Are potions real?

EASTERSIDE ACADEMY Year 3 and 4 – Are potions real? (2)

Memorable Experience  Tea party in the wild area  Visit to Forbidden Corner National Curriculum PoS – Science (Solid, Liquids. Gasses) Working Scientifically  Asking relevant questions and using different types of scientific enquiries to answer them  Setting up simple practical enquiries, comparative and fair tests  Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers Solid, Liquids and gasses.  

Compare and group materials together, according to whether they are solids, liquids or gases.

Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)

National Curriculum PoS – DT Design  

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups Generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computer aided design. (Sketch and diagrams)

Make:  Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately  Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately Evaluate:  

Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Connect Explicitly connect to key concept revisited.

Key Concepts Design, make, evaluate and improve (DT) / Investigate materials (Science) Declarative Knowledge – DT   

That potion bottles designs vary.

To know that different tools are used for different purposes.

To know the significance of a bottle is to hold

Declarative Knowledge – Science  

To know that ingredients of a potion can be grouped together (solid, liquid, gas).

To know that some materials change states when they are heated or cooled.

Outcome: Narrative- sharing stories with KS1 (Use of library area)

EASTERSIDE ACADEMY Year 3 and 4 – Are potions real? (2)    

materials. i.e liquids A potion is used for a purpose.

A bottle is used to transport substances.

During the 19th century, it was common in certain countries to see wandering charlatans offering curative potions.

Know how to use research to support and inform design.

Vocabulary Subject Specific (This may include some Tier 3) Container, millimetre, centimetre, curative

 D ifferent materials have different melting points.  To know that a thermometer measures temperature.  To know that potions can change colour depending on the materials used.  To know that some potions can serve a purpose. (medicinal)

Vocabulary Subject Specific (This may include some Tier 3) Potion, solid, liquid, gas, temperature, Celsius, state, heated, cooled, scientific,

Tier 2 Measure, research, observe, compare, test, fair, enquire, creative, imaginative, design, product, evaluate, functional, generate, contain, purpose, select, technique, refine Procedural Knowledge (Skills) Science    

Compare and group materials together, according to whether they are solids, liquids or gases.

Observe that some materials change state when they are heated or cooled, and measure the temperature at which this happens in degrees Celsius (°C), building on their teaching in mathematics.

To know that pipettes are used to add small quantities- able to use to measure small quantities of liquids.

To read scales (temperature/grams/ml) accurately.

DT       

Cut materials accurately and safely by selecting appropriate tools.

Measure and mark out to the nearest millimetre.

Apply appropriate cutting and shaping techniques that include cuts within the perimeter of the material (such as slots or cut outs).

Select appropriate joining techniques.

Design with purpose by identifying opportunities to design.

Make products by working efficiently (such as by carefully selecting materials).

Refine work and techniques as work progresses, continually evaluating the product design.

Revisit Includes on-going retrieval of what is not currently being taught.

Science materials. (KS1) Skills fom art sketching and shading.

Other Cross-Curricular Links Art- Linked with DT. Initial sketch and design of potion bottles.

Outdoor Learning Opportunities Identifying and collecting natural resources for potions and potion bottles.

Tea party in the wild area Visit to Forbidden Corner DT  Large scale potion making (around the fire pit)/Tea Party  Using tools- secateurs/knives/saws-collecting natural materials to make a potion.(Health and safety) Power of Reading Text . (Made own sequence ) Alice in Wonderland by Lewis Carroll

Outcome: Narrative- sharing stories with KS1 (Use of library area)

EASTERSIDE ACADEMY Year 3 and 4 – Are potions real? (2) Marvellous Medicine by Roald Dahl

Outcome: Narrative- sharing stories with KS1 (Use of library area)

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