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1. TEETH & DIGESTION: Digestive System
Review what children know about what happens to their foods as it travels through their body. Label the diagram to show the parts of the body involved with digestion.
2. The Journey of Food
Describe the simple functions of the basic parts of the digestive system in humans.
3. Animal Diets
Carnivore Herbivore Omnivore
Definition: Definition: Definition:
Animal & diet: Animal & diet: Animal & diet:
Explain that different animals have different sorts of diets. Recall and define the terms carnivore, herbivore and omnivore. Think of examples of animals of each type and then research into their diets.
4. Looking at Teeth
Ask children about their teeth and the function of different teeth and gums. Ask them to describe which of their milk teeth they have left and let them use a mirror to look at their teeth. Talk with children about losing milk teeth and explain its relation to growth. Create a graph to show how many permanent teeth children in the class have.
5. Types of Teeth
Incisors
Canines
Molars
Present children with examples of teeth. Ask them to describe the teeth and say where they are found in the mouth and what makes them suitable for their purposes. Children should draw a diagram of each type of tooth and then write an explanation of its purpose.
6. Healthy Teeth
Talk about cleaning teeth and its importance in preventing tooth decay and gum disease. Present children with pictures of a range of food and drinks and ask them to suggest which ones would be particularly damaging. Discuss when it is most important to clean teeth. Ask children to devise a list of ‘rules’ for maintaining healthy teeth and gums.
7. Food Chains
Challenge children to identify the food of specific animals, some of which eat plants and some of which eat animals. Introduce terms 'predator' and 'prey' and start by considering pairs eg plant and one animal or two animals. Challenge children with the question 'where did the prey get its food?'. Ask children to find out about this. Show how a food chain is represented. Practise writing or sequencing food chains.
8. Food Chains: True or False?
1 All predators eat other animals.
2 All birds are herbivores.
3 A consumer is the same thing as a predator.
4 Prey is the name for an animal that is eaten by another animal.
5 A top predator is an animal that lives high up in the mountains.
6 The centipede is a predator.
7 All fish are prey to another animal.
8 All types of prey are carnivores.
9 An earthworm is a producer.
10 A starfish is a consumer.
11 Spiders are predators.
12 All animals are consumers.
13 A food chain always has three things in it.
14 The same animal can be a predator and prey.
15 You can make a complete food chain using just predators.
16 A food chain always starts with the top predator.
17 You can have more than one herbivore in a food chain.
18 Humans are not part of food chains.
9. Food Webs
Combine simple food chains to create food webs. Discuss the impact of imbalances that may occur. Understand the importance of plants to life on Earth.
10. SOUND: What is Sound?
Key Vocabulary
air materials strum
blow medium tap
decibel muffle tension
frequency pitch thickness
high/higher pluck tightness
insulate/insulator quiet/quieter travel
large rattle tuning
length shake vacuum
liquid short vibrate
long small vibration
loud/louder soft/softer volume
loudness softness wave
low/lower solid
What is SOUND?
11. Musical Instruments
Castanets
Guitar
Oboe
Harp
Cymbals
Tambourine
Trumpet
Bagpipes
Drum
Recorder
Glockenspiel
Banjo
Triangle
Violin
Saxophone
Review children’s existing ideas by trying out musical instruments which make sounds by banging, shaking, plucking, blowing.
12. Visible Vibrations
What do you want to find out?
Sounds are made when objects or materials vibrate
a tuning fork and water
a drum skin with rice grains on it
a plucked elastic band ______________________________ _______________________________
Results
What will the variables be? ______________________________ ______________________________ ______________________________ ______________________________
What will we keep the same and how will we make it a fair test? ______________________________ ______________________________ ______________________________ ______________________________
Method _______________________________ _______________________________ _______________________________ _______________________________
Prediction: ______________________________ ______________________________ ______________________________ ______________________________
Conclusion _______________________________ _______________________________ _______________________________ _______________________________
Demonstrate to children a number of examples of sounds associated with visible vibrations and some sounds associated with vibrations they can feel with their fingers but not see. Ask children to record in writing or in drawings what they see and feel with their fingers and to state what is common to the sources of sound.
13. Hearing Sounds
Discuss how vibrations from sounds travel through a medium to the ear. Label the main parts of the ear. Develop understanding of how sound travels.
14. Sound Travels Through Different Materials
Pu
t s
ou
nd
s i
n
ord
er
– e
asie
st
to
hea
r
Typ
e o
f m
ate
ria
l
Ob
se
rva
tio
ns
(wh
at
did
yo
u
se
e/h
ea
r?)
Sm
all
dia
gra
m
Did
yo
u
hea
r a
so
un
d?
Tes
ts
Knock o
n the
tab
le w
hile
yo
ur
part
ner
liste
ns (
put yo
ur
ear
aga
inst th
e ta
ble
).
Tap th
e d
esk w
ith a
rule
r w
hile
your
part
ner
liste
ns (
put
yo
ur
ea
r
aga
inst th
e ta
ble
).
Hit a
tun
ing fork
th
en h
old
it
under
wate
r.
Say h
ello
to
a fri
en
d a
cro
ss the
room
.
Say h
ello
to
your
frie
nd
thro
ugh
a fo
lde
d u
p n
ew
sp
ap
er.
Blo
w o
ver
the t
op o
f a g
lass
bott
le.
Hold
a b
allo
on a
ga
inst a
speaker
as m
usic
pla
ys.
Make careful observations to identify the types of material through which sound travels. Ask children to make a table showing the materials tested and whether the sound travelled through them well and discuss what their results show.
15. Muffling Sounds
Question:
______________________________ ______________________________ ______________________________ ______________________________
Results table:
What will the variables be?
______________________________ ______________________________ ______________________________ ______________________________
What will we keep the same?
______________________________ ______________________________ ______________________________ ______________________________
Method:
______________________________ ______________________________ ______________________________ ______________________________
Prediction:
______________________________ ______________________________ ______________________________ ______________________________
Conclusion:
______________________________ ______________________________ ______________________________ ______________________________
Present children with a range of materials eg bubble wrap, foam sheeting, artificial fur, blanket material and ask them how they could find out which would be best for muffling a sound.
16. Vibrating Rulers
Question:
______________________________ ______________________________ ______________________________ ______________________________
Results table:
Length of ruler – what can you see hear?
4cm
8cm
What will the variables be?
______________________________ ______________________________ ______________________________ ______________________________
12cm
16cm
20cm
24cm
What will we keep the same?
______________________________ ______________________________ ______________________________ ______________________________
Method:
______________________________ ______________________________ ______________________________ ______________________________
Prediction:
______________________________ ______________________________ ______________________________ ______________________________
Conclusion:
______________________________ ______________________________ ______________________________ ______________________________
To know that the term ‘pitch’ describes how high or low a sound is. Consider how to make alterations in pitch.
17. Pitch
Pour different amounts of water into some bottles. Predict what will happen when you blow across them or tap on them. Try it and record your results in the table.
How much water in the bottle
My prediction of the sound
What happened when I blew across the bottle
What happened when I tapped the bottle
Now explain the link between the level of water in the bottles and the pitch of the notes.
______________________________________________________________ ______________________________________________________________ ______________________________________________________________
Show children how to make a sound by blowing across the top of a bottle and ask them to suggest what is vibrating. Ask them to suggest how to change the pitch of the sound.
18. Changing Pitch and Volume
that the pitch of a drum depends on its size and the tightness of its skin
that the pitch of a stringed instrument depends on the length, thickness and tightness of the string
that the pitch of notes on a recorder (or other wind instrument) can be altered by changing the length of air column vibrating
19. Musical Instruments
Describe how these musical instruments make different sounds. (Think about the size of the instrument, the tightness of the skin, the tightness of the string, the length and thickness of the string, the air vibrating inside the instrument, etc.)
Drum
Guitar
Recorder
Violin
Trumpet
Harmonica
20. SOLIDS, LIQUIDS & GASES
Decide whether each thing is a solid, liquid or gas.
butter
honey
wood
bubbles in a fizzy drink
inside a balloon
salt
ice lolly
candle
ketchup
steam
nail
shampoo
jelly
car oil
sponge
milk
chocolate
cotton wool
cooking oil
hairspray
How are the solids similar to each other?
How are the liquids similar to each other?
How are the solids different from the liquids? How are the liquids similar to the solids?
Present children with a variety of solids and liquids and gases and ask them to classify them. Draw children’s attention to particular proeprties of solids, liquids and gases.
21. Liquids and Powders
You can’t use a ruler to measure a liquid! Liquids are runny, so you have to pour them into a measuring container to find the volume.
Take a small bottle full of water. Then choose 3 different measuring containers. Measure the volume of water in each of the containers.
Container 1 _______________ ml
Container 2 _______________ ml
Container 3 _______________ ml
What do you notice about the volume of the water in each of the different containers?
What do you notice about the shape of the water in each of the different containers?
List as many powders or solids consisting of tiny pieces as you can:
In what ways are they different from liquids? In what ways are they similar to liquids?
Revise with children how volumes of liquids are meaured. Ask children to find out and record in a table what happens to shape and volume when liquids are poured from one container into a different shaped container. Ask children to explore and describe how powders and solids consisting of many small pieces eg rice, salt, sand are different or similar to liquids.
22. Particles
This is a solid. The particles in a solid are
packed together tightly. They do not move unless
they are broken or crushed.
This is a liquid. The particles in liquid are
tightly packed. Liquids are runny and flow
downwards. A liquid will spread out then eventually
stop.
This is a gas. The particles in a gas move around freely. They are able to spread out and fill an
empty space. They do not stop spreading or moving
when they are free.
Look at the images below and say whether they are a solid, liquid or gas. Give your reasons for your choice with reference to the particles.
Baby Powder
Vinegar
Helium
Butter
Rubber
Sand
Explain that gases are different from solids and liquids in terms of how they do not maintain their shape and volume and how they flow more easily than liquids and in all directions. Ask children to draw diagrams to show how the partciles determine whether something is a solid, liquid or gas.
23. Properties of Solids, Liquids and Gases
Liquid Solid Gas
can be stirred
can be poured
keeps its
volume
keeps its
shape
keeps its
volume
can be squashed
easily
changes its
volume
fills any container
it is in
24. Heating and Cooling
Some materials change when they are heated or cooled. Complete the table to show what happens to each material at different temperatures.
Are the changes reversible or irreversible?
How does water change state during heating and cooling?
Ask children to suggest when they have seen water freezing, and what conditions are necessary for this to happen. Ask them to suggest how to make ice melt. Elicit examples of other familiar materials melting or solidifying eg wax running down the side of a candle, chocolate melting etc, and let children explore what happens to wax if it is held in the hand or put in a warm place. Ask children how to keep familiar materials eg ice, chocolate, butter from melting and help them to relate these to temperature.
25. Melting or Dissolving
Melting If something melts it:
changes from a solid to a liquid
only involves one substance
needs to be heated
can be changed back into a solid by cooling.
Dissolving If something dissolves it:
usually involves a solid being added to a liquid
means two or more things mixing
does not need heat
cannot be changed back by cooling.
Tick the process that is taking place …
Melt Dissolve
Putting bath salts into a bath.
Heating sugar in a saucepan.
Placing ice out in the sunshine.
Making coffee with instant coffee powder.
Adding sugar to water.
Heating chocolate for a cake topping.
Putting sugar into tea.
Leaving an ice lolly in the sunshine.
Defrosting the freezer.
An ice cream on a hot day.
Holding chocolate in the hand.
Adding salt to water.
Children often confuse melting and dissolving. It is helpful to establish the idea of melting and its connection with an increase in temperature before dissolving is introduced.
26. Dissolving Things
Fill a jar with water. Then add a spoonful of salt and stir it. Does the salt dissolve? See what happens with other ingredients.
Substance Prediction – will it dissolve? Result
salt
sugar
pepper
flour
scouring powder
bicarbonate of soda
What affects whether something dissolves or not?
Do fine substances dissolve better than coarse ones?
Does it help to stir the water?
Will heating the water affect how things dissolve?
Which substance dissolves the fastest? Why do you think this is?
27. Measuring Temperature
What is this? What is it used for? How does it work?
Can you find out the temperatures of: The body Room temperature Ice Boling water
What I am measuring Temperature in ºC
Inside my fist (gently)
The air
Tap water in a container
Warm water
Icy Water
Present children with an ice cube, bowls of water at room temperature and warm water and ask them to judge how hot they are. Ask them whether it is always easy to tell using their sense of touch and how they could make a better judgement. Ask children to explore how thermometers work. Help them to use a thermometer correctly to make readings of temperature.
28. Using a Thermometer
Record the temperature of:
Bowl A
Bowl B
Bowl C
Take and record the temperature of each bowl every 15 minutes.
Bowl A Bowl B Bowl C
15 minutes
30 minutes
45 minutes
1 hour
Describe what happened to the temperature of the water in each bowl.
What do you think would happen if you took the temperature again in one more hour?
Ask children to explore how thermometer readings change eg when they hold it in their hand, blow on it, put it under a cold running tap. Demonstrate to children, using a container of water at room temperature, how to use a thermometer safely and to an appropriate degree of accuracy. Provide children with containers of water at a range of temperatures (including below room temperature) and ask them to find the temperature of each. Ask children to take the temperatures of the bowls of water after about an hour. Record the results, and compare with the original readings and ask children to suggest what has happened.
29. Keeping Cold Investigation
Question: ________________________________ ________________________________ ________________________________ ________________________________
Prediction: ________________________________ ________________________________ ________________________________ ________________________________
What will the variables be? ________________________________ ________________________________ ________________________________ ________________________________
Method: ________________________________ ________________________________ ________________________________ ________________________________
What will we keep the same? ________________________________ ________________________________ ________________________________ ________________________________
Conclusion: ________________________________ ________________________________ ________________________________ ________________________________
Results Table:
Ask children to think about how they could keep something cold (eg by wrapping an ice cube in different wrappings). Plan and carry out an investigation, thinking carefully about how to record the results.
30. Keeping Warm Investigation
Question: ________________________________ ________________________________ ________________________________
________________________________
Results Table:
What will the variables be? ________________________________ ________________________________ ________________________________ ________________________________
What will we keep the same? ________________________________ ________________________________ ________________________________ ________________________________
Method: ________________________________ ________________________________ ________________________________ ________________________________
Prediction: ________________________________ ________________________________ ________________________________ ________________________________
Conclusion: ________________________________ ________________________________ ________________________________ ________________________________
Help children to plan an investigation to find out what materials will keep a container of water warm for the longest time. Ask children to suggets how to keep the test fair and how often to take the temperature. Help children to record their results in tables and to interpret what they show.
31. Insulators and Conductors
Material Very cold Cold Warm Very warm
Plastic spoon
Metal spoon
Wooden spoon
Glass rod
Place long handled spoons made of metal, plastic, wood in a container of hot water and ask children to feel how warm the handles are after five to ten minutes. Discuss the results and ask children to suggest why saucepans often have wooden or plastic handles. Record explanations in drawing and writing.
32. Evaporation
Glossary:
Ask the children what happens to puddles in the playground when it stops raining and to wet washing when it is put out to dry. Talk with the children about where the water has gone and introduce the term ‘evaporate’.
33. The Water Cycle
Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
34. HABITATS: Organisms
An organism is a living thing. Plants and animals are organisms. All of these are organisms. Write under each picture whether it is a plant or an animal.
Palm Tree
Giraffe
Woman
Pine Tree
Crab
Daisy
Ladybird
Organisms are plants and animals – are these organisms? Write “yes” or “no” under each.
elephant
car
cactus
chair
lightning
cockerel
fly
statue
The environment is everything around us. Draw a picture showing the environment where each of these things live.
Caterpillar Fish
Bird You at home
Elicit children's understanding of 'plant' and 'animal'. Introduce the term 'organism' as a general term for all living things. Use pictures of eg vertebrates, invertebrates, humans, small flowering plants, trees and challenge children to sort them according to
their own criteria and then into plants and animals.
35. Local Habitats
What does the word ‘habitat’ mean?
Make a list of different habitats in the local area.
Choose one of the habitats and then research which organisms live there.
Explain the meaning of 'habitat'. Explain to children that they will be studying local habitats, and go for a walk round the school and/or immediate locality to find and make a list of habitats. Review the final list with the children and group habitats of similar scale or diversity together eg pond, field, wood, tree, hedge, flower bed, grassy patch, plant trough, under leaf, under stone.
36. Different Animals in Different Habitats
Polar Bear
How is a polar bear suited to its environment?
Camel
How is a camel suited to its environment?
Penguin
How is a penguin bear suited to its environment?
Desert Rat
How is a desert rat suited to its environment?
Ask children to predict where a particular organism will be found. Ask children to observe and describe the conditions of the different habitats, eg light, water, soil, shade, temperature.
37. Grouping Living Things
Vertebrates and Invertebrates Humans are vertebrates. We have a skeleton to hold us up. Animals without skeletons are invertebrates. Look at the following animals and write underneath each whether it is a vertebrate or an invertebrate.
octopus
camel
fly
mole
worm
cat
spider
owl
butterfly
snail
How else could you group the animals? Decide on your own criteria and then group the animals.
Present children with pictures (or living organisms collected earlier) including similar pairs eg bee/wasp, spider/beetle, daisy/dandelion and discuss features eg legs, wings, eyes, colours. Ask children to group similar organisms together and explain their groupings.
38. Classification
lives in water lives on land
has l
eg
s
has n
o l
eg
s
Insects Arachnids Molluscs
six legs, three body parts, e.g. ant, wasp, butterfly
legs, two parts, e.g. spider, scorpion
slimy foot, often have a shell, e.g. snail, octopus, slug
39. Investigating Plants and Animals
Question: ______________________________ ________________________________ ________________________________ ________________________________
Prediction: ________________________________ ________________________________ ________________________________ ________________________________
What will the variables be? ________________________________ ________________________________ ________________________________ ________________________________
Method: ________________________________ ________________________________ ________________________________ ________________________________
What will we keep the same? ________________________________ ________________________________ ________________________________ ________________________________
Conclusion: ________________________________ ________________________________ ________________________________ ________________________________
Results:
Ask children to generate a question to investigate or offer alternatives eg How do we know mealworms prefer dark? How can we find out what snails prefer to eat? Discuss the questions with the children and help them to decide how to collect evidence for their investigation and what equipment to use. Help children to carry out the investigation and to make careful observations. Discuss their results and ask children to explain these in terms of what they already know about the animals and their usual habitats.
40. Using Keys to Identify Plants and Animals
Present children with an organism (or picture of an organism) from the local environment which is likely to be unfamiliar to most of them. Ask them to write down two or three things about it. Show some reference books and ask children how easy it would be to identify the organism from these. Show children a simple key and how to use it. Practise with other keys and other organisms.
41. Making a Key to Identify Animals
42. ELECTRICITY: Circuits and Conductors
Review earlier work on circuits. Ask children to look at drawings of circuits and decide and explain which will work and which will not. Ask children to make a circuit which will work
43. Electrical Safety
What electrical hazards can you spot?
Show children a video of the dangers of mains electricity and discuss the differences between devices which can be run on batteries and those which require mains electricity.
44. Conducting Electricity
Which were the best conductors?
Material Does the bulb light? Is it an insulator or a
conductor?
Record which materials complete the circuit and which do not. Discuss results with children and ask them to make a generalisation about the type of materials which complete the circuit. Introduce the concepts of electrical conductors and insulators.
45. Conductors and Insulators
Conductors are useful…
Insulators are useful…
Ask children to explore eg using secondary sources and a collection of plugs, wires and cables used in the home the uses of metals and plastics in relation to their properties as electrical conductors and insulators. Record where conductors and where insulators are useful.
46. Switches
Draw diagrams of some objects that have different types of switches. Label the switches as push, pull, turn or slide.
Create a simple circuit which contains a switch. Draw a diagram of your circuit. What did you use to create your switch?
Identify different types of switches and devices which use them. Recognise that a switch works by causing a break in the circuit. Make a working switch and test it in a simple circuit.
47. Adding Batteries
Demonstrate circuits where the bulbs are very bright. Ask children to predict what would happen if an additional battery is added. If possible demonstrate this. Point out to children that bulbs and motors are designed to be used with batteries of a particular voltage and that if the voltage is exceeded the device may burn out.
48. Changing Circuits
Ask children to make a simple circuit and to suggest how they might change the brightness of the bulbs eg by changing the number of bulbs, the type of bulb, the number of batteries, the voltage of the battery. Ask them to plan what to do and what circuits they would use. Help them to recognise the importance of changing only one thing at a time.
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