Download Medium term plan - Science - Summer

Medium Term Planning- Science Summer 1 2015
Year 3
Miss L Stuart-Menteth, Mr J Johnson, Miss D Millican, Miss N Griffiths
Week
Commencing
12/04/15
Session 1
(Plants)
Learning
Objectives
Starter: to identify
prior plant
knowledge
Wk1
To dissect a plant
and label plant
parts
Lesson Outline
Organise trip to…?
Ask chn what they know about plants. What do plants need to survive? Do they
know any plant parts? Chn to work for 5-10 mins to discuss what they know and
draw a concept map.
Resources
A4/3 paper for concept
maps (LA work in pairs,
small groups).
Input:
Ask for a volunteer to draw a simple plant on whiteboard. What labels could be
added? (leaves, stem/stalk, root, flower etc). What would the stem be called if it
was a tree? Trunk. Can chn suggest more details e.g. petals? Explain that all
parts of a plant have a function, a job to do in the life of the plants. Do chn have
any suggestions? (e.g. leaves – collect sunlight, make food for plant,
photosynthesis; petals and flowers – attract insects; stem - supports leaves and
flowers; roots – take in water and nutrients from soil, etc).
A4/3 paper for dissecting
flower poster
Main activity:
Show chn a bunch of flowers. Explain to chn they are going to carefully dissect
the plants in pairs and then label the parts of the plants.
Plant word bank
LA: to label parts of the plant in pairs supported by word bank and teacher
support
MA: to label parts of the plant in pairs, supported by a word bank
HA: to label parts of the plant independently in pairs.
Ext: to write known functions of plants under labels.
Camera to record work
Bunch of flowers –
enough for one between
2 (15 flowers).
Medium Term Planning- Science Summer 1 2015
Year 3
Miss L Stuart-Menteth, Mr J Johnson, Miss D Millican, Miss N Griffiths
Plenary:
Discuss what part of the plant is missing from cut flowers – roots. What do chn
know about roots? Can we eat roots? (carrots, parsnips, turnips etc).
19/04/15
Session 2
(Plants)
To investigate
what a plant
needs in order to
survive
Input:
Ask chn what does a plant needs to survive? E.g. light, water, warmth, nutrients,
O2, CO2, room to grow etc. Tell chn that we are going to investigate what a plant
needs in order to survive. We will keep the plant species the same but we will
change the variables of water and light.
Wk2
Main activity:
Split the class into half. One half will investigate whether a plant needs water to
survive, the other half will investigate whether a plant needs light to survive.
Each child will have a cup, cotton wool and seeds. One cup will be the class
control (with water and light); the others will either be in the light with no water, or
in the dark with water.
Ask chn to predict under which conditions the plant will grow the best. Chn will
keep a diary of their plants for the week, observing both the control plant and
their variable plant.
CHN TO WASH HANDS AFTER HANDLING SEEDS
Plenary:
Chn to start writing up their experiment
Pipettes? (used for
watering plants)
Cotton wool
Transparent plastic cups
Cress seeds or similar
Experiment template
Diary template
CHN TO WASH HANDS
AFTER HANDLING
SEEDS
Medium Term Planning- Science Summer 1 2015
Year 3
Miss L Stuart-Menteth, Mr J Johnson, Miss D Millican, Miss N Griffiths
LA: to use experiment template with teacher support
MA: to use experiment template as a guide
HA: to write experiment independently
26/04/15
Session 3
(Plants)
To explain
experiment
results.
Wk3
Chn to keep a daily record of their plant.
Chn may need to finish writing up experiment from last week.
Input:
Chn to complete plant diaries and compare observations. What have chn noticed
about the development and growth of the plants? (Those that are in the dark
should have grown but will be pale; those in the light without water shouldn’t
have grown). What can they conclude about their results?
Main activity:
Chn to complete writing up experiment from last week, and add their conclusion
to what plants need to survive. Was their prediction correct?
03/05/15
Session 4
(Plants)
Wk4
To understand
the process of
pollination
Plenary:
Briefly discuss pollination – how do chn think plants reproduce? Why are bees
and insects important?
Input:
Matching pollination
What is pollination? Show chn clip of Stage 4:
descriptions with pictures
http://resources.hwb.wales.gov.uk/VTC/plant_life_cycles/eng/Introduct/mains.htm
Cut and order description
Watch clip of pollination from 0:14
of pollination
https://www.youtube.com/watch?v=8tcmBCiomfI
Glue, scissors
Medium Term Planning- Science Summer 1 2015
Year 3
Miss L Stuart-Menteth, Mr J Johnson, Miss D Millican, Miss N Griffiths
Main activity:
Explain to chn that they are going to be putting the process of pollination into
order. Re-cap on what happens first. Write on whiteboard.
Five seeds story ppt
LA: to match descriptions of pollination with pictures – stick in book.
MA: to cut and stick in order description of pollination
HA: to order description of pollination in their books, then add diagrams for each
stage
Plenary:
Re-cap on pollination, then read the story of the 5 seeds finding a new home.
Briefly touch on seed dispersal with the chn.
10/05/15
Session 1
(Rocks)
To describe the
internal structure
of the Earth in
simple terms
Input:
Ask chn what is underneath the grass? (topsoil, rocky soil, bedrock, crust,
mantle, outer core, inner core). Can chn tell you where they have seen exposed
rock on the surface of the Earth? E.g. at the seaside? Rocks that are broken into
smaller and smaller pieces eventually form sand. Soil is also made of tiny pieces
of different rocks plus remains of plants, animals, air and water.
Hard – boiled egg
The crust is the thin outer layer of cold hard rock that covers the world (10km-90km thick). The
mantle (extremely hot rock that often flows like treacle) is 3,000 km thick. The core, which is
made of metal, is hotter than the mantle.
Word bank
Knife
Cross-section of Earth
template
Wk5
Explain that when the crust is very thin sometimes the liquid rock (magma)
escapes as a volcano. Show children a scotch egg or hard-boiled egg – shell is
the crust. Ask them to imagine it is planet Earth. Cut it in half and show chn the
cross section. Introduce tectonic plates – that mountains are formed where plates
Medium Term Planning- Science Summer 1 2015
Year 3
Miss L Stuart-Menteth, Mr J Johnson, Miss D Millican, Miss N Griffiths
bump into each other. This means that the continents of the world are moving
very slowly over the molten rock in the mantle. Earthquakes and volcanoes occur
at these places too, especially in the Pacific Ring of Fire
https://www.youtube.com/watch?v=LgTRpSEJxEw (clip showing photos of active
and dormant volcanoes set to music).
Main activity:
Chn to draw a carefully labelled picture of a cross section of the earth.
LA: Chn to label a template of the Earth’s cross-section, supported by a word
bank and teacher support
MA: Chn to label a template of the Earth’s cross-section, supported by a word
bank.
HA: Chn to label a template of the Earth’s cross-section independently.
Ext: To write a paragraph describing the structure of the earth underneath.
Plenary:
Practise vocab relating to session e.g. crust, mantle, outer and inner core,
magma. Discuss how it is important to use the correct scientific vocab when
writing or talking about Science topics.
Do chn know of any volcano names? (e.g. Mt St Helens, Mt Vesuvius)
Medium Term Planning- Science Summer 1 2015
Year 3
Miss L Stuart-Menteth, Mr J Johnson, Miss D Millican, Miss N Griffiths
17/05/15
Session 6
(Rocks)
To make a
volcano
Explain that chn are going to find out more about volcanoes today. Have chn
heard of any volcanoes or even visited a volcano? Re-cap on last week’s lesson
– tectonic plates, Pacific Ring of Fire.
Show chn one of the labelled diagrams of a volcano, introducing chn to
associated vocab. Share information about volcanoes and describe what
happens when a volcano erupts.
Wk6
Main activity:
Build a volcano and watch it erupt! The chemicals will be placed in an empty
plastic drinks bottle, and the whole volcano placed on a tray or in a drawer to
collect spillages. The chemical reaction is between an acidic liquid like vinegar
and bicarbonate of soda. This causes CO2 to be produced (plus water and
sodium acetate). This causes the solution to erupt out of the volcano.
Chn are to work in groups of 3 and 4 to build their own volcano – see method
attached.
Ext: Chn to label diagram of volcano, using correct vocab.
Plenary:
Explain that rocks formed by volcanoes are called igneous rocks (igneous is
derived from the Latin for fire – ignis). Igneous rocks are formed when the
magma or lava cools and becomes solid rock again, e.g. pumice, basalt, granite.
Playdough
Plastic
drinks bottle,
Baking soda
Soap
powder
Vinegar
Water
Optional red
or orange
food
colouring
Waterproof
tray or
drawer
Glass stirring
Medium Term Planning- Science Summer 1 2015
Year 3
Miss L Stuart-Menteth, Mr J Johnson, Miss D Millican, Miss N Griffiths
rod or
wooden
spoon