Download Unit of Work for Year

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:
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describe the movement of the Earth, and other planets, relative to the
Sun in the solar system
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describe the movement of the Moon relative to the Earth
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describe the Sun, Earth and Moon as approximately spherical bodies
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use the idea of the Earth’s rotation to explain day and night and the
apparent movement of the sun across the sky
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DT
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The Space
Race to the
Moon
ENQUIRY QUESTIONS
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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
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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
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use maps, atlases, globes and digital/computer mapping to locate
countries and describe features studied
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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
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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
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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.
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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
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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
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DT WEEK - BUILD A MOON
BUGGY – USING AN
ELECTRICAL CIRCUIT AND
PULLEY
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VIDEO GAME
DESCRIPTIONS–
DESCRIBING AN ALIEN /
ALIEN PLANET AS MOVE
AROUND THE SURFACE
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VIDEOS – PLANET
SURFACES / SOLAR
SYSTEMS / LUNAR
ECLIPSE / VIDEO
FOOTAGE OF MOON
LANDINGS ETC
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SCIENCE EXPERIMENTS –
LIGHT REFLECTIONS /
SHADOW CASTING /
EFFECTS OF FRICTION /
DAY AND NIGHT
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CREATE OWN SOLAR
SYSTEM USING PAPIER
MACHE
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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
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to create sketch books to record their observations and use them to
review and revisit ideas
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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]
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about great artists, architects and designers in history.
COMPUTING
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design, write and debug programs that accomplish specific goals,
including controlling or simulating physical systems; solve problems by
decomposing them into smaller parts
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use sequence, selection, and repetition in programs; work with
variables and various forms of input and output
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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
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EXPLANATION TEXT – EXPLAIN HOW TO LAND ON THE MOON?
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NON-CHRONO REPORT – ALIEN / ANIMALS
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PERSUASIVE TEXT – TO LEAVE THE PLANET EARTH OR NOT?
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DIARY - ASTRONAUT
DESCRIPTION – ALIEN / ALIEN PLANET
INSTRUCTIONAL – MOON BUGGY
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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?
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RECOUNT TEXT – VISIT TO SPACE CENTER
BIOGRAPHY – NEIL ARMSTRONG / BUZZ ALDREN / TIM PEAKE
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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
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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:
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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
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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: