Animals including humans (Y1) All living things and their habitats (Y2) Key ideas Animals need a variety of Somethings are living, food to help them to grow, some were once living but repair their bodies, be active are now dead and some and stay healthy. things have never lived. Animals need food to survive. Different animals and Exercise helps animals bodies plants live in different in good condition and places. increases survival chances. Living things are adapted Animals move in order to to live in different areas. survive There is variation between Different animals move in all living things. different ways to help them Environmental change can survive. affect the plants and Animals grow until animals that live there. they reach maturity and then do not grow any larger There are many different What is our school made from? Where did that racket come from? Feel the Force Materials (Y2) Sound (Y2) Forces Materials have describable properties. There are different materials. Different materials have different properties. Materials can be changed by physical force(twisting, bending, squashing and stretching.) Observe and name a variety of sources of sound, noticing that we hear with our ears Sound travels from its source in all directions and we hear it when it travels to our ears. Sound is produced when an object vibrates.. Pushing or pulling can make things move or stop. Pushing or pulling can make things move faster or slower. Things can move in different ways. Larger masses take bigger pushes and pulls to move or stop them. Pushing and pulling can change the shape of things Bigger pushes and pull have bigger effects.
Animals reproduce new animals when they reach maturity. All animals eventually die. Working Scientifically Can they talk about what they <see, touch, smell, hear or taste>? Can they use simple equipment to help them make observations? Can they put some information in a chart or table? Can they identify and classify things they observe? Can they think of some questions to ask? Can they answer some scientific questions? Can they give a simple reason for their answers? Can they explain what they have found out? animals with different characteristics. Plants usually grow from seed and bulbs. Plants need warmth, light and water to grow and survive. Flowering plants make seeds to reproduce and make more plants. Some plants die after producing seeds and other live for many generations. Can they hear to help them answer questions? Can they use some science words to describe what they have seen and measured? Can they compare several things? Can they carry out a simple fair test? Birds, fish, amphibians reptiles, mammals invertebrates, carnivores herbivores, omnivores sense, sight, hear smell,taste, touch head, neck, arms elbows, legs, knees face, ears, eyes hair, mouth, teeth Habitat, micro habitat wings legs skin prickles scales fur hair life dead food chain Wood, plastic metal, water rock, glass brick paper cardboard squash bend twist stretch HCC Hazard card Sc2 card 3 and 8 Sc2 card 10 and 11 Sc3 card 1, 2 and 5 Sc4 card 9 loud soft
Year 3/4 Topic How can Usain Bolt move so quickly? What happens to the food we eat? How would we survive without water? How did that blossom become an apple? How far can you throw your shadow? Unit of Work Animals Animals, Materials Plants Light Key ideas Exercise keeps animals bodies in good condition and increases survival chances. Different animals move in different ways to help them survive. Movable joints connect bones Muscles are connected to bones and move them when they contract Many animals have skeletons to support their bodies and protect vital organs 5/6 Different animals mature at different rates and live to different ages Food is broken down by the teeth and further in the stomach and intestines where nutrients go into the blood. The blood takes nutrients around the body. Different animals are adapted to eat different foods. Animals have teeth to help them to eat. Different types of teeth do different jobs. Materials can be divided into solids, liquids and gases. Solids, liquids and gases are described by observable properties Heating causes solids to melt into liquids and liquids to evaporate to gases. Cooling causes gases to condense to liquids and liquids to freeze to solids. Flowering plants have evolved specific parts to carry out pollination, fertilization and seed growth. Seed dispersal improves chances of enough seeds germinating and growing to mature plants. The plant takes its food from water and carbon dioxide using sunlight as energy in the green parts of plants. Seeds and bulbs need the right conditions to germinate. They contain a food store for the first stages of growth. We need light to see things, even shiny things. We need light to see. Without light it is dark. Light comes from a source Shiny materials reflect light beams better than non shiny materials. Beams of light bounce off some materials. Transparent materials let light through them and opaque materials do not let light through. Light comes from a source. Light travels in a straight line. Working Scientifically Can they make and record a prediction before testing? Can they measure using different equipment and units of measure? Can they record their observations in different ways? (labelled diagrams, charts etc.) Can they describe what they have found using scientific words? Can they make accurate measurements using standard units? Can they explain what they have found out and use their measurements to say whether it helps to answer their question? Can they take different equipment and units of measure and record what they have found in a range of ways? Can they make accurate standard units? Can they explain their findings in different ways (display, presentation, writing)? Can they make a prediction based on something they have found out? Can they record and present what they have found using scientific language, drawings, labelled diagrams, bar charts and tables? Can they set up a simple fair test to make comparisons? Can they plan a fair test and isolate variables and explain why it was fair and explain which variables have been isolated? Can they suggest improvements and predictions? Can they decide which information needs to be collected and decide which is best way for collecting it? Can they use their findings to draw a simple conclusion? Can they record their observations in different ways? (labelled diagrams, charts etc.) Can they describe what they have found using scientific words? Can they make and record a prediction before testing? Can they measure using different equipment and units of measure? Can they record their observations in different ways? (labelled diagrams, charts etc.) Can they describe what they have found using scientific words? Can they make accurate standard units? Can they explain what they have found out and use their measurements to say whether it helps to answer their question?
nutrients water oxygen skeleton muscles diet digestive system organs teeth herbivores, carnivores food chain producer predator, prey mouth, tongue, teeth oesophagus stomach, small/large intestine water cycle evaporation temperature condensation solid liquid gas Root, stem, trunk Leaves, flower air light water nutrients pollination seed formation seed dispersal transparent translucent opaque shadow light source HCC Hazard card Sc2 card 1, 2, 4 and 6 Sc2 card 4 and 6 Sc3 card 3 and 5 Sc2 card 11 Sc4 card 1, 2 and 8
Year 5/6 Topic How can you light up your life? Can you feel the force? Could you be the next Alex Rider? How different will you be when you are as old as your grandparents? Unit of Work Light Forces Sound Materials Animals Key Learning Aims Animals see objects when light is reflected off that object and enters their eyes. Animals see light sources when light travels from the source into their eyes. Light reflects off all objects unless they are black- Non shiny surfaces scatter the light so we do not see a single beam Light travels in straight lines.. Air resistance and water resistance are forces against motion caused by objects having to move air and water out of the way. Friction is a force against motion caused by 2 surfaces rubbing against each other. Some objects require large forces to make them move gears, pulleys and levers can reduce the force needed to make things move. Sound travels from a source in all directions and we hear it when it travels to our ears. Sound is produced when an object vibrates. Sound travel can be blocked Changing the way an object vibrates changes its sound. Bigger vibrations produce louder sounds and smaller vibrations produce quieter sounds. Faster vibrations produce higher pitched sounds. Sound travels through all materials by making them vibrate. Sound spreads out as it travels. All matter- including gases- have mass. Sometimes mixed substances react to make a new substance. These changes are usually irreversible. Heating can sometimes cause materials to change permanently. When this happens, a new substance is made. These changes are not reversible. Explain the stages of growth in humans Explain what puberty is Some organisms reproduce sexually where offspring inherit information from both parents Some organisms reproduce asexually by making a copy of a single parent Working Scientifically Can they take a range of scientific equipment with increasing accuracy and precision? Can they record more complex data and results using scientific diagrams, classification keys, tables, bar charts, line graphs and models? Can they explore different ways to test an idea and choose the best way, and give reasons? Can they vary one factor whilst keeping the others the same in an experiment? Can they explain why they do this? Can they plan and carry out an investigation by controlling variables fairly and accurately? Can they make a prediction with reasons? Can they use information to help make a prediction? Can they use test results to make further predictions and set up further comparative tests? Can they explain (in simple terms) a scientific idea and what evidence supports it? Can they present a report of their findings through writing, display and presentation? Can they explore different ways to test an idea and choose the best way, and give reasons? Can they vary one factor whilst keeping the others the same in an experiment? Can they explain why they do this? Can they plan and carry out an investigation by controlling variables fairly and accurately? Can they make a prediction with reasons? Can they use information to help make a prediction? Can they use test results to make further predictions and set up further comparative tests? Can they explain (in simple terms) a scientific idea and what evidence supports it? Can they present a report of their findings through writing, display and presentation? Can they explore different ways to test an idea and choose the best way, and give reasons? Can they vary one factor whilst keeping the others the same in an experiment? Can they explain why they do this? Can they plan and carry out an investigation by controlling variables fairly and accurately? Can they make a prediction with reasons? Can they use information to help make a prediction? Can they use test results to make further predictions and set up further comparative tests? Can they explain (in simple terms) a scientific idea and what evidence supports it? Can they present a report of their findings through writing, display and presentation? Can they make a prediction with reasons? Can they use test results to make further predictions and set up further comparative tests? Can they present a report of their findings through writing, display and presentation? Can they take a range of scientific equipment with increasing accuracy and precision? Can they record more complex data and results using scientific diagrams, classification keys, tables, bar charts, line graphs and models?
life cycle birth reproduction death respiration light eye prism colour periscope telescope opaque straight light source, reflection, shadow friction drag force motion gravity push pull air resistance water resistance reversible irreversible metal metallic rust reaction liquid, solution, substance filter, sieve, evaporate, dissolving mixing, reversible, irreversible puberty life expectancy growth gestation HCC Hazard card Sc4 card 1, 2 and 8 Sc3 card 3/ Sc4 card 7 Sc3 card 1, 2, 3 and 9 Sc2 card 6