Year 5/6 Term 1 science 5D, 6D
Programme
d of
Study/Key
skills
Learning Objectives/
Key questions
Activities
1 Learning outcomes
Lesson plan:
Review prior
knowledge of states
of matter
Intro.( Review lab safety ) start lesson by boiling some water
on a Bunsen and ask children to explain what is happening
Assessment
Key
resources
Assessment
cues
Resources
needed
Mind maps
Bunsin
burner,
tripod,
beaker, etc
That children
can design
and carry
out their own
experiments
with some
assistance
and interpret
their results.
Equipment
children
require for
their own
experiment
s
Task1: Have children come up with a mind map in groups on
what they know about states of matter: solids liquids and
gases.
Plenary: discuss findings as a class and what we will be
covering over the next few lessons.



to turn ideas into a
form that can be
investigated, to make
a prediction and
decide what
evidence to collect
to make careful
measurements,
recording them in
tables and graphs
to identify trends in
results and use these
to draw conclusions,
indicating whether
the results support the
prediction
to explain
Additional:
Lesson plan:
Intro: Discuss the process of evaporation, reviewing boiling
water as one way to trigger evaporation and have children
come up with ways to make liquids evaporate and how they
would measure for evaporation.
Task1. Ask children to work in trams and come up with the
following:
A liquid they would like to test, how they will test for
evaporation, how they will record their observations, how long
they need to perform the experiment , how they will make it a
fair test. SEN: can give a sample of how to perform a science
conclusions in terms
of scientific
knowledge and
understanding



test and what factors to look for.
Plenary: have each group give their ideas of how to perform
experiment and advice each other on possible improvements
to construct a fair test to their designs.
* identify products that
play a role in drying
Additional: next lesson they will perform their experiments and
record their observations in a table and graph.
Lesson plan:
Intro: show photos and or appliances that are used for
drying- hairdryer, hand dryer, washing line, clothes dryer
discuss how they dry things and how useful they are.
Task1. Give one appliance to a pair and have them make an
advertisement for that product emphasizing its drying power.
Use
persuasive
language
and talk
about drying
ability
Plenary: put advertisements on display.



recognise that
melting, freezing,
evaporation and
condensing are all
changes which can
be reversed and all
changes which
involve a change of
state
identify correctly
examples of the
above changes
that air contains
water vapour and
when this hits a cold
Additional:
Lesson plan:
Intro: Discuss what is meant by the term condensation by
having groups come up with a definition for the word. Explain
that condensation is the formation of liquid drops from water
vapour. It is the process which creates clouds, and so is
necessary for rain and snow formation as well. Condensation
usually occurs when a parcel of rising air expands and cools.
Review the water cycles with students as part of
condensation and evaporation.
Explain the
principle of
cloud
formation in
their own
words.
Matches,
clear
plastic
bottles,
water
surface it may
condense
Task1. Have groups of students make a bottle cloud.
Plenary: show finished experiments and discuss findings as a
class. If experiments are unsuccessful watch video of
formation: video


recognise that
melting, freezing,
evaporation and
condensing are all
changes which can
be reversed and all
changes which
involve a change of
state
identify correctly
examples of the
above changes
Additional: ask students to find out how they could make
larger clouds.
Lesson plan:
Intro: bring in an ice-cream to class and whilst eating it talk
about how the ice-cream always seems to melt before I have
more than a few bites. Then lead into what causes melting
and how can I eat my ice-cream without it melting.
Plan, explain
and test own
ideas on
melting
Task1. Hand out 3 ice creams to each group and ask them to
design an experiment to test the best way to keep an icecream from melting the longest.
Plenary: get each group to discuss their results.
Additional:
Lesson plan:
Intro: practical tests- do online test from bitesize or other
linked sources
Task1.
Plenary:
Additional:
Review unit
Ice creams
and items
Programme
d of
Study/Key
skills
Unit 6D.
Reversible
and
irreversible
changes
Learning Objectives/
Key questions


Activities
that mixing
materials can
cause them to
change
to make careful
observations,
record and
explain these
using scientific
knowledge and
understanding
Lesson plan:
that insoluble
materials can be
separated by
filtering and solids
which have
dissolved can be
recovered by
evaporating the
liquid from the
solution
Lesson plan:

Intro: discuss mixing and what the term dissolving means.
task1. Practical test: set up a range of different materials and
ask students to take a small amount of each and place it in
water- observe and record observations.
Assessment
Key
resources
Explain the
terms mixing,
dissolving
and
reaction.
Plaster of
Paris, milk,
paint
powder,
salt, flour,
sand, sugar,
salt,
pepper,
tea leaves.
Explain in
their own
words
different
ways to
separate
substanceexplain what
filtration and
evaporation
are.
Sand, salt,
water,
heating
plate
Plenary: discuss findings as a class
Additional:
Intro: Get a container of sand and mix it with water- ask the
class to come up with a way of separating the 2 substanceslead to filtration.
Task1. Have students try to separate sand.
Task 2: Then discuss how to separate salt and water. Leading
to heating – demonstrate how to heat water and salt and the
process of evaporation.
Plenary: Hand out revision test as homework ( or have lesson
on testing online)
that heating
some materials
can cause them
to change
that cooling some
materials can
cause them to
change


Additional:
Lesson plan:
Intro: discuss heating and cooling and ask children to come
up with some examples of how heating or cooling could
change materials- cooking an egg, making pancakes,
melting chocolate etc
Task1. Have children try to boil an egg, make toast and melt
chocolate ( in their own way) and have them explain
whether it is reversible, irreversible and if something new is
made.
Through
example
explain what
a reversible
and
irreversable
change is
Plenary: Student complete worksheet on examples of
reversible and irreversible changes.

be aware of the
hazards of fire
Additional:
Lesson plan:
Intro: Show labels of different fabrics and items with words
flammable and inflammable and discuss what the labels
mean. Illicit the need for safety around fire and the dangers of
burning.
Task1. Groups of students make a poster on the hazards of
burning things
Plenary: Display posters. Show a smoke alarm and other
safety equipment such as fire alarms and other things around
the school used to ensure fire safety.
Additional:
Show visually
hazards of
fire
Chocolate,
eggs,
bread
Intro: practical test
review
Task: http://www.teachingandlearningresources.co.uk/6ddissolving.shtml do dissolving test to see what they recall
Programme
d of
Learning Objectives/
Key questions
Activities
Plenary: record results and discuss any recurring
misconceptions
Assessment
Key
resources
Study/Key
skills
Unit 6c:
More about
dissolving





that solids which do
not dissolve in water
can be separated by
filtering which is
similar to sieving
to describe a
scientific process in a
series of sequenced
steps
Intro: place some puddle water in a flask and challange
students in teams to make their water the clearest by the end
of the lesson- writing step by step instructions of how they did
it and what materials they used.
to make predictions
about which types of
water contain
dissolved materials
and test these
predictions
that when solids
dissolve a clear
solution is formed
(which may be
coloured), the solid
cannot be separated
by filtering
that when the liquid
evaporates from a
solution the solid is left
behind
Intro: Present children with a number of clear liquids eg tap water, sea
* to make predictions about
what happens when water
from a solution evaporates
and to test these predictions
Task: assign teams and dirty water
- MARK
amount of
clear water,
clearness
time taken
and
instructions
Plenary:- mark each group on their effectiveness to make the
water clear.
water, the clear water from the first activity, coloured ink, distilled water
and ask them to predict for each liquid whether it is pure or whether it has
material dissolved in it.
Task: Ask children to suggest how they could find out whether their
predictions are true. If necessary, help them by suggesting they need to
get rid of the water eg by leaving small quantities of each liquid to
evaporate in a warm place to remind them about evaporation. Ask
children to record what they did and what they observed and to relate
this to their predictions. Talk with them about what the results show.
Plenary:- discuss findings and explain what each liquid is and
why it is pure or a mixture.
Intro: review what has been learnt in the unit
Task: Draw together work in this unit by presenting children with a series of
cards making predictions eg I think when you evaporate sweetened tea
the sugar will evaporate with the water; I think salt will dissolve more
Show
through
experimentat
ion or
discussion
what liquids
are pure or
mixed
Muddy
water and
filters
quickly in hot water than in cold water; I think that chalk will dissolve in
water; I think it makes a difference whether you stir clockwise or anticlockwise; I think bath salts dissolve more quickly when you stir the water.
Ask children to say whether the predictions are true or false and to suggest
how they could test whether they are right or not. Select methods of listing
predictions (or suggest others) and ask different groups to carry them out.
Ask children to describe what they did and to suggest good points and
bad points about others' methods, giving their reasons

Plenary:- discuss their cards as a class and whether their
predictions are accurate.
Intro:
Task:
Plenary:-

.