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Y5/6 POPLAR SPRING 2017 Module 1 What is the Solar System and how does it work? KNOWLEDGE, UNDERSTANDING AND SKILLS Nc 2014 objectives SCIENCE: describe the movement of the Earth, and other planets, relative to the Sun in the solar system describe the movement of the Moon relative to the Earth describe the Sun, Earth and Moon as approximately spherical bodies use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky DT The Space Race to the Moon ENQUIRY QUESTIONS DESIGN use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work understand how key events and individuals in design and technology have helped shape the world Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] apply their understanding of computing to program, monitor and control their products GEOGRAPHY locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world What is the Solar System? What planets make up the Solar System What is an orbit? Do other planets have gravity? What are the other planets like? What does the landscape on other planets look like? What artistic techniques could I use to represent a planet’s landscape? Why do we have day and night? Why does the moon change shape? What would happen if the moon wasn’t there? What is the sun? How is a shadow formed? How do we see things? What is a sundial? How does a sundial work How could I make a sundial better? ASSESSMENT CRITERIA Can the pupils: Name the planets on order of distance from the sun. Research and create a fact file for one planet in detail. Create a verbal presentation about the planets researched. Create written and visual descriptions of a planet’s surface Use the technique of encaustic art to create visual representations of a planet’s surface. Scientifically explain why we have the seasons in a year, day and night. Create an explanation text on how shadows are formed and how we see things. Understand how a sundial works and evaluate a commercially produced model Design and make own sundials using materials of their choice. What was the Space Race and who was in it? When did the space race happen? What were the main events that happened during the space race? Who or what has been sent into space? Who was first to the moon? Who was the first man to walk on the Moon? What happened during the moon landings? Why do people think the moon landings might have been faked? What is area 51? What makes a good rocket? How can we make a rocket fly? How can we collect data from our rocket Use a time line to explain when and what the space race was. Work in groups to find out about different types of space rocket and the be the expert feeding back to other groups. Retell the story of the moon landings through drama Record dramas on ipods and then edit these using movie maker to create a ‘Moon landings TV broadcast’ Research, debate and evaluate the conspiracy theories about whether the moon landings were fake. Design and make own bottle rockets, collecting numerical data about height / length travelled Use Science rocket data in Numeracy for data handling tasks ACTIVITIES DT WEEK - BUILD A MOON BUGGY – USING AN ELECTRICAL CIRCUIT AND PULLEY VIDEO GAME DESCRIPTIONS– DESCRIBING AN ALIEN / ALIEN PLANET AS MOVE AROUND THE SURFACE VIDEOS – PLANET SURFACES / SOLAR SYSTEMS / LUNAR ECLIPSE / VIDEO FOOTAGE OF MOON LANDINGS ETC SCIENCE EXPERIMENTS – LIGHT REFLECTIONS / SHADOW CASTING / EFFECTS OF FRICTION / DAY AND NIGHT CREATE OWN SOLAR SYSTEM USING PAPIER MACHE VISIT TO SPACE CENTER CROSS CURRICULAR WRITING OPPS - LITERACY WRITING OPPS DIARY - ASTRONAUT EXPLANATION TEXT – EXPLAIN HOW TO LAND ON THE MOON? NON-CHRONO REPORT – ALIEN / ANIMALS PERSUASIVE TEXT – TO LEAVE THE PLANET EARTH OR NOT? DESCRIPTION – ALIEN / ALIEN PLANET INSTRUCTIONAL – MOON BUGGY ASSESS AND REVIEW PUPILS CAN: Ancient Astronomers and the Stars Life in space today ART to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. COMPUTING design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts use sequence, selection, and repetition in programs; work with variables and various forms of input and output select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information MATHS – FOLLOW WHITE ROSE MASTERY LITERACY WRITING OPPS EXPLANATION TEXT – EXPLAIN HOW TO LAND ON THE MOON? NON-CHRONO REPORT – ALIEN / ANIMALS PERSUASIVE TEXT – TO LEAVE THE PLANET EARTH OR NOT? DIARY - ASTRONAUT DESCRIPTION – ALIEN / ALIEN PLANET INSTRUCTIONAL – MOON BUGGY Who were the first astronomers? Who invented the telescope? What did they believe about the stars and the planets? What is a constellation. What names have been given to the constellations? Who named the constellations and why? What is a star? Are stars alive? Can they die? What happens when a star dies? Who was Galileo and what did he do? How can people live in space? What is a space station? How do you travel to and from a space station? What training do astronauts need to do? Are the astronauts in danger? What is radiation? What food can be taken into space? What tools do we use today to explore space? What is a satellite? What is space junk and is it a problem? Who are the astronauts of today? RECOUNT TEXT – VISIT TO SPACE CENTER BIOGRAPHY – NEIL ARMSTRONG / BUZZ ALDREN / TIM PEAKE Find out about constellations through the use of star charts. Create constellation shadow disks Find out about how the constellations were given their names Investigate the life of Galileo and his work to do with space Research the telescope and its inventor (Hans Lipperhey) Explain how a telescope works Create a newspaper report on some of Galileo’s discoveries Define a star and explore the phases in a stars life. Use books and the internet to find out about The Hubble Telescope to ask and answer their own questions. Use a variety of media to discover what life is like in a space station. Create a nonfiction book about the space station for the school library. Recount their visit to a real observatory, giving details about the use of telescopes and what they have seen first-hand. Investigate how many daily activities in their own lives would be affected if we did not have satellites. Research to find out what space junk is and what problems it might cause. Create a platform game on the iPads about space junk! RECOUNT TEXT – VISIT TO SPACE CENTER BIOGRAPHY – NEIL ARMSTRONG / BUZZ ALDREN / TIM PEAKE Module 2 SCIENCE FORCES SOUND LIGHT CHANGING STATES OF MATTER ELECTRICITY KNOWLEDGE, UNDERSTANDING AND SKILLS identify how sounds are made, associating some of them with something vibrating recognise that vibrations from sounds travel through a medium to the ear find patterns between the pitch of a sound and features of the object that produced it find patterns between the volume of a sound and the strength of the vibrations that produced it recognise that sounds get fainter as the distance from the sound source increases. recognise that light appears to travel in straight lines use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets know 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. 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. associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches use recognised symbols when representing a simple circuit in a diagram. ENQUIRY QUESTIONS What and how do you make and separate compounds and solutions? How do we know when a liquid is a solution or a mixture? How do we perform a fair test and how do we present experiments carried out? What are forces and how do they impact on objects? ASSESSMENT CRITERIA Can the pupils: Why do big things float when some small things float? Why do some things drop quicker than others? Why do things move less quickly / distance over different surfaces? How does light and sound travel? What materials reflect / don’t reflect / cast shadows / change pitch of sound? ACTIVITIES Explain which parachute/ BOAT will fall to the floor first using the concept of air / WATER resistance. Show where a force is acting using arrows in a diagram. Explain why a force is balanced / unbalanced and what effect it has on an object. Explain how a test is fair / unfair Identify variables in a test and importance of controlling them; Explain what filteration / evaporation are; Explain the difference between soluble / insoluble / mixtures and solutions SCIENCE STUDY TV PROGRAMMES; INVESTIGATIONS FAIR TESTING EXPERIMENTS COMPETITIONS – PARACHUTES / FLOATING BOATS TIMED SEPARATING MATERIALS USING EVAPORATION / FILTERATIONS BUILD A ROCKET WITH ELECTRICAL CIRCUIT / MOON BUGGY ASSESS AND REVIEW PUPILS CAN: