YEAR 5 - Working Scientifically (Throughout all topics)
Notes and Guidance
(non-statutory)
Statutory Guidance
During years 5 and 6, pupils
should be taught to use the
following practical scientific
methods, processes and skills
Pupils in years 5 and 6 should use their science
experiences to:

through the teaching of the
programme of study content:







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
recording data and
results of increasing
complexity using
scientific diagrams and
labels, classification
keys, tables, and bar and
line graphs
using test results to
make predictions to set
up further comparative
and fair tests
using simple models to
describe scientific ideas
reporting and presenting
findings from enquiries,
including conclusions,
causal relationships and
explanations of results,
in oral and written forms
such as displays and
other presentations
identifying scientific
evidence that has been
used to support or
refute ideas or
arguments.

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. They should make
their own decisions about what
observations to make, what
measurements to use and how long to
make them for; choose the most
appropriate equipment to make
measurements and explain how to use
it accurately. They should decide how
to record data from a choice of
familiar approaches; look for different
causal relationships in their data and
identify evidence that refutes or
supports their ideas. They should use
their results to identify when further
tests and observations might be
needed; recognise which secondary
sources will be most useful to research
their ideas and begin to separate
opinion from fact. 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.
What to look for in pupils'
work
Key Skills
Emerging
Expected
I can ask relevant
I can plan enquiries, including
questions.
recognising variables
I can set up simple
practical enquiries and
comparative and fair
tests.
I can make accurate
I can use appropriate
techniques, apparatus, and
materials during fieldwork
using a range of scientific
standard units, using a
accuracy and precision.
data loggers.
I can gather, record,
classify and present
data in a variety of
ways to help in
answering questions.
I can record findings
using simple scientific
language, drawings,
labelled diagrams, bar
I can record data and
Evidence

Investigate

Enquire

Question / answer

Cause / effect

Method

Factor / variable
one

Predict / prediction
Give basic explanations

Test
of what results show

Fair / fairness / fairer /
Suggest ways how to
Suggest ways to collect
data

Understand what a fair
test is and when it is
appropriate to conduct


how work can be

Unfair
improved

Collect

Observe / observation

Equipment:
I can report findings from

enquiries, including oral and
written explanations of
results and conclusions.

predictions based on
-Sieve
scientific knowledge
-Timer
Choose appropriate
-Stopwatch
equipment to carry out
written form, displays and
an investigation and
variables where necessary.
recognising and controlling
I can record data and
results of increasing

appropriate

Take repeat readings
explanations, displays
diagrams and labels,
or presentations of
classification keys, tables,
where appropriate
I use results to draw
simple conclusions and
suggest improvements,
new questions and

enquiries, including oral and
Write conclusions that

support conclusion
results, explanations
up further tests.
I can identify
I can use test results to
levels of independence
make predictions to set up
when carrying out own
processes.
describe scientific ideas,
I use straightforward,
evidence that has been used
answer questions or to
support their findings
scientific
tests
I can use simple models to
scientific evidence to
Exceeding
 Work with very high
further comparative and fair
scientific ideas and
identifying scientific
to support or refute ideas or
argument
Suggest/suggestion

compare/comparison

describe/description

explain/explanation

Record/recording
-Table
-Chart
Venn diagram
-Bar graph/chart
results/evidence
written explanations of
and conclusions.
related to simple,

Explain if
involving causal relationships,
similarities or changes
-grams/kilograms
relation to question
predictions for setting
differences,
-Meters
explain findings in
models.
I can report findings from
- Centimetres
Use line graphs to
present data where
investigations

Identify when
investigative
techniques are not
working and adapt
accordingly
Measure/measurement
-Degrees Celsius
of accuarcy
to increase accuracy
results and conclusions.

use with a good degree
complexity using scientific
bar and line graphs, and
-Funnel
Make sensible
I can present findings in
other presentations.
fairest
Suggest some reasons
Expected
I can report on
and written
Ideas

bar and line graphs..
charts and tables.
enquiries, including oral

complexity using scientific
diagrams and labels, tables,

investigate a question
results of increasing
I can plan enquiries, including
findings from

I can take measurements,
equipment, with increasing
e.g. thermometers and
Emerging
and laboratory work.
measurements using
range of equipment,
Exceeding
Vocabulary

Results

Data

Patterns

Conclude/conclusion

Evaluate/evaluation

Limitations
Suggested Activities

Ensure pupils participate in
a wide range of enquiry
based activities related to
specific topics across the
year.
Observing Over Time
Identifying and Classifying
Pattern Seeking
Researching
Fair Testing
http://www.primaryupd8.or
g.uk/
YEAR 5 - Forces (Is it right to fight?)
Notes and Guidance
(non-statutory)
Statutory Guidance
Pupils should be taught to:
 explain that unsupported
objects fall towards the
Earth because of the
force of gravity acting
between the Earth and
the falling object
 identify the effects of
air resistance, water
resistance and friction,
that act between moving
surfaces
 recognise that some
mechanisms, including
levers, pulleys and gears,
allow a smaller force to
have a greater effect.









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 /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, e.g. by
observing the effects of
a brake on a bicycle
wheel.
Pupils should explore the
effects of levers, pulleys
and simple machines on
movement.
Pupils might find out how
scientists, e.g. Galileo
Galilei and Isaac Newton
helped to develop the
theory of gravitation.
Pupils might work
scientifically by:
exploring falling paper
cones or cup-cake cases,
and designing and making
a variety of parachutes
and carrying out fair
tests to determine which
designs are the most
effective.
They might explore
resistance in water by
making and testing boats
of different shapes.
design and make products
that use levers, pulleys,
gears and/or springs and
explore their effects.
What to look for in
pupils' work
Key Skills
Emerging
Expected
Exceeding
Emerging/Expected
I notice that
some forces
need contact
between two
objects and
some forces act
at a distance
I can explain
that
unsupported
objects fall
towards the
Earth because
of the force of
gravity acting
between the
Earth and the
falling object.
I can describe,
in terms of drag
forces, why
moving objects
that are not
driven tend to
slow down
 Writing with diagrams
that explain how air
resistance and water
resistance affect
objects.
 Descriptions of
factors that affect
the level of air or
water resistance based
on observations.
 Writing with diagrams
that explains the
effect of friction on
movement – stops or
slows moving objects.
(E.g when someone
pulls the brakes on
their bike friction is
created between the
tyre and the brake
pads. This causes high
friction and the bike
slows down until it has
stopped.)
Exceeding
I can identify
the effect of
drag forces,
such as air
resistance,
water
resistance and
friction that act
between
moving
surfaces.
I understand
that force and
motion can be
transferred
through
mechanical
devices such
as gears,
pulleys, levers
and springs.
.
 Explanations with
diagrams of the effect
of forces on the
shapes and direction
of travel of objects
(including gravity and
upthrust). (E.g. When
forces are unbalanced
objects move. When
forces are balanced
objects stay still. – A
helicopter has 4
forces that must be
balanced for it to
hover. Gravity, thrust,
air resistance and lift.
– diagram to support.
 Accurately measure
forces using a force
meter.
Vocabulary











Gravity
Resistance
Air resistance
Water resistance
Friction
Surface
Mechanisms
Levers
Pulleys
Gears
Force
Suggested Activities
What would life be like with
no gravity? (PMI activity)
http://www.spacekids.co.uk/s
pacefood/
Discuss how some problems
are managed. What if there
was no friction? (PMI)
Opposing forces - Use of
common PE equipment e.g.
ball/ bean bag rising to a
point where it stops and
starts to fall, a ball stopping
after rolling up before
starting to roll back, children
having a tug of war. Discuss
the opposing forces and the
point at which they are
balanced etc.
Sports shoes - Take rubbings
and compare. Which one will
have the best grip? Test on a
range of surfaces - which
surface will it work best on
and why?
Air resistance - Do heavier
objects fall faster than
lighter ones? Scrunched up
paper and flat sheet compare. Use balls of same
size but different mass and
test - make predictions and
test
Design and make different
parachutes - data handling time how long each takes to
fall when assessing
effectiveness.
Water resistance - Balls of
blu tac /plasticine of same
size. Drop one in a cyclinder
of water and another from
same height onto table observe water resistance
slowing the rate at which the
ball falls.
Useful website links /
Ideas for visits and
visitors
http://www.nationalstem
centre.org.uk/elibrary/r
esource/9213/frictionand-resistance
(Resources initially
designed for Y4 but
relevant for new
curriculum)
http://www.youtube.com
/watch?v=oauDyIu_swM
(Explains gears)
http://letsdoscience.com
/content_pdf/Grade4Wh
eelsLevers.pdf (Wheels
and levers investigation)
http://www.bbc.co.uk/lea
rningzone/clips/how-dolevers-work/6660.html
(How levers work)
http://www.nationalstem
centre.org.uk/elibrary/r
esource/6759/aircraftforces (Forces acting
upon an aircraft
investigation)
http://www.bbc.co.uk/sc
hools/teachers/ks2_less
onplans/science/forces_i
n_action.shtml
http://www.bbc.co.uk/lea
rningzone/clips/balanced
-and-unbalancedforces/10592.html (Nice
clip around forces and
balanced forces)
YEAR 5 -Living things and their habitat (Fit for life)
Notes and Guidance
(non-statutory)
Statutory Guidance
Pupils should be taught to:
 describe the differences
in the life cycles of a
mammal, an amphibian, an
insect and a bird
describe the life process
of reproduction in some
plants and animals.







Pupils should study and raise
questions about their local
environment throughout the
year.
They should observe lifecycle changes in a variety of
living things, e.g. plants in
the vegetable garden or
flower border, and animals in
the local environment.
They should find out about
the work of naturalists and
animal behaviourists, e.g.
David Attenborough and
Jane Goodall.
Pupils should find out about
different types of
reproduction, including
sexual and asexual
reproduction in plants, and
sexual reproduction in
animals.
Pupils might work
scientifically by: observing
and comparing the life cycles
of plants and animals in their
local environment with other
plants and animals around the
world (in the rainforest, in
the oceans, in desert areas
and in prehistoric times),
asking pertinent questions
and suggesting reasons for
similarities and differences.
They might try to grow new
plants from different parts
of the parent plant, e.g.
seeds, stem and root
cuttings, tubers, bulbs.
They might observe changes
in an animal over a period of
time (e.g. by hatching and
rearing chicks), comparing
how different animals
reproduce and grow.
What to look for in
pupils' work
Key Skills
Emerging
Expected
Exceeding
I can 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.
I can 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).
I can recognise
the impact of
diet, exercise,
drugs and
lifestyle on the
way human
bodies function.
I can give
reasons for
classifying
plants and
animals based
on specific
characteristics.
I recognise that
environments
are constantly
changing and
that this can
sometimes pose
dangers to
specific
habitats.
I can describe
the changes
as humans
develop from
birth to old
age.
I can explain the
classification of
living things into
broad groups
according to
common,
observable
characteristics
and based on
similarities and
differences,
including plants,
animals and
microorganisms.
I can describe
the life process
of reproduction
in some plants
and animals.
Emerging/Expected
 Writing (or other
representations) showing
the similarities and
differences between the
life cycle of different
animals and plants.
 Writing (or other
representations) giving
explanations of
reproduction in plants and
animals.
(e.g. explanation of how a
potato or daffodil
reproduces asexually –
only needs one parent.
Diagrams to support –
daffodil bulb becoming
the new daffodil.
Recognition that some
other plants reproduce
sexually – two parents
involved and male and
female parts of the plant
– pollination etc.
Also discuss that most
animals reproduce
sexually, however some
animals such as star fish
are a rare exception.)
 Use of local environment
to observe animals and
plants and written
explanations (or other
representations) of their
life process.
Exeeding
 Labelled diagrams
supported by writing that
show each stage of the
lifecycle of different
animals and plants.
 Diagrams and
explanations of sexual
and asexual reproduction
in different plants and
animals.
Vocabulary









Life cycle
Amphibian
Mammal
Bird
Insect
Reproduction
Sexual
Asexual
Organism

Mrs Nerg
- Movement
- Reproduction
- Sensitivity
- Nutrition
- Excretion
- Respire
- Growth
Plants








Stamen
Stigma
Sepal
Petal
Pollen
Style
Germinate
(Germination)
Fertilise
(fertilisation)
Useful website links /
Ideas for visits and visitors
Suggested Activities
Explore differences in life
cycles between different
types of animals.
Make a lifecycle wheel –
comparing similarities and
differences between
different animals.
Make a poster that explains
pollination, fertilization, seed
production, seed dispersal,
germination and plant
growth.
Research which creatures
carry pollen from flower to
flower and why.
Hatching and rearing chicks
http://www.oum.ox.ac.uk/thezon
e/animals/life/ (Mrs Nerg)
http://www.youtube.com/watch
?v=zbQ1jWl3AOM (David
Attenborough video)
http://www2.bgfl.org/bgfl2/cus
tom/resources_ftp/client_ftp/
ks2/science/plants_pt2/index.h
tm (back up for experiment)
http://www.crickweb.co.uk/ks2s
cience.html#lcycles5b
http://www.ngflcymru.org.uk/vtc/plant_life_cyc
les/eng/Introduct/default.htm
http://www.communication4all.c
Designing and testing the
perfect seed for wind
dispersal
o.uk/Science%202/Plant%20Lif
To compare local habitats
with those in other parts of
the world – compare animal
and plant populations.
http://www.bbc.co.uk/schools/k
e%20Cycle%20Double%20Sided
%20Fact%20Sheet.pdf
s2bitesize/science/living_things
/life_cycles/play.shtml
http://www.bbc.co.uk/schools/k
s2bitesize/science/living_things
/life_cycles/read2.shtml
http://www.ngflcymru.org.uk/vtc/plant_repro/e
ng/Introduction/activity2pop.ht
m
YEAR 5 - Animals including humans (Fit for Life) Pt 1
Notes and Guidance
(non-statutory)
Statutory Guidance
Pupils should be taught to:
describe the changes as
humans develop to old age.



Pupils should draw a
timeline to indicate
stages in the growth
and development of
humans.
They should learn
about the changes
experienced in
puberty.
Pupils could work
scientifically by
researching the
gestation periods of
other animals and
comparing them with
humans; by finding
out and recording the
length and mass of a
baby as it grows.
What to look for in
pupils' work
Key Skills
Emerging
Expected
Exceeding
Emerging/Expected
I know the
different stages
of the human
life cycle
I can describe
the changes
as humans
develop from
birth to old age
I can compare
life cycles of
different groups
of animals.
 Tables or diagrams
that list or label the
different stages of
the human life cycle
 Explanations of how
humans change during
puberty
 Diagrams that show
the life cycle of
different animals
I can give some
changes that
occur
throughout the
human life cycle
I can explain
the changes
that occur in
puberty
Vocabulary








Puberty
Offspring
Sibling
Young
Adult
Teenager
Elderly
Retirement
Suggested Activities
Useful website links /
Ideas for visits and
visitors
Describe the common life cycles
of animals including humans
(birth, growth, development,
reproduction, death), and
compare these to a variety of
plants (growth, reproduction and
death).
http://www.bbc.co.uk/learning
zone/clips/plantgrowth/2260.html
Footage of the speeded up
growth of runner bean plants,
from seedlings to mature
plants with a crop of beans.
Observe, measure and record
http://www.nationalstemcentr
e.org.uk/elibrary/resource/95
14/education-pack-springpollination
information about life processes
of plants and animals/ humans
through drawings, time lines,
charts, and diagrams.
Exceeding
 Detailed diagrams of
life cycles that include
details about how the
life cycles are similar
and differ
Puberty and reproduction
Lots of possible links to SRE
lessons in PSHE
For example – writing a
response to a letter found in a
problem page of a magazine.
Advise other children how to
cope and prepare with the
changes that bodies are going
through.
http://www.bbc.co.uk/learning
zone/clips/seeddispersal/2258.html
http://www.bbc.co.uk/bitesize
/ks2/science/living_things/hu
man_life_cycles/read/1/
BBC Schools link contains
information, a quiz and a game
on the human lifecycle.
Use the pictures of the
different stages of
Create a sequence/timeline on
development to create a
the board, which describes the
timeline. Discuss and list the
different stages in a
features of each stage.
relationship that could lead to
having a baby. In pairs, ask
the children to discuss what
they think needs to happen
before two people decide to
have a baby. As a whole class,
share ideas and record these
on the board as a sequence or
timeline.
Describe how and why the body
changes during puberty in
preparation for reproduction.
Describe the decisions that
have to be made before having a
baby. Know some basic facts
about pregnancy and conception.
http://www.bbc.co.uk/learning
zone/clips/hormones-andpuberty/1839.html
Could be used as an
introduction to learning about
changes during puberty.
Children may list in groups
changes they think may
happen. It is aimed at slightly
older children so the last part
where puberty is likened to a
horror movie may not be
appropriate for Year 5.
http://www.nationalstemcentr
e.org.uk/elibrary/resource/17
7/hormones-and-their-effects
This resource goes well beyond
the level required at primary
but it is very useful as
background knowledge for
teachers.
YEAR 5 - Animals including humans (Fit for Life) Pt 2
Notes and Guidance
(non-statutory)
Statutory Guidance
Pupils should be taught to:
 identify and name the
main parts of the human
circulatory system, and
describe the functions of
the heart, blood vessels
and blood
 recognise the impact of
diet, exercise, drugs and
lifestyle on the way their
bodies function
 describe the ways in
which nutrients and water
are transported within
animals, including humans.



Pupils should build on
their learning from
years 3 and 4 about the
main body parts and
internal organs
(skeletal, muscular and
digestive system) to
explore and answer
questions that help
them to understand
how the circulatory
system enables the
body to function.
Pupils should learn how
to keep their bodies
healthy and how their
bodies might be
damaged – including how
some drugs and other
substances can be
harmful to the human
body.
Pupils might work
scientifically by:
exploring the work of
scientists and scientific
research about the
relationship between
diet, exercise, drugs,
lifestyle and health.
What to look for in
pupils' work
Key Skills
Emerging
Expected
Exceeding
Emerging
Expected
Exceeding
Vocabulary

























Heart
Aorta
Ventricles
Veins
Arteries
Capillaries
Red bloods cells
White blood cells
Drugs
Medicines
Addiction
Substances
Lifestyle
Diet
Balanced diet
Proteins
Carbohydrates
Fats – Trans and
saturated
Food groups
Health
Absorbtion
Small intestines
Bloodstream
Glucose
Starch
Suggested Activities
Children to get into groups
and draw around bodies –
can they label the main
body parts and internal
organs. Children to use
this to identify the role of
the circulatory system and
challenge the
misconception of ‘single
loop’ circulation and how
the heart pumps blood
around the body.
Children represent red
blood cells as they move
around a classroom-sized
simulation of the human
body simulating the dual
circulation of blood. They
may give oxygen to the
organs then go back to the
right side of the heart
and flow to the lungs to
get more oxygen. Then
they flow to the left side
of the heart to be pumped
around the body.
The effect of drinking
fizzy drinks. Taking pulse
rate before and after.
Extension – does the size
of the person drinking
fizzy drinks affect pulse
rate? This can be done
with exercise too.
Focusing on exercise –
what does a healthy
balanced diet look like?
Children create balanced
meals to include an
accurate proportion of
food groups.
Useful website links /
Ideas for visits and
visitors
http://www.nationalstemce
ntre.org.uk/elibrary/list/7
749/year-6-animalsincluding-humans
A whole list of resources
and activities ideas.
http://www.nationalstemce
ntre.org.uk/elibrary/resour
ce/1951/circulation
A free link to the Hamilton
Trust lesson plans and
activities.
http://www.healthline.com/
human-body-maps
This show a 360degree
view of a body from skin,
muscular and breaks down
into parts such as digestive
and respiratory.
http://www.nationalstemce
ntre.org.uk/elibrary/resour
ce/10196/heart-beatersages-9-11
Aimed at Key Stage Two,
this resource looks at the
function of the heart, how
exercise affects heart
rate, and the rate of
recovery after exercise.
Linked to PE and the topic
animals including humans, it
also aims to develop enquiry
skills.
http://www.bbc.co.uk/scho
ols/teachers/ks2_lessonpla
ns/science/keeping_healthy
.shtml
http://www.aboutkidshealt
h.ca/En/JustForKids/Body/
Pages/Heart.aspx
A heart animation to show
it works.
http://www.nationalstemce
ntre.org.uk/elibrary/resour
ce/7816/snack-bar
Children shown a fictional
snack bar. Ingredients of
snack bar and introduced
and nutritional value is also
discussed.
YEAR 5 - Properties and changes of materials (Carnival of Culture)
Notes and Guidance
(non-statutory)
Statutory Guidance
Pupils should be taught to:
 compare and group
together everyday
materials based on
evidence from
comparative and fair
tests, incl their hardness,
solubility, transparency,
conductivity (electrical &
thermal), & response to
magnets
 understand that 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 through
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
 explain that some changes
result in the formation of
new materials, and that
this kind of change is not
usually reversible,
including changes
associated with burning
and the action of acid on
bicarbonate of soda.
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Pupils should build a more
systematic understanding
of materials by exploring
and comparing the
properties of a broad
range of materials,
including relating these to
what they learnt about
magnetism in year 3 and
about electricity in year
4.
They should explore
reversible changes,
including, evaporating,
filtering, sieving, melting
and dissolving, recognising
that melting and
dissolving are different
processes.
Pupils should explore
changes that are difficult
to reverse, such as
burning, rusting and other
reactions, for example
vinegar with bicarbonate
of soda.
They should find out
about how chemists
create new materials, for
example Spencer Silver,
who invented the glue for
sticky notes or Ruth
Benerito, who invented
wrinkle-free cotton.
What to look for in
pupils' work
Key Skills
Emerging
Expected
Exceeding
Emerging/Expected
I can compare
and group
materials
together,
according
I can compare
and group
together
everyday
materials based
on evidence
from
comparative and
fair tests,
including:
I can demonstrate
that dissolving,
mixing and
changes of state
are reversible
changes.
 Diagrams with
explanations that sort
materials into groups in a
variety of ways according
to their properties,
(e.g. Waterproofwaterproof materials do
not let water through and
do not absorb water. – list
of waterproof
materials/items. Other
properties such as
hardness, insulators
conductors, absorbency
etc.)
 Explanations of the way in
which some materials are
suited to specific
purposes – based on
observation or fair test
SC1 investigations. (e.g A
sponge is absorbent to
help mop up water and
other liquid spills)
 Diagrams and
explanations that classify
changes in materials as
reversible and nonreversible (such as water
freezing – change of
state that is reversible,
or baking a cake –
chemical change that is
irreversible)
Exceeding
to whether they
are solids,
liquids or gases.
I observe that
some materials
change state
when they are
heated or
cooled, and
measure the
temperature at
which this
happens in
degrees Celsius
(°C), building on
their teaching in
mathematics.
I can identify the
part played by
evaporation and
condensation in
the water cycle
and associate
the rate of
evaporation with
temperature.
.
- hardness,
- solubility
- conductivity
- (electrical and
thermal),
- response to
magnets.
I understand
how some
materials will
dissolve in liquid
to form a
solution
I can describe
how to recover a
substance from
a solution.
I use knowledge
of solids, liquids
and gases to
decide how
mixtures might
be separated,
including
through filtering,
sieving and
evaporating.
I give reasons,
based on
evidence from
comparative and
fair tests, for the
particular uses
of everyday
materials,
including metals,
wood and
plastic.
I can explain that
some changes
result in the
formation of new
materials, and that
this kind of
change is not
usually reversible,
including changes
associated with
burning,
oxidisation and
the action of acid
on bicarbonate of
soda.
 Diagrams and
explanations that sort
reactions into categories.
(E.g. A table that sorts
irreversible and
reversible changes.
A change is irreversible if
it cannot be changed back
again. They are
permanent and have
formed a new material –
Heating a raw egg.
Burning wood – creates
ash which cannot turn
back into wood. – same
sort of examples but for
reversible.
 Diagrams with
explanations of how to
separate mixtures in a
variety of ways. (e.g
Sieving, filtering or
evaporating)
Vocabulary
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Solids
Liquids
Gases
Reversible
Irreversible
Hardness
Solubility
Transparency
Opaque
Freeze
Thaw
Conductivity
Electrical
Thermal
Filter
Substance
Dissolve
Solution
Separation
Sieving
Evaporating
Filtration
Mixture
Burning
Rusting
Reactions
Attract
Repel
Insulator
Polymers
Condensation
Suggested Activities
Design an animal shelter that
would be appropriate (e.g good
conductor of heat) – Write letter
from WWF to chn asking them.
Skittles or M&M investigation –
put sweets on plate in a
symmetrical pattern and slowly
pour water over them. Cover
completely and observe.
Which metals can be separated
using a magnet?
How is evaporation of a liquid
affected by size of container/
viscosity/ moving air/ additives/
temperature?
How is boiling time of water
affected by adding salt?
Which liquid dissolves antacid
tablets quickest?
Do all liquids evaporate at the
same rate? - salt water, vinegar,
cooking oil, milk, aftershave lotion
Do all frozen materials melt at
the same temperature?
‘Which materials would be the
most effective for making a warm
jacket, for wrapping ice cream to
stop it melting, or for making
blackout curtains?’
Compare materials in order to
make a switch in a circuit.
Observe and compare the changes
that take place, e,g, when burning
different materials or baking
bread or cakes.
Research and discuss how
chemical changes have an impact
on our lives, for example cooking,
and discuss the creative use of
new materials such as polymers,
super-sticky and super-thin
materials.
Squishy circuits – use playdough
to make a circuit – look at
different materials.
Useful website links /
Ideas for visits and
visitors
http://www.youtube.com/watch?v=
LNly4deUItM&mode=related&sear
ch=
http://www.fossweb.com/modules
36/MixturesandSolutions/index.ht
ml
http://www.southbayrestoration.o
rg/videoaudio/
http://www.tes.co.uk/teachingresource/Teachers-TV-PrimaryScience-Materials-6044125/