Scheme of Work Year 6

Subject: Science Academic Year:2010-2011 Teacher: Mamta Bashisth

Time /Topic/ Key Question

Learning Outcome Activities Resources Assessment

Time Two weeks

UNIT-Cells

‘How do cells maintain life?’

Most students wiil:• Identify and name features of cells

& describe some differences between plant and animal cells.

• Explain that growth occurs when cell divides and increases in size.

• Describes how cells are grouped to form tissue.

• Recall that cells are the basic units of life and are organised into tissues from which organs are made

• Recognise cell structure and compares between plant and animal cells

• Summarize about some functions of cells

• Identify animal and plant cell

• Observe the slides under the microscope; conduct a whole class brainstorming session to gain an understanding of student’s ideas about cells.

• Make a slide of cheek and onion cell.

• Text book • Power point

presentation• Microscopes &

slides (animal cell, plant cell)

• Biology lab• Science

extension 7 by jean martin

• Group discussion (aided with some visuals) on importance of diversity of cells.

• Model -Make an edible Cell

Time Two weeks

UNIT-Reproduction

‘What is needed in order for species to survive?’

• Identify and name the main reproductive organs and describe the main functions.

• Interpret fertilization as the fusion of two cell nuclei.

• Describe egg & sperm cells.• Infers how the foetus obtains the

materials it needs for growth.• Compare and analyse differences

between the gestation periods and the independence of young humans.

• Provide Internet sites and reference textbooks that give students a visual representation of reproductive body organs, process of fertilization and development.

• Power point presentation on types of reproduction.

• Discussion-Compare how characteristics of living

• Text book• Power point

presentation• Science

extension 7 by jean martin

• Unit assessment- Reasoning based questions

• Net based research report- risk factors during pregnancy and child birth.

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• Explain menstrual cycle.• Relate what they know of the way

their bodies change during adolescence.

• Interpret knowledge about human reproduction, growth and the menstrual cycle.

things are passed on through generations

•

Time Two weeks

UNIT-Environment and feeding relationship

‘How does the environment influence the animals and plants living in a habitat?’

• Identifie differences between different habitats and relate these to organisms found in them.

• Describe ways in which organisms are adapted to daily or seasonal changes in their environment and to their mode of feeding.

• Examine food chains within an environment and combine these into food webs.

• Recognise how habitats vary. • Discusses how plants and

animals are adapted to live in a particular habitat

• Organize and attributes how plants and animals interact with their environment and with each other, including feeding relationships

• Identifie how to link food chains to make webs

• Identify and relate animal adaptations, including behaviors, to the ability to survive stressful environmental conditions in dessert.

• Investigate the relationships among organisms, populations, communities and ecosystems in a given web.

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• lunch box analysis -Pick an ingredient from your lunch today and construct a food chain. Make sure to start with the sun and include yourself. Identify the role of each organism (producer, herbivore, omnivore, etc.).

• Assessment Worksheet- Result in a food chain if the basics are altered.

Time Two weeks • Compare similarities and differences in organisms of the

• Simulation activity• Activity sheet to

Text book • Paragraph writing -Write a paragraph

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Variation and classification

‘Why do adaptations occur? How do they help a species evolve or extinct?’

same species, and begins to attribute these to environmental or inherited factors.

• Explain the importance of classifying living things.

• Illustrate some of the main taxonomic groups of animals and describe some features in these.

• Investigate patterns of variation in living things and ways of representing and explaining the occurrence of variations

understand the complexity of dominant and recessive genes and reproduction,

• Net based research on human evolution.

Power point presentation

Science extension 7 by jean martin

Describing How Does Life on Earth Continue and Adapt in Response to Environmental Change?”

• Quiz

Time Two weeks

Acids and alkalis

‘How pH affects our everyday

lives.’

• Recognize acids and alkalis as classes of chemicals with distinct properties and uses

• Prepare indicators to classify solutions as acidic, alkaline or neutral

• Compare the acidity and alkalinity of different solutions by use the pH scale.

• Begin to explore neutralization.• Identifie hazards and uses

information sources to assess risks associated with acids and alkalis.

• Investigate and presents qualitative observations

• Make qualitative observations, comparisons and identifying simple patterns like darker the colour higher the pH.

• Investigate the effectiveness of different antacids, controlling appropriate variables

• Making of natural indicator.• Cleaning of copper coin• Have students graph the

pH of several differenthousehold substances (lemons, vinegar, apples, bananas, , tooth paste, shampoo, water, eggs, ocean water (If you have any) soap, milk of magnesia, baking soda, ammonia).

• Library Resources

• Lab space and equipment

• Chemistry lab• O-level

chemistry• http://

www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/acids_bases_metals/revise1.shtml

• News Report -Check to see if there have been any accidents in the area regarding strong acids or strong bases and make a scrap book.

• Interdisciplinary Science/math’s: Lab analysis-Detection and analyses of acids and alkalies in market products verses natural products & its affect on our lives.

Time Two weeks • Determine that chemical changes • shiny coin • lemon • Interdisciplinary

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UNIT-Simple chemical reactions

‘Is it o.k. to say that kitchen is a chemistry lab? Why?’

result in new material substances that are different from the ones from which they were made.

• Discusse some simple chemical reactions of acids in which a gas is made

• Explore burning as a chemical reaction involving a gas, air or oxygen

• Identifie hydrogen and carbon dioxide gases as real materials made during some of these reactions

• Exemplify word equations as shorthand descriptions of reactions

• Learn techniques for testing for gases, using laboratory equipment effectively and safely

• Investigate the role of air in the burning of a candle

• Generalise that hydrogen is formed when acids react with metals; carbon dioxide when acids react with carbonates; oxides form when materials burn as they react with oxygen

• green coin• testing plaque • Dancing balls- Add Dilute

sol. Of vinegar, baking soda, in a jar and place naphthalene ball.

• Show pupils the effect of putting a large glass container over a lighted candle floating on a trough of water and ask questions to help them explain what happens, e.g.– What was in the large container?– Why did the candle go out?– Why didn’t it go out immediately?– Why did the water rise up the container?– What is made when a wax candle burns?– What happens to this?

• Magnesium burning in air to produce magnesium oxide.

• Sodium reacting with chlorine to produce sodium chloride.

• Iron reacting with sulfur to produce iron sulfide.

• Lead reacting with oxygen. • Hydrogen reacting with

sulfur.

• copper coin• Chemistry lab• Vinegar• Naphthalene

ball• Eno• Baking• Science by

Scott Foresman

Science/art’s: Design posters for chemistry lab related to safety procedure.

• Net based research linked to history(Chemical disaster report)- Have students check any historically

significant chemical reactions and report them in class.• Power point

Presentation based on demonstration /activities- What are some of the signs of a chemical reaction occurring? What kinds of chemical reactions happen when you cook? Write a report.

Time Two weeks • Discusse how the particle model can be used to explain differences

• Diffusion• Sublimation

• simulation software

• Creative writing - amazing journey of a

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The particle model

‘What would life be like if solids could be compressed?’

between solids, liquids and gases • Explore how experimental

evidence relates to theories and models

• Illustrate the particle model to explore the interplay between scientific theories and evidence

• Evaluate whether evidence supports or refutes explanations of phenomenon.

• Evaporation•

• three-dimensional models,

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particle • Particle model quiz

Time Two weeks

UNIT-Solutions

‘Can you name something you have at home that is a solution of one substances dissolved in another?’

• Extend their knowledge of dissolving and the separation of the components of a solution and relate this to particle theory

• Distinguish between a 'pure' substance and a mixture

• Applies the particle model of solids, liquids and gases in a range of contexts

• Determines measurement of temperature and mass

• Examine and interprets patterns in graphs and chromatograms

• Predict from graphs and data about solubility

• shiny crystals• Chromatography• Filtration• Distillation • Saturated solution of

copper sulphate• Reaching SaturationPrepration of -• Miscible.• Immiscible.• EmulsionPrepration of solution- • copper sulphate,• sand and • chalk powderDemonstrate that milk is made of particles suspended in water

• software simulation of particles in mixtures

• chemistry lab• Science

extension 7 by jean martin

• Disappearing act -Solubility time for different candy in powdered and solid form (weigh candy before they start experiments) and plot the graph.

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Time Two weeks

UNIT-Energy

‘How can the collective efforts conserve energy for future generation?’

• Recognize the concept of energy in the context of fuels as convenient and therefore valuable sources

• Summarize the nature and origin of fossil fuels and renewable sources of energy and how their use has affected our environment.

• Consolidate and extends their ideas about energy resources for living things: food for people and sunlight for plants.

• Illustrate and links the energy resources to the role of the Sun as the ultimate source of most of the Earth's energy resources.

• Browsing on internet for non-conventional energy resources

• Discussion on judicial use and alternative forms of energy

• Models of non-conventional energy resources.

• Visit to renewable energy centre

• Discussion-how decisions about the use of products and systems can result in desirable or undesirable consequences

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• Calander making Community’s do’s and don’ts for energy conservation, in the school community and donating to rural school for spreading awareness.

• Net based research on increase in consumption of energy in recent times and ploting it on graph.

Time Two weeks

UNIT-Electrical circuits

‘How the charges and their flow are important in nature?’

• Consolidate and extend their ideas about circuits

• Identify concepts of electric current and energy transfer to explain the working of circuits

• Explain patterns in the measurements of current and voltage.

• Interpret the concept of resistance

• charging different materials by induction.

• Raising hairs (static electricity)

• Simulation activity.• Draw circuit diagrams and

symbols.• Making a lemon battery.• Model of An Electric Circuit

• Copper coin• Paper clip• Copper wire• Lemon • digital clock• physics lab

• Design a switch -Change the design of the switch so that a person without the use of his or her hands could use it.

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qualitatively • Builds circuits in which current

flow is usefully controlled. • Attribute the hazards of electricity

for humans. • Explore early ideas about electric

current. • Create model current in a variety

of ways. • Plans safe procedures and

recognizes hazards. • Use ammeters to measure

current.

– Series Circuit

Time Two weeks

UNIT-Forces and their effects

‘Walking on snow is not easy, why?’

‘What affects how quickly a car stops?’

• Consolidate and build on their concept of force and its measurement

• Identifie the origin of friction, air resistance, up thrust and weight and describe situations in which these forces act

• Distinguishe between mass and weight

• Apply the concept of speed • Relates forces acting to changes

in motion • Identify situations in which forces

are balanced and unbalanced •

• Pressure on thumb pin, high heels in comparison with slippers will be studied

• Chain reaction machine.• Pressure on thumb pin,

high heels in comparison with slippers will be studied

• Investigating force and energy.-describe ways to increase friction.-describe ways to reduce friction.-state advantage of friction.-state

• Disadvantage of friction.• Falling books• Penny in a glass

• Powder• Oil.• Glass tumbler• Coin

• Class summary map and discussion- draw a concept map using appropriate terms, e.g. balanced, friction, upthrust, gravity, weight, mass, movement, speed. Discuss pupils’ maps with them.

• Who wants to be millionaire Quiz

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Time Two weeks

UNIT-The solar system and beyond

‘What sun provides us? How is it Beneficial or harmful?’

• Consolidate their ideas about the Sun and Moon, and use models of these to explain phenomena such as eclipses and the seasons

• Outline that planets and satellites are seen by reflected light and that the Sun, as a star, emits light

• Compare the Sun with other stars • Identify how evidence about the

solar system has been collected and interpreted

• Discuss models to explain phenomena

• Present data as a line graph and interpret this

• Evaluate the strength of evidence obtained

• Use and interprets data from secondary sources to answer questions about the solar system and the stars

•

• Simulation activities from NASA science for kids

• Class discussion-stories about how constellations were named.

• Field trip to Nehru Planetarium.

• Participate in NASA sponsored Rock Around the World programme (Mars Scientists are asking students from around the world to help them understand the red planet. Send in a rock collected by you or your classroom from your region of the world and we will use a special tool like the one on the Mars Exploration Rovers to tell you what it's made of.)

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• Learning groups and class presentations (The students will receive information folders about the planets and study the materials in group)

• Each child will then give a class presentation about one of the planets. Presenting the questions to the class and the answers.

• Students will take notes during the presentations.

• Students will evaluate each other's presentations and their own.

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