Curriculum Coverage Science

SOMERVILLE PRIMARY SCHOOL SCIENCE 2021-2022 NATIONAL CURRICULUM COVERAGE AUTUMN SPRING SUMMER YEAR 1 WORKING SCIENTIFICALLY &2 During year 1 and 2 the children will cover the following working scientifically statements:  asking simple questions and recognising that they can be answered in different ways  observing closely, using simple equipment  performing simple tests  identifying and classifying  using their observations and ideas to suggest answers to questions  gather and record data to help in answering questions. YEAR 1 INVESTIGATION TABLE MATERIALS PLANTS Investigation table activities -Distinguish between an object and the - Identify and name common wild and garden – material from what it is made. plants including deciduous and evergreen Practical science -Identify and name a variety of everyday trees (Observe seasonal change across four materials, including wood, plastic, glass, - Identify and describe the basic structure of a seasons) metal, water, and rock variety of common flowering plants including VISIT TO THE PARK – Autumn Walk -Describe the simple physical properties trees. SEPTEMBER) of a variety of everyday materials. -Compare and group together a variety of Types of Enquiry: Type of Enquiry: everyday materials on the basis of their simple PATTERN SEEKING – OBSERVATION OVER TIME - seasons physical properties. Types of Enquiry: FAIR TESTING - materials investigation KNOWLEDGE ORGANISER – SCIENTIST

ANIMALS INCLUDING HUMANS SEASONAL CHANGE – SPRING SEASONAL CHANGE WALK -Identify and name the variety of common -Observe change animals including fish, amphibians, birds and Plant and grow seeds in the Science across 4 seasons. mammals garden PATTERN SEEKING -Identify and name a variety of common -Observe and describe animals that are carnivores, herbivores and (Observe seasonal change across four seasons. weather associated with the seasons and how omnivores. VISIT TO THE PARK – Spring walk- APRIL) day length varies -Describe and compare the structure of a (Observe seasonal change across four seasons. variety of common animals (fish, amphibians, VISIT TO THE PARK – Summer walk) reptiles , birds and mammals including pets) -Identify, name and draw the basic parts of Type of Enquiry: the body and say which part is associated OBSERVATION OVER TIME - seasons with each sense. VISIT TO THE PARK – Autumn Walk- DECEMBER) Type of Enquiry: IDENTIFYING, CLASSIFYING AND GROUPING PATTERN SEEKING YEAR 2 MATERIALS LIVING THINGS AND HABITATS PLANTS Y1 GAPS IN LEARNING -Explore and compare the differences Y1 GAPS IN IN LEARNING: Seasonal change -Distinguish between an object and the between things that are living, dead, and Spring and Summer material from what it is made. things that have never been alive. -Compare change across 4 seasons. -Identify and name a variety of everyday -Identify that most living things live in habitats -Observe and describe weather associated materials, including wood, plastic, glass, to which they are suited and describe how with the seasons and how day length varies metal, water, and rock different habitats provide for the basic needs -Describe the simple physical properties of different kinds of animals and plants, and -Observe and describe how seeds and bulbs of a variety of everyday materials. how they depend on each other grow into mature plants -Compare and group together a variety of -Identify and name a variety of plants and -Find out and describe how plants need water, everyday materials on the basis of their simple animals in their habitats, including micro- light and a suitable temperature to grow and physical properties. habitats stay healthy. - Describe how animals obtain their food from

-Identify and compare the suitability of a plants and other animals, using the idea of a Types of Enquiry: variety of everyday materials, including simple food chain, and identify and name OBSERVATION OVER TIME - plants wood, metal, plastic, glass, brick, rock, different sources of food. KNOWLEDGE ORGANISER – SCIENTIST paper and cardboard for particular uses Trip to Ness Gardens -Find out how the shapes of solid objects made from some materials can be changed by Types of Enquiry: squashing, bending, twisting and stretching. IDENTIFYING, CLASSIFYING AND GROUPING KNOWLEDGE ORGANISER – SCIENTIST Plant and grow seeds in the Science garden Types of Enquiry: RESEARCH SCIENTISTS FAIR TESTING - umbrella investigation ANIMALS INCLUDING HUMANS -Know the lifecycles of animals including humans Describe the basic needs of animals, including humans, for survival (water, food and air) -Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. Types of Enquiry: PATTERN SEEKING – Longer legs investigation KNOWLEDGE ORGANISER – SCIENTIST

YEAR 3 WORKING SCIENTIFICALLY &4 During year 3 and 4 the children will cover the following working scientifically statements:  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  gathering, recording, classifying and presenting data in a variety of ways to help in answering questions  recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables  reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions  using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions  identifying differences, similarities or changes related to simple scientific ideas and processes YEAR 3 ROCKS ANIMALS INCLUDING HUMANS LIGHT -Compare and group together different kinds -Identify that animals, including humans, need -Know that dark is the absence of rocks on the basis of their appearance and the right types and amount of nutrition, and of light simple physical properties. that they cannot make their own food; they -That light is reflected from surfaces get nutrition from what they eat -Recognise that light -Describe in simple terms how fossils are from the sun can be dangerous and that there formed when things that have lived -Identify that humans and some other animals are ways to protect their eyes are trapped within rock. have skeletons and muscles for support, -Recognise that shadows are formed when the -Recognise that soils are made from rocks and protection and movement. light from a light source is blocked by a solid organic matter. object -Find patterns in the way that the size of Visitor- Geologist to school shadows changes. Types of Enquiry: Types of Enquiry: Types of Enquiry: IDENTIFYING, CLASSIFYING AND GROUPING PATTERN SEEKING – humans PATTERN SEEKING – shadows KNOWLEDGE ORGANISER – SCIENTIST KNOWLEDGE ORGANISER – SCIENTIST KNOWLEDGE ORGANISER – SCIENTIST

FORCES AND MAGNETS PLANTS -Compare how things move on -Identify and describe the functions of different surfaces different parts of flowering plants - Know that some forces need contact -Explore the requirements of plants for life between two objects and growth -Observe how magnets attract or repel each -investigate the way in which water is other and attract Some materials and not transported within plants others -Explore the part that flowers play in the life -Compare and group together a variety of cycle of flowering plants. everyday materials on the basis of whether they are attracted to a magnet, and identify Types of Enquiry: some magnetic materials OBSERVATION OVER TIME - plants -Know magnets as having two Poles KNOWLEDGE ORGANISER – SCIENTIST - Predict whether two magnets will attract or repel each other Plant and grow seeds in the Science garden Year 4 ANIMALS INCLUDING HUMANS MATERIALS SOUND Y2 GAP IN LEARNING: (Due to rolling prog) Compare and group materials together, Identify how sounds are made -Construct and interpret a variety of food according to whether they are solids, liquids -Recognise that vibrations from sounds travel chains, identifying producers, predators and or gases through a medium to the ear prey. -Observe that some materials change state -Find patterns between the pitch of sound when they are heated or cooled, and measure and features of the object that produced it -Describe the simple functions of the basic or research the temperature at which this -Find patterns between the volume of a parts of the digestive system in happens in degrees Celsius(°C) sound and the strength of the vibrations that humans. -Identify the part played by evaporation and produced it -Identify the different types of teeth in condensation in the water cycle and associate -Recognise that sounds get fainter as the humans and their simple functions the rate of evaporation with temperature. distance from the sound source increases.

Types of Enquiry: Types of Enquiry: Types of Enquiry: IDENTIFYING, CLASSIFYING AND GROUPING OBSERVATION OVER TIME – materials PATTERN SEEKING – sound FAIR TESTING - investigation FAIR TESTING - investigation KNOWLEDGE ORGANISER – SCIENTIST KNOWLEDGE ORGANISER – SCIENTIST KNOWLEDGE ORGANISER – SCIENTIST ELECTRICITY ALL LIVING THNGS AND HABITATS -Identify common appliances that run on Y2 GAPS IN LEARNING: (Due to rolling prog) electricity Living things and habitats -Construct a simple series electrical circuit, -Explore and compare the differences identifying and naming its basic parts between things that are living, dead, and -Identify whether or not a lamp will light in a things that have never been alive simple series circuit -Identify that most living things live in habitats -Know how a switch works to which they are suited and describe how -Recognise some common conductors and different habitats provide for the basic needs insulators, of different kinds of animals and plants, and how they depend on each other Types of Enquiry: -Identify and name a variety of plants and RESEARCH SCIENTISTS animals in their habitats, including micro FAIR TESTING - investigation habitats -Recognise that living things can be grouped in a variety of ways -Use classification keys to help group, identify and name a variety of living things in their local and wider environment -Recognise that environments can change and that this can sometimes pose dangers to living things. Trip to Burton Mere RSPB Types of Enquiry: IDENTIFYING, CLASSIFYING AND GROUPING KNOWLEDGE ORGANISER – SCIENTIST

YEAR 5 WORKING SCIENTIFICALLY &6 During year 5 and 6 the children will cover the following working scientifically statements:  planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary  taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate  recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs  using test results to make predictions to set up further comparative and fair tests  reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations  identify scientific evidence that has been used to support or refute ideas or arguments. YEAR 5 EARTH AND SPACE MATERIALS ANIMALS INCLUDING HUMANS -Describe the movement of the Earth, and -Compare and group together everyday -Describe the changes as humans develop to other planets, relative to the Sun in the solar materials on the basis of their properties, old age. system -Know that some materials will dissolve in -Describe the movement of the Moon relative liquid to form a solution and hoe to recover Types of Enquiry: to the Earth from a solution PATTERN SEEKING – sound -Describe the Sun, Earth and Moon as KNOWLEDGE ORGANISER – SCIENTIST approximately spherical bodies -Use knowledge of solids, liquids and gases to -Use the idea of the Earth’s rotation to explain decide how mixtures might be separated day and night and the apparent movement of -Give reasons, based on evidence from the sun across the sky. comparative and fair tests, for the particular uses of everyday materials Types of Enquiry: PATTERN SEEKING – orbits, sizes of planets -Demonstrate that dissolving, mixing and KNOWLEDGE ORGANISER – SCIENTIST changes of state are reversible changes

YEAR 6 FORCES -Explain that some changes result in the HABITATS formation of new materials, and that this kind -Explain that unsupported of change is not usually reversible, including -Describe the differences in the life cycles of a objects fall towards the changes associated with burning and the mammal, an amphibian, an insect and a bird Earth because of the force action of acid on bicarbonate of soda. -Describe the life process of reproduction in of gravity some plants and animals. -Identify the effects of air resistance, water Types of Enquiry: resistance and friction, that act between IDENTIFYING, CLASSIFYING AND GROUPING- Types of Enquiry: moving surfaces materials - Recognise that some mechanisms, including OBSERVATION OVER TIME – materials, OBSERVATION OVER TIME levers, pulleys and gears, allow a smaller force FAIR TESTING - investigation, PATTERN SEEKING – life cycles to have a greater effect. KNOWLEDGE ORGANISER – SCIENTIST KNOWLEDGE ORGANISER – SCIENTIST Types of Enquiry: HUMANS LIGHT RESEARCH SCIENTISTS FAIR TESTING - investigation Y5 GAPS IN LEARNING -Recognise that light appears to travel in -Describe the changes as humans develop to straight lines ELECTRICITY old age. -Use the idea that light travels in straight lines (PSHCE – Puberty talk from nurse) to explain that objects are seen because they -Associate the brightness of a lamp or the -Identify and name the main parts of the give out or reflect light into the eye volume of a buzzer with the number and human circulatory system, and describe -Explain that we see things because light voltage of cells used in the circuit -The functions of the heart, blood vessels and travels from light sources to our eyes -Compare and give reasons for variations in blood -Use the idea that light travels in straight lines how components function, including the -Recognise the impact of diet, exercise, to explain why shadows have the same shape brightness of bulbs, the loudness of buzzers drugs and lifestyle on the way their bodies as the objects that cast them. and the on/off position of switches function Types of Enquiry: -Use recognised symbols when representing a -Describe the ways in which nutrients and PATTERN SEEKING – light simple circuit in a diagram. water are transported within animals, KNOWLEDGE ORGANISER – SCIENTIST including humans. Types of Enquiry: RESEARCH SCIENTISTS FAIR TSTING - investigation

LIVING THINGS AND THEIR EVOLUTION AND INHERITANCE HABITATS -Recognise that living things have changed over time and that fossils provide information Y5 GAPS IN LEARNING about living things that inhabited the Earth - Describe the life process of reproduction in millions of years ago some plants and animals -Recognise that living things produce offspring -Describe how living things are classified into of the same kind, but normally offspring vary broad groups according to common and are not identical to their parents observable characteristics and based -Identify how animals and plants are adapted on similarities and differences, including to suit their environment in different ways micro-organisms, plants and animals and that adaptation may lead to evolution. -Give reasons for classifying plants and animals based on specific characteristics. Types of Enquiry: Types of Enquiry: IDENTIFYING, CLASSIFYING AND GROUPING- IDENTIFYING, CLASSIFYING AND GROUPING OBSERVATION OVER TIME KNOWLEDGE OBSERVATION OVER TIME – microbes – ORGANISER – SCIENTIST mouldy bread KNOWLEDGE ORGANISER – SCIENTIST