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Year 4 Draft Science guidance

Important points to note about this draft guidance document:

Science is a subject that naturally lends itself to a constructivist, inquiry based method of teaching and learning. This is well documented as an evidence-based, best pedagogical practice in science. Through a range of explicit and inquiry-based strategies, students generate questions, design experiments and assess outcomes based on experiences students share at school.” This type of practise is used to “facilitate more equitable instruction as well as increases student engagement and advancement in science.” (Carlson, Davies and Buxton, 2014).

Wherever an inquiry is mentioned, students should be given the opportunity to complete a full investigation that includes all of the key elements: Aim, Question, Hypothesis or prediction (these are different), Method, Results, Analysis, Conclusion, and Evaluation

All of the information in this working draft is to be used as guidance, and as such they are suggested activities. There are many ways to meet learning objectives. This is NOT a step-by-step guide.

The breakdown of the topic objectives by year: *Additional to NC objectives*

Year 4

Living Things

- Ourselves: (Who we are)

Identify major organs, including brain, heart, lungs, stomach, liver, bladder, small and large intestines, kidneys, and place these organs on an outline of the human body Learn about factors that contribute to good health including diet Investigate how basic life processes including digestion helps to maintain healthy bodies *including the use of teeth* Understand that humans have skeletons and muscles to support their bodies and help them move, for example, make a hinged cardboard model of their joints (T)

- Animals and Plants: (How the world works or Sharing the planet)

Observe similarities and differences among animals and among plants Find out about other animals, including how they grow, feed, move and use their senses

Investigate a local habitat, including the relationship between the animals and plants found there, and develop skills in classifying animals and plants by observing external features, for example, classify minibeasts by observing the number of legs and note the conditions in which they were found

Materials

- Properties: (How the world works)

Investigate the distinctive properties of solids, liquids and gases as exemplified by water, for example, learn that solids have a definite shape and volume, that liquids have a definite volume but take the shape of containers and that gas will occupy the space available

- Change: (How the world works)

Investigate the changes of state brought about by heating and cooling everyday substances, for example, investigate the effect of heat on ice and water and the reverse process

*linking to the key features of the water cycle*

- Environment: (Sharing the planet)

Find out how human activities create a variety of waste products, for example, match waste products to the activity that created them Find out that some materials decay naturally while others do not, for example, find out that fruit and leaves decay while aluminium cans and glass do not

Physical Processes

- Forces and Energy: (How we express ourselves or How the world works)

Find out about the range of energy sources used in school and at home (recap) *Basic of what energy is* Identify the sources of energy in a variety of models and machines, for example, in a flashlight, yacht or waterwheel, or make a model that incorporates an energy source Understand the differences between renewable and non-renewable energy resources and the need for fuel economy

- Electricity: (How the world works)

Know about the safe use of mains electricity and its associated dangers Construct simple series circuits using components, such as switches, bulbs and batteries, for example, light a bulb using two wires and a battery *link understanding to everyday electrical items*

Year 5

Living Things


Find out about themselves, including how they grow Develop an awareness of puberty-related changes, through discussion with the teacher and other professionals, for example, discuss with the teacher the changes that occur in their

bodies during puberty

- Animals and Plants: (How the world works or Sharing the planet)

Investigate the conditions necessary for the growth of familiar plants including light, heat and water, for example, place plants in different environments, varying the light, water and temperature and observe the results

Learn about the life cycle of a flowering plant including how pollen is taken from the stamen into the stigma, fertilised in the ovule and a seed produced which is dispersed in a variety of ways

Materials- Properties: (How the world works)

Find out about the origins of materials and learn that some are natural and others are manufactured, for example, find out that wood is natural and plastic is manufactured Investigate the properties of materials and how these relate to their uses, for example, investigate the strength of paper, or describe the different materials used in building a house

Physical Processes

- Forces and Energy: (How we express ourselves or How the world works)

Investigate how forces can affect the movement and shape of objects, for example, describe what happens when different weights are placed on sponges Investigate the effect of friction on the movement of objects, for example, carry out grip tests with shoes or blocks on a variety of surfaces

- Electricity: (How the world works)

Investigate materials as to whether they are insulators or conductors, for example, identify materials that can be used to complete a circuit Investigate the effects of varying current in a series circuit to make bulbs brighter or dimmer, for example, use two bulbs or two batteries to observe changes in brightness

Sound (How we express ourselves) Investigate how sounds are produce when objects vibrate, for example, find out that vibrations caused by plucking an elastic band make sounds, or make instruments which produce

sounds Investigate that sound travels through a variety of materials, for example, recognise that sound travels through string in a string telephone and through metal when tapping pipes

Light (How the world works) Find out that when light travelling from a source does not pass through materials, shadows are formed, for example, draw an object and the shadows formed when the light shines

from different positions Investigate the reflection of light from mirrors and other shiny surfaces, for example, observe images formed by a range of objects with reflective surfaces

Earth in space: (Where we are in place and time)

Investigate the key characteristics of the sun, moon, earth and solar system. Learn that day and night can be explained in terms of the rotation of the earth on its axis and that year length can be explained in terms of the movement of the earth round the sun *monthly moon cycles*

Year 6

Living Things


Find out about themselves, including how they move and use their senses Learn about factors that contribute to good health including, exercise, hygiene and develop an awareness of the safe use of medicines and the harmful effects of tobacco,

alcohol and other substances Investigate how basic life processes including circulation, simple respiration and digestion relate in order to maintain healthy bodies, for example, compare breathing and

pulse rates before and after exercise

- Animals and Plants: (Sharing our planet)

Order living things in a simple food chain and understand the dependency of one on the other, for example, construct a food chain, such as grass/cow/human Discuss the use of colour in the natural environment, for example, in camouflage, talk about how animals adapt to their surroundings

Materials

- Properties: (How the world works)

Know that when materials are changed this may be desirable or undesirable, for example, find out that the change brought about by baking is desirable whereas the change brought about by rusting is undesirable

Understand that when new materials are formed, change is permanent, for example, learn that plastics are made from oil, paper is made from wood and that these changes are permanent

Investigate how rusting can be controlled, for example, observe that the use of paints and oils (grease) will prevent rusting and protect iron

- Environment: (Sharing our planet)

Understand that some waste materials can be recycled and that this can be of benefit to the environment, for example, discuss the recycling of bottles, cans and paper

- Geological Changes: (How the world works)

Learn about the structure of the earth Describe and group rocks and soils on the basis of their characteristics, including appearance, texture and permeability Learn about fossils and how they are formed * Fossils are used as evidence for the theory of biological evolution*

Physical Processes

- Forces and Energy: (How the world works) *Magnetism and the uses of it – magnetic and non-magnetic materials, properties of permanent magnets, uses of magnets*

- Electricity: (How the world works) *How electrical components function and current changes the function e.g what lamps do, and how changing the current can change the brightness* *Circuit diagrams and basic circuit modeling using simple situations such as water*

Year 4 –

Unit 1: Living things

Living Things: Ourselves

Big Picture questions:

How does the body work/function?

What does being healthy mean?

How can diet help you to become healthier?

Common Misconceptions:

Diet refers to a specific type of consumption aimed at losing weight (going on a diet)

Being healthy just means eating “greens” or “healthy food”

That various organs are in fact in different places to their actual position in the body.

Muscles are required only for lifting and moving things, not movement.

Common sayings such as, “having a big heart” or being “brainy” actually refers to having a big heart or a big brain.

Learning Objectives and Key Vocabulary

Teaching and Learning activities Resources Evidence of learning

Identify major organs, including brain, heart, lungs, stomach, liver, bladder, small and large intestines, kidneys, *skin and eyes* and place these organs on an outline of the human body

Key Vocabulary:Organs, brain, heart, lungs, stomach, liver, bladder, small

The Catch: What makes you, you? Using an item such as a jack in the box, or a watch etc. On the outside it does something/has a function, however it is often down to parts that you cannot see that make this possible, just like us.

Develop the idea, that although everyone is different, we all have a lot of features that are common between us. You can draw a literacy link with Frankenstein, about all of the parts that are required and why.

An item that has complicated inside workings

Frankenstein excerpt or

Students can identify that the human body is a complex system, that requires many organs to work together to function.

Students have developed

and large intestines, kidneys, skin, eyes, Respiratory system, Digestive system, Skeleton, Ribs, Chest, Abdomen, Muscles

This is a good way of identifying what organs are responsible for what functions. This can be done as a collective memory, research based, or ask the expert type activities.

To cement the idea of organ position on the body students can draw (they can also even link with materials, and attach different materials to model the different organs, such plastic bags for the lungs etc.) their position on a giant pieces of paper that they have made their own outline on. Teachers can also use the projector to project the organs onto volunteer students and use plastic models if they have them available.

Inquiry: Students can base an inquiry around a specific organ and its functionality in the human body, such as what material best represents the stomach etc.*Note this will be somewhat subjective and rely upon qualitative data.

picture explanation

Large pieces of paper (big enough for students to draw around each other)

Projector (if projecting organs on students (easier to see if they are wearing light colours or white)

Various consumable materials, such as balloons, plastic bags, paper bags, cloth etc for carrying out modelling of organs and/or inquiry

understanding of what the different organs basic functions are and where they are in their body.

Students work as teams to challenge misconceptions and use inquiry to investigate the most representative model for a particular organ.

Learn about factors that contribute to good health including diet

Catch: Demo burning a chip such as a nacho showing how much energy is stored in it. This can be used to raise

Burning nacho demo:

Students can compare and contrast

Key Vocabulary:Healthy, Unhealthy, Diet, Carbohydrates, Protein, Fats, Vitamins, Minerals, Fiber, Balanced diet,

questions about what it means to be healthy and unhealthy, and how diet is important in this.

Look at and discuss the eat-well/balanced diet plate and food groups, along with examples. This can be carried out as an individual or group task where students have to identify which examples fit into which group, as well as the proportions of each that make a balanced diet. This can be done on plain paper plates, this can link with segments of a circle in Mathematics.

Various different food wrappers can be looked at and sorted by students groups into 3 categories; healthy, neither healthy or unhealthy, and unhealthy.

The teacher can then show some examples of what someone eats on a daily basis and the students will work collaboratively to grade how healthy the example diets are.

Students can individually compile a list of their favourite foods and drinks, then as a group they can use their new understanding to rate how healthy or unhealthy they are.

This can be extended to a home learning project to create a food diary over a week to then rate themselves on how healthy/balanced their own diet is.

Consider the ideas of not only diet being important but having a balanced lifestyle, i.e including exercise, sleep and personal hygiene. *Note, these point will be covered in detail at another point in Key Stage 2.

Inquiry: Linking into the demo at the start, students can work in groups to determine which of a sample of some

nachos/doritos (most chips will work, but the fattier the better) heat proof surface e.g tin tray, metal tongs (bbq tongs will work), lighter or spirit burner

Eat Well plate:

Plain paper plates, rulers and protractors

Various food labels ranging from healthy to unhealthy

Sample of

the differences between a healthy and unhealthy diet.

Students can identify examples of both healthy and unhealthy foods and drinks.

Students have the opportunity to investigate and judge their own diets based upon their understanding of a healthy, balanced diet.

Students will develop their investigative

different foods contains the most energy/calories.

Sample of foods, such as, peanuts, chips, cracker, mass balance /(all samples tested must weigh the same)

heat proof surface e.g tin tray, metal tongs (bbq tongs will work), lighter or spirit burner, thermometers, glass beakers/test tubes, water, tipods and gause, or clamp stands, goggles

foods, such as, peanuts, chips, cracker, mass balance /(all samples tested must weigh the same)

heat proof surface e.g tin tray, metal tongs (bbq tongs will work), lighter or spirit burner, thermometers, glass beakers/test tubes, water, tipods and gause, or clamp stands, goggles

skills, such as safe practical setup, data collection, data presentation, conclusion drawing and evaluation.

Investigate how basic life processes including digestion helps to maintain healthy bodies *including the use of teeth*

Key Vocabulary:Carbohydrates, Protein, Fats, Fiber, Enzymes, Digestive system, Healthy, Iodine, Starch

Catch: *as long as students don’t have allergies/intolerances* give them all a small sample of bread each. Then, the students must chew it until it becomes very mushy and take note of changes in flavor. They should notice that the bread is getting sweeter due to it being broken down by an enzyme in their saliva called amylase.*Note this is a good link to the mechanical breakdown of food using teeth.

Linking to the previous sections on diet and organs, explore the fact that food and drink has to undergo a

Bread pieces

Demo:

Samples of

Students understand that digestion is required to obtain the various different nutrients from food and drink and that various different parts of the digestive system are required for both physical and chemical breakdown

process called digestion

The whole process of digestion can be explained at a basic level using a modelling demonstration. You can run a simplified version of the following:

https://www.youtube.com/watch?v=aemI64NAK08

Students can then use the information from the demo to create their own cartoon/comic strip, explaining the key concepts of digestion. Alternatively students can use cameras to create stop animations, or computer/laptops to make online animations using online animators such as moovly or powtoon.

Inquiry:

Students can undertake an investigation into testing different samples of foods for starch using iodine (changes from orange/brown to blue/black in the presence of starch)

food, and drink, potato masher or similar, newspaper, bowl, tights, ziplock bags, paper towels, scissors

Inquiry:

Samples of food that do and don’t contain starch, such as bread, potato, meat, crackers etc.

Iodine, pipettes, spotting tiles, or simple trays that are big enough to separate samples.

of the food.

Students will be able to work collaboratively in order to carry out food test (starch) on a sample of different foods, and cement their learning from the previous work on food groups. Students use the data collected to be able to draw conclusion and compare their results between other groups to identify patterns, and anomalous data.

Understand that humans have skeletons and muscles to support their bodies and help them move, for example, make a

Catch: Show a series of X-ray images, preferably amongst the students. Asking what these images show, and then

Real X-ray images – should be able

Students should be able to demonstrate understanding of the

https://www.youtube.com/watch?v=aemI64NAK08

hinged cardboard model of their joints (T)NB – This part can also be taught before the organs section.

Key Vocabulary: X-ray, Skeleton, Bones, Muscles, Joint, Hinge, Spine, Ribs, Pull

why would we want to see inside ourselves?

Ask for what students already know about their bones, skeleton and muscles, to help identify level of knowledge and address any misconceptions.

Students can then feel where there are bones in their body, such as their arms, legs, fingers, spine, ribs, etc. Then whether they can feel muscles that are attached to these.

Students can then identify various bones on their body outlines (from the organs lesson). Again the teacher can project a skeleton on student volunteers.

Students can then work in pairs to compile a list of various different movements, and to describe how they are carried out. Developing the ideas that although hinged joints move, they require pull forces from muscles

Teacher can demonstrate how different movements will require different muscles too work, and that the skeleton/bones assist with this. Different sports and dance moves are good examples to draw upon.

Student can then use cardboard, elastic bands, and split pins to construct their own arm or knee joint examples.

Inquiry: Students as part of small groups, can investigate which finger is the “strongest” using standard plastic grocery bags and different masses, or objects e.g books.

to get these from local hospitals

Body outline(from previous part of the unit)

Cardboard, spilt pins, elastic bands, scissors

Inquiry: Plastic grocery bags, assorted masses or books with known mass.

function of muscles and skeleton/bones, being essential in support and movement.

Different bones and muscle combinations and functions. Students should have chance to explore how this works in their own bodies.

Students undergo an inquiry, where potentially the conditions are not the same between one investigation and the next, so they will have to develop the skills of evaluating scientific methods.

Living Things: Plants & Animals


How are plants and animals different?

How can you tell the difference between different animals and plants?

Why do certain animals and plants live where they do?


All animals grow, feed, move and use their senses in the same ways.

That habitat and environment are the same thing: http://www.differencebetween.com/difference-between-habitat-and-vs-environment/

Tree are not plants

Insects are not animals



Observe similarities and differences among animals and plants

Key Vocabulary:Plants, Trees, Adaptations, Cells, Behaviour, Similarities, Differences, Characteristics/features

Catch: Either live examples of or pictures of stick insects. Get students to take a quick glance at them and say what they think it is. Then they are allowed to observe for a bit longer (live versions) or watch a video. Then ask students again to describe what it is, and explain why they gave/changed their answer. This is a good introduction into identifying characteristics of animals and plants.

It is beneficial to make sure that students have the opportunity to see living examples of both, which can be done as either an in or out the classroom session. Either way this makes a good opportunity for some in the field investigative work using qualitative data. Make sure to identify that there are some exceptions to certain characteristics, such as the movement of venus fly traps or the lack of movement of coral.

Stick insects (live) or pictures and a video of them.

Examples of plants and animals for students to make observations of. These can observed by being out of the classroom, or can tie in with a

Students will be able to identify the key differences between plants and animals based upon their own qualitative data.

Students have the opportunity to discuss and compare data collected.

Students can compare and contrast the similarities and differences between

http://www.differencebetween.com/difference-between-habitat-and-vs-environment/

http://www.differencebetween.com/difference-between-habitat-and-vs-environment/

Based on observations, students can work in small groups to decide on what the common features of plants and animals are, which they can then compare and contrast the similarities and differences using a Venn diagram.

To extend students can look further into the differences between different plants and different animals. Certain plants and animals are specially adapted to living in extreme conditions.

A fun way of being able to cement the understanding is to demonstrate an adapted game of “animal, vegetable or mineral?” for animals, plants and neither. One person takes a card with the name of a plant, animal or something else of an object that falls under the category of either animal, mineral, or plant. Once they think of a category they tell the other players which group it is in. The players then take turns asking questions that can be answered with a YES or NO. The rest of the team then has to try and guess what it is based upon the answers.

field trip.

Large paper for students to work on for Venn diagram activity

“Animal, plant or something else” cards

plants and animals, as well as identify some of the exceptions to the rules.

Students can identify specific examples of plants, animals and something else.

Find out about other animals, including how they grow, feed, move and use their senses

Catch: Tamagotchi or similar virtual pet ask students whether they have played with something similar on the computer. For those that haven’t you can have one of the

Online version of a Tamagotchi or

Students can explore what animals require to live, and compare

Key Vocabulary:Senses, Touch, Smell, Hearing, Tasting, Feeling, Life Cycle, Prey, Food

students explain it. This should touch upon the fact that animals need to eat for energy and to grow.

https://www.playr.org/play/tamagotchi/538

Students can make comparison with the virtual pet compared to real life. Generally food is not just dropped at your feet, or spoon fed. Therefore linking to the idea that in the process of finding food and water animals generally have to move around and use their senses.

Students are given a number of different animal examples, with the food they eat. They then have to explain what senses they use in order to find their food. E.g. Shark that eats a wounded fish, Blue Iguana that eats flowers, Cayman Parrot eating sea grape etc.

Teacher to recap on senses.

There is the opportunity for students to research online or using some library resources their favourite animal and to create a fact file about it including how it grows (life cycle), feeds, moves and uses its different senses.

Students will have the opportunities to feedback to their class about their findings of their favourite animal.

It is interesting to note that some animals, such as sharks and rays, have senses that other animals don’t (electrical)

Inquiry: Students can investigate easily obtainable insects, and how they use their sense to choose a favourable

virtual pet

IWB, Laptop

Computer room or collection or related library books. Poster paper to present on.

different animal’s methods for feeding, moving and using their senses.

Students explore their sense and the importance of them.

Students are able to evaluate models linked to real world occurrences.

They can link different living environments with the different senses used.

Students have the opportunity to research effectively, selecting appropriate information from various sources and being able to present their findings to the

https://www.playr.org/play/tamagotchi/538

habitat. This can be set up with students working in small groups observing, and collecting data on choice chambers.

class.

Students will develop their investigative skills, such as safe practical setup, data collection, data presentation, conclusion drawing and evaluation. They will also have to consider the ethical implications of working with animals.

Investigate a local habitat, including the relationship between the animals and plants found there, and develop skills in classifying animals and plants by observing external features, for example, classify minibeasts by observing the number of legs and note the conditions in which they were found

Key Vocabulary:Habitat, classification, invertebrates, vertebrates, quadrates, sampling, dichotomous, external features, birds, reptiles, amphibians, mammals, fish

Catch: Students setup in small groups of 3 or 4 and they have a tray of assorted nuts, bolts, washers and screws (this can also work with different household items such as Lego or candies). Students will then need to sort the items into groups based on their own set of rules. The teacher can then select a few of the groups to give some feedback about how they decided on their classification system.

This illustrates that we often classify all sorts of things using a set of simple rules, and we have become so proficient at using these rules that we use them automatically, such as noticing the difference between males and females.

The teacher can then suggest some different habitats, and students can identify some examples of plants and animals that live there, or run this as a card sort activity

Multiple trays, enough per group of 4 students. Assortments of nuts, bolts screws and washers to put in each.

Card sort – habitats, animal and plant examples.

Students understand and use sets of simple questions or rules in order to sort things into groups.

Students develop ideas that more questions are required to sort items/organisms that have similar features.

Have a few trays set up with a pond/mangrove/shallow shore dip contents including some plants and mainly invertebrates, with magnifying glasses for students to use.

Students can use a id sheet to try and identify the plants and animals they see and/or try to group them

Inquiry: In small groups, students can then go and collect data (using their classification skills and predetermined set of dichotomous classification questions – see below) about the animals and plants living on the school field using a simple quadrat.

Trays, preferably white or light colour, sampling net and bucket, to take sample from one of the suggested locations. Id sheets and/or keys

Clipboards, paper, simple square quadrats (even ones made of string will work)

Using the IWB to get students to write collate a class set of data in a table.

Students use simple equipment to identify and differentiate key external features of plants and animals found in a local habitat.

Students can construct their own dichotomous key, and use it to collect field based data.

Students can collaborate data between groups and explain why there are differences.

Each group will sample a different area of the field

The teacher can ask why some group’s data was different between one another, were the conditions the same in each of the groups’ quadrats? Once the data has been collected, it can then be collaborated as a class set, and the teacher can ask why this is necessary.

Unit 2: Materials

Materials: Properties


What are the differences between the states of matter; solids, liquids and gases?

What are some common examples of the states of matter?


Materials always stay in 1 specific state.

Ice, water and steam are all different materials/compounds.

Atom, compound and particle refer to the same thing.

A “particle” model for liquids, shows some of the particles floating freely away from others (this is actually showing evaporation)



Investigate the distinctive properties of solids, liquids and gases as exemplified by water, for example, learn that solids have a definite shape and volume, that liquids have a

Catch: https://www.youtube.com/watch?v=ph8xusY3GTM using super cooled water to show and immediate change in state.*Note this can be difficult to get right, watch the video in advance*

Bottle of pure water, freezer access.

Students develop the idea that there are 3 main states of matter but some substances

https://www.youtube.com/watch?v=ph8xusY3GTM

definite volume but take the shape of containers and that gas will occupy the space available

Key Vocabulary:Solids, liquids, gases, shape, volume, container, flow, behaves, properties

Alternatively: Demo the non-Newtonian capabilities of corn starch slime (Oobleck), i.e. it flows, but also if you hit it hard it behaves like a solid. So you can pose the question, is this a solid or a liquid? Then go onto ask what makes a solid or a liquid?

In pairs or small groups, students can be given a number of different materials that they have a chance to explore and label them as either, solid, liquid or gas. This can then be brought back to a discussion on what made them decide how they catagorised those materials.

Then use examples to get students to bring together and explore ideas about what the properties of solids, liquids and gases are, as well as any exceptions (like Oobleck or toothpaste). This can be exemplified using any examples of solids, liquids and gases.

*Note – Gases and the idea of materials being made from atoms/molecules is conceptually difficult. To help with this understanding can use a simulator to show what is happening at a molecular level.

https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html

Inquiry: Different volume and shape containers. Does the volume of a liquid change in different shaped containers?

Corn starch, water, bowls (Best to make this in advance, so can use ziplock bags if you are worried about a mess)

Examples of solids, liquids and gases.

Different shape/volume containers, balloons with a solid, liquid and gas in, e.g. ice, water and air (demonstrating compressibility)

Water, different shaped containers, measuring cylinders

are hard to define.

Students can understand and use the main characteristics of solids, liquids and gases, to organise examples into one of the three groups.

Students can recognise that not all materials are easy to catagorise.

Students have the opportunity to investigate water, and whether being in different containers affects the volume. Data should be compared between groups.



Materials: Change


What is required for a change of state?

What are the changes in properties due to a change of state?

How is the water cycle an example of changing states of matter?


Steam is hot air

Expansion of matter is due to the expansion of the particles rather than increased space between the particles

When steam is no longer visible it becomes air

Once a substance has changed state, it will remain in that state.



Investigate the changes of state brought about by heating and cooling everyday substances, for example, investigate the effect of heat on ice and water and the reverse process

Key Vocabulary:Heating, cooling, crystals, residue, melting, evaporation, solidification, freezing, boiling, particle, condensation, energy

Catch: Iodine fingerprints – Students have a small strip of filter paper each, that they carefully put a finger print on (will work better if they run their finger through their hair first) They can then place the paper inside a jar or test tube that has some iodine crystals. Students can warm the bottom of the jar/test tube with their hands, as they do, the solid iodine sublimes straight into iodine gas, and some of the particles stick to the oily residue from the fingerprint, leaving an image of the fingerprint.

Students can then discuss in pairs, some of the everyday examples of changing states, such as melting ice, or “disappearing” puddles.

This can be conceptually explained using a simulator to add or remove heat, and the molecular representations of what is going on.


Teacher can then demonstrate some of the standard

Thin strips of filter paper, test tubes with bungs, or jars (as seen in the photo) iodine crystals

Students can identify that the changes in the states of matter have different uses, and they all require a change in energy.

Students can explore an example of how changing states can be used in forensics.

Students can link the processes of changing states to examples from everyday life.

Students can develop an understanding of



changes of state: melting with ice, evaporation using a kettle and water, or pipette a small amount of ethanol on the back of student’s hands, solidification – ice cream (later on).

Inquiry: Making ice cream. Basic ice cream can be made easily using the setup in the picture below, mixing cream (or half and half), sugar and some flavouring, This is all mixed in a ziplock bag and placed in a larger ziplock bag that has ice and salt, turning the mixture into a solid. This could be shown as a demo, then an investigation into something like how the amount of salt with the ice can affect the rate of freezing (qualitative)/temperature (quantitative).

Ice, kettle and water, ethanol, pipette

Small ziplock bags, large ziplock bags, cream/half and half/full fat milk, flavouring, sugar, ice, rock salt, spoons for tasting, thermometers.

particle theory that objects are made of vibrating “particles” that exist in different states depending on the energy they have.

Students can explain what is occurring on a particle level using every day examples.

Students investigate the effects of changing the amount of salt with ice on the temperature, linked to the effects of changing the state of the mixture.

*linking to the key features of the water cycle*

Key Vocabulary:Water cycle, evaporation, boiling, rain/precipitation, condensation, energy, recycled, water vapour,

Catch: Pose the situation where it has just rained heavily and there are massive puddles to drive though on the way to school. Then on the way home, the puddles are all gone. There are not any drains/drainage, so where does the water go? Where did the water come from in the first place?

Images or video relating to puddles and rainfall.

Students develop the idea of how the process of changing states is often part of many every day processes.

Students should consider the changing of states of water, and reflect on previous lessons related to energy being related to changes in state. Evaporation can be demonstrated by using a kettle or hob and saucepan of water. Condensation can be demonstrated using a glass with ice and water in or a mirror to see water vapour from your breath.

Teacher should emphasise the fact that the water cycle is a closed system, and that the water is recycled repeatedly, as it has been for millions of years.

Students individually or in pairs can then create their own water cycle in a ziplock bag that they can stick to a classroom window. Whilst heating up on the window, they can describe what is occurring at each stage, and what they expect to observe – working on their scientific predictive and observational skills.

Inquiry: In groups, students carry out an investigation into how the rate of evaporation changes with the amount of

Kettle or saucepan and water, glass and ice or mirrors.

Medium Ziploc bags, permanent marker pens, water, blue food colouring, masking tape.

Water, measuring

Students recap on the classic example of the changing states of water and compare the properties of the different states.

Students consolidate their knowledge and understanding by creating and explaining a model of the water cycle.

Students may be able to evaluate the model, to identify its strengths and weaknesses.

Students will be able to work collaboratively to investigate the effect on changing state of different amounts of energy. Students will consider how to

heat provided (temperature of the water) or the same amount of heat but a different amount of water. Students will need to consider how to ensure this is a fair test, and how the results can be made reliable (development of inquiry skills)

cylinders, glass beakers, thermometers, stopwatches/timers, variable hot plates (if you don’t have these you can heat the water up using a kettle that has been turned on for different amounts of time)

ensure a fair and reliable investigation is carried out.

Materials: Environment


How does human activity negatively affect different environments?

How do organic and non-organic materials differ?

Why do some materials need to decay?


All materials break down/decay easily when thrown away

Recycling and reusing are the same thing.

Waste only refers to organic materials



Find out how human activities create a variety of waste products, for example, match waste products to the activity that created them

Key Vocabulary:Waste, trash, plastic, metal, paper, glass, packaging, beach, field, activity, human impact

Catch: Demonstrate how many human activities create waste. Pictures of before and after a sports field or event or beach event. Teacher can do a dramatization involving some students about how an activity such as lunch can cause various waste products to be produced due to the packaging.

Students match the types of waste materials to the types of activities and link these to the common environments that these occur on/in.

Inquiry: Data collection based upon investigating (using a survey of the school grounds) the type of trash that is visible after lunch time. This data can be collated between all of the students in the class to create a class data set. This information could be posted and compared between primary schools to simulate how the scientific community shares and compares data.

Pictures and/or video of before and after events and the trash caused by this.

Some examples of waste products.

Paper, clipboards, interactive whiteboard with blank data table.

Students understand that waste products are mainly as a result of packaging, and are evident as a result of specific human activities.

Students can match the type of activities with the types of trash produced and the common locations/environments that it occurs in.

Students practice data collection, presentation, analysis and sharing between class members and other schools. They

can model how the scientific community shares data and ideas.

Find out that some materials decay naturally while others do not, for example, find out that fruit and leaves decay while aluminium cans and glass do not

Key Vocabulary:Decay, recycle, organic and inorganic materials, waste, biodegradable

Catch: Using 2 previously prepared examples of the decay or organic matter compared to a non-decaying material, and get students to compare them, and explain what is occurring in each one.

Students work in pairs to come up with a list of materials that either decay/break down naturally in a shorter space of time and those that take a long time to break down, or have to be broken down with assistance. *Note that some materials are harder to place such as iron – if in water it can rust and break down quite quickly, however if it is laminated or painted, it will take much longer.

The teacher can share the findings of the class and address any misconceptions about the breakdown of materials. Can convey the idea that the bonds between the molecules of man-made materials tend to be much stronger/harder to break down, than that of food for example.

Inquiry: Investigate the rate of decay of organic material

2 jars, one with already decaying organic waste (such as food) and one with general plastics, metal foil, food packaging etc.

Some material examples can be used here to stimulate discussion.

Students can compare and contrast the differences in decay of natural and man-made materials.

Students can identify examples of materials that easily break down naturally and those that don’t, and explain why this is.

(such as food) in different conditions – long term study.

The class can be broken up into different groups, each one taking data on a different condition. At the end of the study all of the different data can then be compared.

*Note – The rate of decay is a difficult process to quantify, so the investigation could be based on collecting quantitative data, and comparing it using photographs and making a final comparison. Having broken up the investigation into different groups, students must decide how they will make the results comparable between each other, i.e having the same type and quantity of food in their jars.

Jars containing the same amount and type of food, camera, aluminium foil, water, Dettol, sugar.

Students work as part of groups, collecting and interpreting qualitative data, as well as evaluating scientific methodology to ensure a fair and reliable test.

Physical Processes: Forces and Energy


What is energy and what is it used for?

Why are different types of energy used for different things?

Why are renewable sources of energy so important?

What makes things work/function?

Why do different machines/devices use different amounts of energy?

What are machines for?


Force, fuel and energy are the same thing.

Energy can be made or destroyed/disappear.

Energy is a property that only living things have.

Energy is a material substance, i.e to consume or to use up energy

Batteries contain electrical energy.

Models are always small physical examples



Find out about the range of energy sources used in school and at home (recap)

Key Vocabulary:Energy, source, input, output, power plant, generator, solar array, appliances,

Catch: Show CUC picture, to see if students can explain the energy source for the island. Alternatively it may be possible to have someone from CUC to come in and briefly speak to the students about the CUC power plant, and the new solar array.

Students can survey their homes and classrooms to list all of the items that require some form of energy input.

They can then identify the source of the energy for each one and catagorise each of the items, which a good opportunity for students to appreciate that some use multiple sources, especially items such as cellphones and laptops that can work when plugged into the mains electrical outlet, but they can also use stored chemical energy from their rechargeable battery.

Inquiry: This an individual sampling/data collection activity that can be used to identify a link between the type of energy used and the power required. i.e comparing a pocket calculator (1.5V) to a toaster (110V). This can be

Various household items such as, various battery operated devices, that you have available, various mains powered devices.

Data collections sheet, interactive whiteboard to collate the data on.

Students should be able to revise the key ideas of that there are different sources of energy that are used to power different devises.

Students can catagorise household item examples, by the types of energy they use. Student can also identify example of

done by collecting data from home, and collate and analyse the data at school.

appliances that may use multiple energy sources.

Students use “in the field” research to collect data, and use data to infer relationships.

*Basic idea of what energy is*

Key Vocabulary:Energy, temperature, thermal energy, particles, transformed, energy transfer, kinetic, sound, light, stored elastic and chemical

Catch: Concept cartoon big question: what has more energy, a cup of coffee at 80°C or a swimming pool at 30°C? This is a great question that can be used to explore the difference between heat (thermal energy) and temperature (average energy of the particles). The fact that an object can have a high temperature, but a relatively low amount of heat energy as it has far fewer particles, and therefore can store far less thermal energy. This can be modelled using marbles/fluff balls in a coffee cup, say each one is worth 8 (a made up score for thermal energy), to represent 80°C, and then many more marbles/fluff balls in a larger container, each being worth 3. The large container should add up to more.

The teacher can then go onto explain that thermal energy is just one type of energy, and that there are many other types. Students can see if they can identify them and give examples associated with them.

*Note – The concept of energy and defining energy is a difficult one, and it should be approached in a careful manner, as to not develop or deepen misconceptions (many students may have misconceptions about this topic based on a general misunderstanding) that the

Images, marbles/fluffballs (enough to fill the large container), coffee cup, large container/bucket

Students will be able to demonstrate an understanding of the difference between heat and temperature using a model.

Students are able to modify and challenge their own understanding of energy beyond energy in the form of food or electrical energy.

students may have. It should be stressed that energy is a property of a system, and should be taught using examples with observable changes. This also helps to demonstrate how energy is often transformed from one type into another.

Students should be given the opportunity to describe what they know and what questions they have about energy. This can be conducted by using sticky notes and 2 separate wall spaces, one for what they ”know” and the other for questions they have. This will give the teacher the opportunity to identify misconceptions about what they know, and give some time to plan the answer to some of the more conceptually challenging questions.

Inquiry: There are numerous investigations that can be carried out in order to investigate energy. As a group investigation students drop marbles into a container of flour or fine sand from different heights. Students can either; change the drop height, or the mass of the marble, and measure the size (normally the diameter) of the crater. This develops the idea of energy transformations from gravitational potential energy to kinetic energy, the greater the kinetic energy, the bigger the crater * This can be linked to meteorite events such as ones linked to the extinction of dinosaurs*

Sticky notes, flipchart size paper (for what I know and questions)

Marbles/ball bearings, meter rules or equivalent tape measures, trays containing said, or flour, cocoa powder (optional) for better illustration)

Students can exemplify how energy transforms, but is not lost.

Students work as part of a team to investigate the effects of mass or height on the transformation of energy into kinetic energy (measured using crater size)

Identify the sources of energy in a varietyof models and machines, for example, in aflashlight, yacht or waterwheel, or make amodel that incorporates an energy source

Key Vocabulary:

Simple machine

The catch: Show a video or real example of a complicated energy transfer machine

https://www.youtube.com/watch?v=3jQXN8SMewo

Various available machine/model/devise examples

Simple construction materials for simple machine making/Goldberg model making

Students can identify the different examples of input energy for models and machines.

They can use understanding of machines to design create and explain their own models

https://www.youtube.com/watch?v=3jQXN8SMewo

Energy TransferEnergy TransformationBatteriesCellsInputOutputElectrical circuitModel

From the video or demonstration, the students can identify some of the changes in energy in the Rube Goldberg model.

Student in groups can then identify the sources (input) of energy that are used in various machine/devise/model examples as well as their output energy.

*Note here is another difficult concept to describe, the teacher should clarify the difference between energy transfer (the same type of energy but from one object to another e.g a Newton’s cradle) and energy transformation (changing energy type e.g a flashlight changing chemical energy into light and heat energy)

In groups, students could make their own simple Rube Goldberg models.

At the end of the lesson they will have to present their model, and explain the source (input) and output(s) of the types of energy.

using available materials

Students identify the differences between energy transfer and transformations.

Students can demonstrate and explain their understanding using modeling.

Students in pairs are given various examples of simple machines that they need to link and identify the energy sources for.

In pairs, students design and create their own elastic powered simple machines, that they have to present at the end of the 2 lessons

This will also include an element of inquiry, as part of a preliminary investigation to test out prototypes and evaluate their effectiveness for the intended function.

Inquiry: Students can investigate; what elastic band has the most stored energy comparing 3 different elastic bands to move the same object. Students have to make sure that they pull each elastic band back to the same position and run repeats to get an average result, for the distance of the object.

Inquiry: Elastic bands, meter rulers/tape measurers, object to move such as a wooden block or a toy car.

Students develop their understanding of designing and making a simple machine, developing their method for testing and evaluating results.

They will also develop group investigative skills

Understand the differences Catch: Based on a hypothetical island. Indicate that you, Sheets with island Students develop

between renewable and non-renewable energy resources and the need for fuel economy

Key Vocabulary:Renewable, non-renewable, resources, economical, sustainable, solar panels, , diesel, generator, wind turbine, coal, oil, gas, fossil fuels

and a small group of other people have landed on a small island from the mainland. After exploring the island there are a number of useable resources there that will allow you to survive.

e.g

You have to decide how best to use them in order to survive without any outside help. This should develop the

details on.

Can use computer room, or have pre-printed materials that students can research from.

Card sort cards

Interactive white board

the idea of what energy resources are and explore that some are finite, and some are not.

idea, that with certain resources, once they are gone, they are gone (such as non-renewables), and others can either be sustainably managed or never run out. (such as trees or solar, PV cells)

*Note –CCMI in L. Cayman has a good example of renewable energy with solar water heater panels for their showers, PV cells and a bank of batteries to the lighting and a bio toilet. Tom Sparke is the Education manager there who may be able to talk about their renewable energy solutions over skype. [email protected] Also there is a company that may be able to talk about solar and PV panels – Pro Solar - contact: Neil De Vere.

Students can then research the definitions of renewable and non-renewable energy sources in pairs, then collaborate in teams to create a clearer definition, this can be expanded to deciding on class wide definitions of both.

Students can then work in pairs to complete card sort activity to organise different examples of energy sources into either renewable or non-renewable, and explain their choices

Teacher can then show a series of video clips that demonstrate different vehicles, 1 of a normal car, 1 supercar and a scooter. This can open up a discussion with students about which of the 3 has the best fuel economy, and what fuel economy means. This can then be expanded to look at other examples where fuel is used, such as at the power plant – diesel generators.

Do they run them constantly a full power? Why not? When do you think CUC need to increase the output?

For PV cell investigation: lamps, meter rules/tape measurers, small PV cells, voltmeters, wires, crocodile clips.

For wind turbine investigation: hair dryers, meter rules/tape measurers, small wind turbine kits, voltmeters, crocodile clips, wires (the kits for these may both be available on loan from secondary schools)

Students can support their understanding using locally relevant examples.

Students can analyse and collaborate on definitions, comparing the differences between renewable and non-renewable.

Students can demonstrate their understanding by categorizing examples.

Students can use everyday examples to explore what fuel economy is and why it is important.

Students use investigative skills

mailto:[email protected]

Inquiry: Students in groups can investigate how changing one variable, changes the output of the device. For example the distance away from a light source for a PV cell, or the speed of the wind for a wind turbine.

to decide on the factors affecting a renewable energy type.

Physical Processes: Electricity


What is electricity?

How is electrical energy used in everyday items?

What are the basic principles of setting up a simple circuit?


Electricity is a tangible “thing” that runs through wires/plug outlets.

The source of electricity is from lightning/storms

Electrical circuits can be made of a single wire just like electrical appliances, and it only needs to be connected to one terminal of the cell.



Know about the Catch: A twist on the classic safety worksheet, set up a Various different appliances, Students have

safe use of mains electricity and its associated dangers

Key Vocabulary:Electricity, dangers, hazards, static electricity, mains electricity, safety, protection, unsafe

classroom scene that shows various different dangers of electricity (without actually posing a real health and safety danger), the students have to observe and comment on what they think is dangerous and explain why. E.g.

This will help to identify real examples of safety hazards involving mains electricity that students can relate to in their homes and own experiences etc.

From these examples students can come up with a series of rules for working with/around electricity safely. This can be presented in the format of a safety presentation/video or poster for the classroom, or even a computer animation such as www.powtoon.com if the computer suite is available.

Dangers of electricity – teacher can show various examples of different warning signs, to illicit why this is. What is it that is so

extension cables, washing up bowl, similar to picture.

Poster making materials or videoing equipment or computer suite.

explore and identify potential electrical related hazards.

Students relate their own experiences to the safety hazards demonstrated.

They will use their understanding of what is the difference between a safe and unsafe situation, to construct a series of safety rules.

Students can extrapolate past experiences with static

http://www.powtoon.com/

dangerous about electricity? Here you can link to a known phenomenon that most students will have experienced a static shock, which has some similarities to electrocution, They can recall that it was painful, and then imagine something similar but much larger scale.*Note static charge/discharge is not the same as mains electricity, but has come similarities. The teacher can then show some examples of people that have suffered serious electrocution to show how dangerous mains electricity can be if not handled with care. This can be linked to the type of safety equipment/wear that can be used to prevent injury and that protective equipment is made from insulating materials.

Inquiry: Students investigate statistics about the dangers of electricity, e.g. the number of deaths caused by faulty wiring. This is a good opportunity for students to collect secondary data, and identify some of the problems with this type of research.

A good video to show is one of a static charge setting a gas pump on fire. https://tinyurl.com/oc48qpr

Polyester clothing or an old CRT TV with a glass screen (when plugged in for a while will build up static charge, and collect charged dust particles).

Some examples of electrical safety equipment such as gloves, plastic handled screwdrivers etc.

Computer suite

charge, to imagine the damage caused by mains electricity.

Students collect and analyse secondary data. They may be able to identify problems in this type of data collection.

Construct simple series circuits using components, such as switches, bulbs and cells, for example, light a bulb using two wires and a battery

Key Vocabulary:Circuits, components, switches, bulbs, cells, batteries,

Catch: Have a number of simple circuits set up, each with a different reason why it is not working e.g. wire not properly connected, the cell the wrong way round, the filament in the bulb is blown, the cell has no energy etc.

Students work in groups to problem solve the issues. This can be run as a carousel activity, with each group getting a set amount of time on each of the circuits. This will allow students to explore some of the common problems when setting up and

Simple circuits, cells (batteries) insulated wires, crocodile clips, bulbs (preferably in bulb holders), switches (optional), voltmeters

These will be setup as stations that can be tested in advance.

Students can work as part of a team to find practical solutions to

https://tinyurl.com/oc48qpr

wires, energy, voltmeter, terminals, complete, incomplete

using circuits.

The teacher will need to circulate and ask key questions to help some groups with deciphering the problems.

Students can then write their own quick check guide that they can refer to when they are working with/constructing their own simple circuits, E.g. “If the circuit does not seem to be working, then make sure that the cell has sufficient stored energy by testing the terminals with a voltmeter.”

Teacher explains the key elements of constructing simple circuits, that all circuits require a completed/closed loop. Components transform energy, and will often have to be connected to the correct terminals to work. This can be demoed on a sample circuit. The principles behind this can be modelled as follows:

A simple circuit can be marked out on the floor with some masking tape or similar, with spaces for a cell and a bulb. All of the students apart from 2 will have a tag/sticker that says electron, with one having a tag saying cell, and the other the bulb. As the students move around the circuit (along the lines of the masking tape on the floor) at the cell, they receive some energy in the form of a candy. They continue on the circuit until they get to the bulb, where they give up their candy to a tray in exchange for a sticky note that says “light”

*Note – Electricity is another conceptually difficult subject that has many misconceptions, as students cannot see what is happening inside the circuit. Simulators and models are best

Use one of the circuits from the catch to demonstrate

Masking tape, sticky label/name tags, candies, sticky notes labelled light.

Computer, Interactive White Board

Simple circuits, cells (batteries) insulated wires, crocodile clips, bulbs

common circuit problems.

Students can then construct a set of guidelines to identify circuit related problems.

Students can explain difficult conceptual concepts using models to represent different parts of a simple circuit.

Students may be able to use a computer based

used to explain these phenomena. https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc

Students then work in small groups to construct their own simple circuit, with a cell, bulb and wires.

Inquiry: Once students have successfully constructed a simple circuit, they can then investigate what happens when they increase the number of cells or the number of bulbs? *if equipment is a constraint, the Phet online simulator can be used.

https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc

This data will be collated as qualitative observations.

(preferably in bulb holders), switches (optional), voltmeters

Or if unavailable as a class set – computer suite/lab.

simulation to develop a deeper understanding of how electrical circuits work.

Students use their prior understanding to construct and modify a simple circuit, to observe how changing certain components affects the output of the circuit.

*link understanding to everyday electrical items*

Catch: Students can think about and list all of the appliances they use on a daily basis that have simple circuits in them. *Note many everyday items will be more complicated than a simple circuit.

Set a scenario, where an everyday electrical item has stopped working. Start off with some simple household examples, such as: “The one of the lights in the bedroom suddenly goes out, but the rest are still on. What do you think the problem may be? The students have to come up with a method to diagnose the problem with a specific item. The teacher could give the

Some simple everyday electrical items.

Students will link their understanding of electrical circuits to everyday electrical items.

Students can problem solve using their





students a “blueprint” of the circuits in the appliance, e.g the simple circuit for an electric kettle to help. In pair the students can create a flow map/guide to identifying and fixing the problem.

Students can write about what life would be like if they didn’t have electrical appliances to help them do the many things they do in a day.

knowledge of simple circuits and how they are used in electrical appliances.

Students can infer what life would be like without electrical appliances, and suggest how these appliances are useful.

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