Science Support - Year 6

Science planning support – Year 6 Whole school science overview Year 1 Throughout year: questions, tests, observing and comparing Plants – what they are and examples Living things - types of animals (e.g. carnivore) Animals/humans - basics of the human body (e.g. arm, head, eye) Materials – compare and identify (e.g. wood, metal) Seasons and day/night

Year 2 Throughout year: questions, tests, observing and comparing Living things - living/dead, habitats and food chains Plants - growth Animals/humans – health, growth and offspring Materials – uses and actions on them (e.g. twisting, compressing)

Year 3 Throughout year: enquiries, using equipment, presenting data and drawing conclusions Plants – functions, requirements and reproduction Animals – nutrition and skeletons Rocks – types and formation Light – shadows, reflections and dangers Forces – friction and magnets

Year 4 Throughout year: enquiries, using equipment, presenting data and drawing conclusions Living things – grouping and changing environments

Animals/humans – digestion and food chains Materials – solids, liquids & gases; changes between them; and the water cycle Sound – vibrations, pitch and volume Electricity – appliances, simple circuits and basic component names

Year 5 Throughout year: enquiries controlling variables, choosing/using equipment, presenting data, drawing conclusions and discussing/refuting arguments Living things – life cycles and reproduction Animals/humans – aging Materials – properties (e.g. electrical conductivity) and reversible/irreversible changes Space – solar system and orbits of Earth and moon Forces – gravity, friction and mechanisms (e.g. pulleys)

Year 6 Throughout year: enquiries controlling variables, choosing/using equipment, presenting data, drawing conclusions and discussing/refuting arguments Living things – classification (e.g. taxonomy and keys) Animals/humans – health, drugs and the circulatory system Evolution – fossils and natural selection Light – how it travels and how shadows change Electricity – varying circuits and component names/symbols

THE BIG IDEAS OF SCIENCE Physics P1: The universe follows unbreakable rules that are all about forces, matter and energy.

P2: Forces are different kinds of pushes and pulls that act on all the matter that is in the universe. Matter is all the stuff, or mass, in the universe.

P3: Energy, which cannot be created or destroyed, comes in many different forms and tends to move away from objects that have lots of it.

Chemistry C1: All matter (stuff) in the universe is made up of tiny building blocks.

C2: The arrangement, movement and type of the building blocks of matter and the forces that hold them together or push them apart explain all the properties of matter (e.g. hot/cold, soft/hard, light/heavy, etc).

C3: Matter can change if the arrangement of these building blocks changes.

Biology B1: Living things are special collections of matter that make copies of themselves, use energy and grow.

B2: Living things on Earth come in a huge variety of different forms that are all related because they all came from the same starting point 4.5 billion years ago.

B3: The different kinds of life, animals, plants and microorganisms, have evolved over millions of generations into different forms in order to survive in the environments in which they live.

Earth science E1: The Earth is one of eight planets that orbit the sun.

E2: The Earth is tilted and spins on its axis leading to day and night, the seasons and the climate.

E3: The Earth is made up of several layers, including a relatively thin rocky surface which is divided into tectonic plates, and the movement of these plates leads to many geologic events (such as earthquakes and volcanoes) and geographical features (such as mountains.)

Whole school definition of science Foundation and Key Stage 1: Science is a way to understand our world by looking at it.

Key Stage 2: Science is a way to understand our world by carefully thinking about it and testing our guesses with observations and experiments.

Curriculum content Living things and their habitats describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals (B2) give reasons for classifying plants and animals based on specific characteristics (B2) Explorify starters Linnean Society - https://www.linnean.org/learning/teaching/primary-resources - lessons, activities, APPLY FOR THEM TO SEND A KIT! Cross curricular maths opportunities: sorting diagrams Links to prior learning: Y1: identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals Y1: identify and name a variety of common animals that are carnivores, herbivores and omnivores Y1: describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets) Y2: explore and compare the differences between things that are living, dead, and things that have never been alive Y2: identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other Y2: identify and name a variety of plants and animals in their habitats, including microhabitats Y2: describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food Y4: recognise that living things can be grouped in a variety of ways Y4: explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment Y4: recognise that environments can change and that this can sometimes pose dangers to living things

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 (B1) recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function (B1)

describe the ways in which nutrients and water are transported within animals, including humans (B1) Explorify starters BP Science: Heart rate enquiry: https://bpes.bp.com/animals-including-humans-topic-starter Cross curricular maths opportunities: sorting diagrams Links to prior learning: Y1: identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense Y2: notice that animals, including humans, have offspring which grow into adults Y2: find out about and describe the basic needs of animals, including humans, for survival (water, food and air) Y2: describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene Y3: identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat Y3: identify that humans and some other animals have skeletons and muscles for support, protection and movement Y4: describe the simple functions of the basic parts of the digestive system in humans Y4: identify the different types of teeth in humans and their simple functions Y4: construct and interpret a variety of food chains, identifying producers, predators and prey Y5: describe the changes as humans develop to old age Evolution and inheritance recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago (B3) recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents (B3) identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution (B3) Explorify starters BP Science - https://bpes.bp.com/evolution-and-inheritance-topic-starter - Fossils topics starter BP Science - https://bpes.bp.com/practical-activity-ideas-evolution - Evolution and Inheritance activities BP Science - https://bpes.bp.com/fossil-detectives-poster - Fossil detective enquiry

BP Science - https://bpes.bp.com/surviving-to-adulthood-video-and-comprehension - survival to adulthood resource Cross curricular maths opportunities: sorting diagrams; place value (numbers above a million) Links to prior learning: Y2: notice that animals, including humans, have offspring which grow into adults Y3: describe the changes as humans develop to old age Light recognise that light appears to travel in straight lines (P1) 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 (P1) 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 (P3) use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them (P1) Explorify starters: chris.such@eye.peterborough.sch.uk EyePr1maryÂŁ2314 BP Science - https://bpes.bp.com/light-topic-starter - Mirrors activity Links to prior learning Y3: recognise that they need light in order to see things and that dark is the absence of light Y3: notice that light is reflected from surfaces Y3: recognise that light from the sun can be dangerous and that there are ways to protect their eyes Y3: recognise that shadows are formed when the light from a light source is blocked by an opaque object Y3: find patterns in the way that the size of shadows change Electricity associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit (P1 and P3) compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches (P1 and P3) use recognised symbols when representing a simple circuit in a diagram (P3) Explorify starters BP Science - https://bpes.bp.com/electricity-investigation-ideas - Electricity investigation ideas

Cross curricular maths opportunities: mental mathematics (e.g. calculations relating to voltage with multiple batteries) Links to prior learning Y4: identify common appliances that run on electricity Y4: construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Y4: identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Y4: recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Y4: recognise some common conductors and insulators, and associate metals with being good conductors Topic links Science links to WW2 topic - http://www.rsc.org/learn-chemistry/resource/res00002191/science-ideasweb-world-war-ii Science links to Victorians topic - http://www.rsc.org/learn-chemistry/resource/res00002194/scienceideas-web-the-victorians

Enquiry ideas - Year 6 Area of science

Small question

Enquiry

Big idea

Enquiry type

Living things

Is it absolutely clear whether something is alive or not?

Chn use given resources and online research to investigate whether bacteria, viruses and fungi are definitely living things.

(Whether viruses are alive is open to debate.)

Chn are shown how yeast, sugar and warm water causes a reaction; they then investigate what happens to this reaction when they change particular variables of their choice (sugar/no sugar, water temperature, adding chemicals, etc) Chn to use advanced keys to classify a variety of insects. Chn to create their own key to allow others to identify

B3: The different kinds of life, animals, plants and microorganisms, have evolved over millions of generations into different forms in order to survive in the environments in which they live.

Finding out using a wide variety of secondary sources

B3: The different kinds of life, animals, plants and microorganisms, have evolved over millions of generations into different forms in order to survive in the environments in which they live.

Observing over different periods of time

B3: The different kinds of life, animals, plants and microorganisms, have evolved over millions of generations into different forms in

Grouping and classifying

Living things

Living things

What make bread rise?

In what ways are living things the same and in what ways are they different?

Fair testing

Working scientifically skills Sc6/1.5 Sc6/1.7

Sc6/1.1 Sc6/1.2 Sc6/1.3 Sc6/1.4 Sc6/1.6 (enquiry write up) Sc6/1.7

Sc6/1.3 Sc6/1.5 Sc6/1.7

Animals including humans

Animals including humans

Evolution and inheritance

Light

Is our heart rate always the same?

How long does it take to get fitter?

Why do animals often have colours that match their environment?

Why can I hear round corners but not see

specimens found on the school grounds.

Chn to investigate the effect of exercise on heart rate and how long it takes for their pulse to return to the resting rate after exercising for a minute.

Over the course of a month, chn investigate whether some volunteers (who do consistent exercise at break time) can lower their resting heart rate.

Chn hunt for coloured wool on the school field over a minute. The different colours are counted and a discussion is had about the easiest colours to spot.

Chn to use mirrors and torches to

order to survive in the environments in which they live.

B1: Living things are special collections of matter that make copies of themselves, use energy and grow.

(The faster heartbeat is to get oxygen round the body so that energy can be used in the muscles.)

B1: Living things are special collections of matter that make copies of themselves, use energy and grow.

Noticing patterns

Sc6/1.1 Sc6/1.2 Sc6/1.3 Sc6/1.4 Sc6/1.6 (enquiry write up)

Observing over different periods of time.

Sc6/1.1 Sc6/1.2 Sc6/1.3 Sc6/1.4 Sc6/1.6

B3: The different kinds of life, animals, plants and microorganisms, have evolved over millions of generations into different forms in order to survive in the environments in which they live.

P3: Energy, which cannot be created or

Noticing patterns

Sc6/1.4 Sc6/1.6 Sc6/1.7

noticing patterns

Sc6/1.5 Sc6/1.6

Electricity

round corners?

investigate how light travels in straight lines and reflects off mirrors.

Is it possible to change how bright a bulb is or how loud a buzzer is?

Chn create circuits to investigate the effect of different voltages on different components.

destroyed, comes in many different forms and tends to move away from objects that have lots of it.

P3: Energy, which cannot be created or destroyed, comes in many different forms and tends to move away from objects that have lots of it.

Noticing patterns

Sc6/1.1 Sc6/1.4 Sc6/1.6

Sc6/1 Working Scientifically During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: Sc6/1.1 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Sc6/1.2 taking measurements, using a range of scientific equipment, with increasing accuracy and precision Sc6/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs Sc6/1.4 using test results to make predictions to set up further comparative and fair tests Sc6/1.5 using simple models to describe scientific ideas Sc6/1.6 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations Sc6/1.7 identifying scientific evidence that has been used to support or refute ideas or arguments