Science Curriculum Map – year 3
Term 1 / Animals, including humans: Parts of the body: A) names and locations of major organs (heart, brain, lungs, stomach, intestines. Nutrition: A) about the need for food for activity and growth, and the importance of an adequate and varied diet for health (value of a balanced diet, composed of carbohydrates, fats, proteins, vitamins, mineral salts, fibre and water in the maintenance of good health); B) the need for a balanced diet and which foods are sources of these components (vitamin C, calcium and the effects on humans of a lack of these; dangers of excessive intake of animal fats). Movement: A) that humans and some other animals have skeletons and muscles to support and protect their bodies and to help them to move (some animals have internal skeletons and are called vertebrates; the role of the skeleton in providing support, protection and movement; location of the skull, spine,/backbone/vertebral column ,rib cage, pelvis, collar bone, shoulder blade); B)observe and compare the movement of animals both with and without a skeleton (what would happen if humans did not have a skeleton).Forces and Magnets:Types of force:A) forces can push or pull on an object (forces are pushes or pulls; everyday examples of forces in action). B) forces of attraction and repulsion between magnets; the forces of attraction between magnets and magnetic materials(how to classify materials into magnetic and nonmagnetic groups; that magnetic materials such as iron and steel are attracted to a magnet; how to carry out experiments to discover that a magnet exerts a force on another magnet or any piece of magnetic material which is placed close to it; that a magnet has north-seeking and south-seeking poles and why they are so called; that a freely-suspended bar magnet comes to rest in a north-south direction and acts as a compass; that like poles repel and unlike poles attract each other; that magnetic effects will pass through some materials; how to compare the strength of two or more magnets) C)that some forces need contact between two objects but magnetic forces can act at a distance (most forces require contact (e.g. opening and closing a door) compared with magnetic forces acting at a distance (e.g. moving iron filings or the movement of a compass needle) D) about friction, including air resistance, as a force which slows moving objects and may prevent objects from starting to move(about the concept of friction as a force which opposes the relative movement of surfaces, with reference to everyday situations, e.g. the effect of friction between the wheels of a bicycle and the road; the effect of air resistance on the cyclist; how to carry out investigations involving friction, e.g. a toy car running over different types of surfaces).Done in more depth in year 5.
Term 2 / Rocks and soil: A) describe and group rocks and soils on the basis of their characteristics, including appearance, texture and permeability (about the different kinds of soil, eg. sand, clay, loam; how particle size affects drainage; the term humus and how this enriches the soil; how to compare and group together different kinds of rocks on the basis of their appearance and simple physical properties; how to use a hand lens to determine whether they contain grains or crystals). B) how to separate solid particles of different sizes by sieving (eg.those in soil) (how to carry out simple experiments to separate solid particles of different sizes) C) how fossils are formed when things that have lived are trapped in sedimentary rock (how sedimentary rocks are formed, how to model fossil formation by making casts of shells, understanding that it is usually only the hard parts of organisms which are preserved).
Light: Everyday effects of light: A) light travels from a source (a luminous gives out light; examples of luminous sources; that light travels in straight lines; how to indicate a ray of light) B) light cannot pass through some materials and how this leads to the formation of shadows (the terms opaque, translucent and transparent; how shadows are formed by opaque objects by investigating the effect of different distances between source, object and screen) C) light is reflected from surfaces (eg. mirrors, polished metals) Seeing: D) we see things only when light from them enters our eyes (how we see luminous objects; how to draw simple diagrams to show that light rays travelling in straight lines , enter the eye(s) directly from the luminous object E) light from the Sun can be dangerous and that there are ways to protect the eyes (about the protective use of sunglasses and filters; advice not to stare directly at the Sun, with the naked eye or with telescopes or binoculars).
Space Week: Soft Landings and Is anybody out there? Rosetta p.27
Term 3 / Plants: Growth and nutrition: A) identify and describe different parts of flowering plants: roots, stem/trunk, leaves and flowers(about the basic relationship between structure and function; about the root, stem, leaves and flowers of a flowering plant – real specimens should be examined). B) the effect of light, air water and temperature on plant growth ( how to demonstrate the effect of variation in light, temperature and water on plant growth; that air supplies a plant with carbon dioxide for making food; that plants also need oxygen) C) the role of the leaf in producing new material for growth(that green plants use energy from the Sun to produce food (photosynthesis); about the role of the green pigment (chlorophyll) in the leaf and stem in capturing this light energy) D) the root anchors the plant, and water and minerals are taken in through the root and transported through the stem to other parts of the plant(that mineral salts are nutrients which are needed for healthy growth) Reproduction: E) the part which flowers play in the lifecycle of flowering plants, including pollination, seed formation, germination and seed dispersal (about basic details of flower structure; the terms carpel, stamen, and petal; that pollination is the transfer of pollen from one flower to another; about methods of seed dispersal (eg. dandelion, sycamore or berries); experiments to show that water, air and warmth are needed for germination)
Living processes: A) the life processes common to humans and other animals include nutrition, movement, growth and reproduction (living things all carry out life processes; the distinction between living and non-living things) B) life processes common to plants include growth, nutrition and reproduction (life processes are common to both plants and animals).
Birds: characteristics of birds: observe and record birds accurately; identify common garden and waterside birds using distinctive features; learn how beaks and feet are suited to birds’ feeding and habitats; observe differences between swimming birds, waders, and birds that live by the water (field study at Nine Spring); the importance of nest building; life cycle adaption for survival; migration.If time only.
Exams occur this term.
Science Curriculum Map – year 4
Term 1 / States of matter: A) compare and group materials according to whether they are solids, liquids or gases in terms of ease of flow and maintenance of shape and volume (use the simple particle theory to describe the arrangement of particles in solids, liquids and gases). B) Observe that some materials (eg. water, clay, dough)change state when they are heated or cooled, and measure the temperature at which this happens in degrees Celsius (0C) (names given to the change of state, i.e. melting, boiling, condensing, evaporating).C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature (how to carry out simple experiments on evaporation and condensation; how these processes relate to the water cycle).Blue ISS Education Kit: 2.2 Space suits, measuring of temperature.
Sound: A) (how the ear works; that sound causes the eardrum to vibrate and that different people have different audible ranges; some effects (temporary or permanent damage to hearing) of loud sounds on the ear). Identify how sounds are made, associating some of them with something vibrating (the terms vibrate and vibration; how to demonstrate that vibrations are not always visible). B) Recognise that sounds get fainter as the distance from the sound source increases (relate this to everyday experience eg. hearing friends during playtime when they are far away). Find patterns between the pitch of a sound and features of the object that produce it (the term pitch). Find patterns between the volume of a sound and the strength of the vibrations that produce it. Note: the terms frequency and amplitude are not needed.
Sound travelling through liquid, solid and gases and in space.
Term 2 / Electricity: identify common appliances that run on electricity. Construct a simple series electrical circuit. Identify whether or not a lamp will light in a simple series circuit based on whether or not the lamp is part of a complete loop with a battery. Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit. Recognise some common conductors and insulators, and associate metals with being good conductors.
Animals including humans: describe the simple functions of the basic parts of the digestive system in humans. Identify the different types of teeth in humans and their simple functions.
Space Week: Hydration Station
Term 3 / All living things: identify and name a variety of living things (plants and animals) in the local and wider environment, using classification keys to assign them to groups. Give reasons for classifying plants and animals based on specific characteristics. Recognise that environments are constantly changing and that this can sometimes pose dangers to specific habitats.
Evolution and inheritance: identify how plants and animals, including humans, resemble their parents in many features. Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. Identify how plants and animals are suited to and adapt to their environment in different ways.
Exams occur this term.
Science Curriculum Map – year 5
Term 1 / Properties of everyday materials and reversible changes: compare and group together everyday materials based on evidence from comparative and fair tests, including hardness, solubility, conductivity (electricity and heat), behaviour with magnets. Understand how some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution. Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including filtering, sieving and evaporating. Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic. Demonstrate that dissolving, mixing and changes of state are reversible changes.Forces: explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object. Identify the effect of drag forces such as air resistance, water resistance and friction that act between moving surfaces. Describe, in terms of drag forces, why moving objects that are not driven tend to slow down. Understand that force and motion can be transferred through mechanical devices such as gears, pulleys, levers and springs. Using a Newton Meter (N). Blue ISS Education Kit lessons 1.2-1.3 Gravity and weightlessness; Is There Anyone Out There book Activity 4: Investigating craters (on Mars)- extension Activity 5 and 6 Investigating powdery and muddy surfaces.
Term 2 / Animals including humans: identify and name the main parts of the human circulatory system and explain the functions of the heart, blood vessels and blood (including pulse and clotting).
Space Week 2017:Hydration Station- Mission X p.17-20
Space/Chem@rt activity stations. Circus of experiments Y5-7.
Term 3 / All living things: describe the life cycles common to a variety of animals including humans (birth, growth, development, reproduction, death) and to a variety of plants (growth, reproduction and death). Explain the classification of living things into broad groups according to common observable characteristics and based on similarities and differences, including plants, animals and micro-organisms. Describe the life process of reproduction in some plants and animals. The significance of the work of Carl Linnaeus as a pioneer of classification. . How the growth and reproduction of bacteria and the replication of viruses can affect health; how the body’s natural defences may be enhanced by medicines one example of a bacterial disease and one example of a viral disease; about the importance of cleanliness at personal and community levels as a defence against disease; that the body’s natural defences can be supplemented by medicines g. that micro-organisms are living organisms which are often too small to be seen, and that they may be beneficial (e.g. in the breakdown of waste, in making bread) or harmful (e.g. in causing disease, in causing food to go mouldy) that yeast is a micro-organism which is too small to be seen; yeast is important in making bread and wine; some micro-organisms help to break down the remains of dead organisms.
Exams occur this term.
Science Curriculum Map – year 6
Term / Biology / Chemistry / Physics1 / Life processes: life processes common to animals: nutrition, movement, growth, reproduction; life processes common to plants: growth, nutrition, reproduction; the names and positions of the following related organs: brain, heart, lungs,liver and kidneys in humans; root, stem, leaves, flower of a flowering plant.
Nutrition: the name, function and care of teeth. The main food groups and their role in a healthy diet. Digestion (in outline)
Healthy Living: the effects on the human body of tobacco, alcohol and other drugs; the importance of exercise for good health. / Introduction to the Senior laboratory: lab safety, hazard warning signs, laboratory apparatus, using the Bunsen burner.
Separating mixtures of materials: solutions and suspensions; factors affecting dissolving.
Filtering, evaporation, decanting. Solubility. / Vibrations and Sound: sounds are made when objects vibrate but vibrations are not always directly visible: the terms vibrate and vibration, pitch and loudness, frequency and amplitude. Vibrations from sound sources require a medium (e.g. metal, wood, glass, and air) through which to travel to the ear: sounds travel through solids, liquids and gases but not through a vacuum.
Light and seeing: light travels from a source, examples of luminous sources; that light travels in straight lines; we see things when light enters our eyes; the formation of shadows: the terms opaque, translucent and transparent; reflection; refraction; lenses (convex and concave); colour: light can be split to form a spectrum.
2 / Movement: functions of the skeleton in vertebrates; naming some of the main bones of the skeleton. How muscles and joints help with movement.
Circulation: the heart as a pump: structure and function (no detail of names of parts of the heart at this level). The effect of exercise and rest on a pulse rate and the benefits to health. The role of lung structure in gas exchange, including the effect of smoking about the structure of the lungs in outline only, i.e. the lung surface is greatly folded, creating a large surface area for gaseous exchange; that oxygen is taken into the lungs by breathing, and transported to the tissues by the circulatory system; smoking is one of the causes of lung cancer and heart disease; smoking reduces the surface area of the lungs, leading to severe breathing difficulties (in outline as done in depth in year 7)
Growth and reproduction: about the main stages of the human life cycle, changes at puberty, how babies are made (fertilisation, gametes, male and female reproductive organs), how twins occur, what are periods. / Changing materials: mixing materials can cause them to change (reversible/ irreversible changes); the effects of heating or cooling; rusting and its prevention. Burning, testing for the products of burning.
Space/Chem@rt activity stations. Circus of experiments Y5-7. / The Earth and beyond: The Earth, Sun and Moon and their relative position; night and day; the phases of the moon; the seasons; the planets in order from the Sun. Project work on Space.
Rosetta Primary resource book Distances in the solar system 1. Fruit solar system and a range of worksheets.
Hydration Station- Mission X p.17-20
Google Classroom on Space.
3 / Green plants:reproduction: the parts of the flower (e.g. stigma, stamen, petal, and sepal) and their role in the life cycle of flowering plants; sexual reproduction in flowering plants, fruit formation, seed dispersal; germination. / Grouping and classifying materials: investigate materials around us and the properties that make them adapted to their use; compare everyday materials and objects on the basis of their material properties; metal/ non-metal, magnetic/ non-magnetic; thermal insulators, electrical conductors .
Solids, liquids, gases and their properties, the particle theory. The water cycle and reversible changes.
To cover in Term 1,2 or 3:
Acids and Alkalis: Solutions can be classified as acidic, neutral or alkaline how to use indicators (litmus and natural pigments e.g. red cabbage) to classify solutions as acidic, neutral or alkaline Note: Universal Indicator will be used in year 7.
Exams occur this term. / Electricity: simple circuits: constructing simple circuits incorporating a battery/ power supply and a range of switches to make electrical devices work (e.g. buzzers, motors); how changing the number or type of components in a series circuit can make bulbs brighter or dimmer; how to represent and build series circuits using conventional symbols.
Science Curriculum Map – year 7 Biology