Finborough School Learning Programme
Year Group: 5
Subject: Science
Week Commencing
07/09
Autumn Term 2015
14/09
21/09
Learning (Objective)
To explore the life cycles of local animals, and animals
from around the world.
To know that human bodies vary naturally.
How do human bodies change during puberty?
How does a baby develop in the uterus?
To recognise the different stages in the human timeline.
Research information about placental mammals,
marsupials and egg laying mammals.
Success
Criteria
I can use classification keys to assign animals and plants
into groups.
I can sequence & explain the stages in the human lifecycle
from a foetus through to an adult.
I can describe the changes that occur in male and female
bodies during puberty.
I can explain how a developing baby gets food and oxygen
through the placenta.
I can recognise the stages in the human timeline (infant >
child > adolescent > young adult > adult > middle age > old
age).
I can present information on the different gestation
periods of mammals and suggest reasons for this.
I can describe a local habitat by describing the plant life
and animals that are present in each layer.
I can sequence the stages in the human lifecycle from a
foetus through to an adult.
I can describe the outward changes that the human body
goes through during puberty.
I can describe the changes that a developing baby goes
through in the uterus.
I understand the differences between a timeline and a
lifecycle.
I can name some mammals and explain why some species
have large litters, several times a year, and some species
have a small litter once a year.
I can design a classification key for the identification of
common birds.
I can produce a line graph to demonstrate the natural
variation in height across a population.
I can describe external, internal and hormonal changes
and relate them to changes in body shape.
I can explain how the bloodstream becomes the lifeline
between mother and baby during pregnancy.
I can explain why the parameters on the human timeline
are constantly changing and how they have changes over
time.
I can explain how to classify the three types of mammal.
Investigate how sound waves are used to produce a ‘scan’
of a baby in the uterus.
To become familiar with the names, structure and function
of the male and female reproductive systems.
Create a poster that compares the similarities and
differences between placental mammals, marsupials and
egg-laying mammals.
Core
Support
Challenge
Homework (s)
Finborough School Learning Programme
Year Group: 5
Subject: Science
Week Commencing
28/09
Autumn Term 2015
05/10
12/10
Learning (Objective)
What is the life cycle of a bird?
To learn about the life cycle of a frog and other
amphibians.
Comparing the lifecycle of a butterfly with a grasshopper.
How do life cycles of rainforest animals compare to other
animals? A tree frog study.
Research the life cycle of a marine creature. An eel study.
To learn about the life cycles of desert animals.
Success
Criteria
I can identify the parts of an egg.
I can explain metamorphosis.
I can describe the stages of an insect lifecycle using the
terms vertebrate, invertebrate, endoskeleton, exoskeleton
and moulting.
I can explain what a resonator is on a tree frog, and how it
allows sound to be heard at a greater distance.
I can describe the characteristics of the 5 zones of an
ocean (sunlight zone, twilight zone, midnight zone, abyss
and trenches).
I can describe the difference in life span of a desert tortoise
and a desert mammal.
I can describe the lifecycle of a bird.
I understand that an amphibian starts its life cycle in
water and into an adult that survives on land.
I can describe the 4 stages of a butterfly lifecycle.
I can explain how tree frogs can reproduce without living
in a pond.
I can describe the changes an eel goes through during its
lifecycle.
I can describe the changes a desert tortoise goes through
during its lifecycle.
I can describe the risks to survival during the lifecycle of a
bird.
I can explain the difference between an external and
internal gill.
I can name insects that have a caterpillar stage, and that
have a nymph stage.
I can design an experiment to test a theory.
I know the zones of the ocean and can locate and name the
oceans of the world.
I can describe the lifecycle of an animal in the Sahara, Gobi
and Patagonian deserts.
What is unusual about the midwife toad?
Investigate the lifecycle of one or more rainforest animals
(one hatched, one born).
What do you know about the lifecycle of dinosaurs?
Core
Support
Challenge
Homework (s)
Finborough School Learning Programme
Year Group: 5
Subject: Science
Week Commencing
02/11
Autumn Term 2015
09/11
16/11
Learning (Objective)
What do we know about materials?
To compare and group together everyday materials on the
basis of their properties.
Why do certain materials have electrical conductivity?
Why do certain materials have thermal conductivity?
To understand that the properties of everyday materials
are linked with everyday use.
What properties do waterproof fabrics possess?
Success
Criteria
I can say why materials have been chosen for certain
purposes, based in their properties.
I can consider the properties need for a tabletop and can
test materials for hardness.
I can identify when an electrical circuit will conduct
electricity, and when it will not.
I can identify materials that will conduct heat faster than
others.
I know that each material used in an object is linked to its
use.
I can explain the difference between waterproof and water
resistant, and give examples of items that have been used
for their waterproofing properties.
I can say what the properties of a solid and liquid are.
I can test materials for hardness.
I understand how electricity flows.
I understand that heat travels through materials and is
always trying to escape.
I know that a number of everyday materials can be used in
one object.
I understand that waterproof means water is unable to go
through something.
I can construct a simple series electrical circuit and can
name some conductors and insulators.
I can devise a fair test to find out the hardness of floor
coverings.
I can identify different components of electrical goods,
explaining why certain parts are made from particular
materials.
I can think of examples of everyday objects that are used
for a purpose because of their thermal conductivity
properties.
I can say how petrol, gas, wool, sugar and flour are
manufactured.
I can investigate the downside of using a membrane like
polythene (high levels of perspiration).
What is wurzite boron nitrade and lonsdaleite? What are
they used for and why?
Insulating a home. What features do houses have to stop
heat escaping?
How can sports clothing be breathable and waterproof?
Core
Support
Challenge
Homework (s)
Finborough School Learning Programme
Year Group: 5
Subject: Science
Week Commencing
23/11
Autumn Term 2015
30/11
07/12
Learning (Objective)
To compare how materials absorb water.
To understand how water moves through some materials.
Separating solids, liquids and gases, through filtering,
sieving and evaporating.
To know that some materials will dissolve in liquid to form
a solution.
Describe how to recover a substance from a solution.
Success
Criteria
I can consider when I want a material to be the opposite of
waterproof (absorbent).
I understand how water moves through some materials
and call this ‘capillary action’.
I know how to separate dry materials and how layers of
sediment are formed when materials are in water.
I can identify substances that are soluble and insoluble in
water and that evaporation is the reverse of dissolving.
I understand how evaporation can be used as a means of
recovering a dissolved solid.
I can name some everyday items which have good
absorption.
I understand that water droplets are held together by a
force called ‘surface tension’.
I can explain how to use sieves to separate materials by
size.
I know that when some mixtures mix with water some of
their components may dissolve. Evaporation can be used to
recover a dissolved solid.
I can define solution, evaporation and vapour.
I can devise a fair test to show the differences in bricks and
unfired clay for absorption.
I can explain how cohesive and surface tension forces, act
against gravity to allow water to climb into small spaces.
I can use time-interval photography to explain how soil
components can be separated in water.
Investigate why crystals form in different shapes during
evaporation.
I can use diagrams and images to explain evaporation, a
solute, a solution and a solvent.
What is porosity? Investigate what it is and how it is useful
for geologists to understand porosity.
How is sedimentation used in industry? A paper-making
case-study.
Prepare a manual of information, explanations and tips,
on how to separate substances and reverse changes in
materials.
Core
Support
Challenge
Homework (s)