Switched on Science Year 5 (2nd edition)

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Pupils might work scientifically by: observing patterns, for example, that bulbs get brighter if more cells are added, that metals tend to be conductors of electricity, and that some materials can and some cannot be used to connect across a gap in a circuit. Upper key stage 2 – years 5 and 6 Pupils might find out how scientists, for example, Galileo Galilei and Isaac Newton helped to develop the theory of gravitation. Working scientifically’ is described separately in the programme of study, but must always be taught through and clearly related to the teaching of substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content. Pupils might work scientifically by: observing and raising questions about local animals and how they are adapted to their environment; comparing how some living things are adapted to survive in extreme conditions, for example, cactuses, penguins and camels. They might analyse the advantages and disadvantages of specific adaptations, such as being on 2 feet rather than 4, having a long or a short beak, having gills or lungs, tendrils on climbing plants, brightly coloured and scented flowers. Light

Pupils should explore falling objects and raise questions about the effects of air resistance. They should explore the effects of air resistance by observing how different objects such as parachutes and sycamore seeds fall. They should experience forces that make things begin to move, get faster or slow down. Pupils should explore the effects of friction on movement and find out how it slows or stops moving objects, for example, by observing the effects of a brake on a bicycle wheel. Pupils should explore the effects of levers, pulleys and simple machines on movement. opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface Pupils should develop their use of scientific vocabulary, including the use of scientific nomenclature and units and mathematical representations. Working scientifically

Outstanding Science KS1

the phenomena of ‘action at a distance’ and the related concept of the field as the key to analysing electrical, magnetic and gravitational effects pressure waves transferring energy; use for cleaning and physiotherapy by ultrasound; waves transferring information for conversion to electrical signals by microphone the shapes of molecules (groups of atoms bonded together) and the way giant structures are arranged is of great importance in terms of the way they behave the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material

They should use relevant scientific language and illustrations to discuss, communicate and justify their scientific ideas and should talk about how scientific ideas have developed over time. These opportunities for working scientifically should be provided across years 5 and 6 so that the expectations in the programme of study can be met by the end of year 6. Pupils are not expected to cover each aspect for every area of study. Year 5 programme of study Living things and their habitats Pupils should explore what happens when light reflects off a mirror or other reflective surfaces, including playing mirror games to help them to answer questions about how light behaves. They should think about why it is important to protect their eyes from bright lights. They should look for, and measure, shadows, and find out how they are formed and what might cause the shadows to change. Pupils in years 5 and 6 should use their science experiences to: explore ideas and raise different kinds of questions; select and plan the most appropriate type of scientific enquiry to use to answer scientific questions; recognise when and how to set up comparative and fair tests and explain which variables need to be controlled and why. They should use and develop keys and other information records to identify, classify and describe living things and materials, and identify patterns that might be found in the natural environment.

Curriculum

We have a fantastic range of Key Stage 2 resources for each subject and topic, including worksheets, PowerPoints, display resources, fact files and much more. the variation between species and between individuals of the same species meaning some organisms compete more successfully, which can drive natural selection Students should be helped to understand how, through the ideas of physics, the complex and diverse phenomena of the natural world can be described in terms of a number of key ideas which are of universal application and which can be illustrated in the separate topics set out below. These ideas include:

methods of identifying species and measuring distribution, frequency and abundance of species within a habitat gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

Engage children with digital learning

Pupils should use relevant scientific language to discuss their ideas and communicate their findings in ways that are appropriate for different audiences. For some students, studying the sciences in key stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society. some abiotic and biotic factors which affect communities; the importance of interactions between organisms in a community speed and the quantitative relationship between average speed, distance and time (speed = distance ÷ time)