In Science we are learning about:
What Plants Need
In this unit children will explore what plants need to grow well. They will compare how plants grow in different soils and explore how fertilisers can be used to improve growth. Children will investigate the amount of water needed to help a leafy pot plant grow well. They will also investigate how space affects plant growth by comparing how well grass seeds grow with more or less space. They will use what they have learned to grow a mystery plant from seed. Children will use the results from their investigations to produce a helpful hints and tips card to describe what helps plants grow better.
Working Scientifically, children will set up simple comparative tests to compare the effect of soil, water, fertilisers and space on plant growth. They will use a range of equipment to measure the amount of water, soil and seeds needed in different investigations. They will make careful observations and record how their plants change over time.
Parts of Plants
In this unit children will have learned about the parts of flowering plants. Children will have identified and named the basic parts of flowering plants and recognised and described the functions of these parts, including the function of the flower in the plant life cycle. Children will have investigated the function of roots, stems, leaves and flowers and will have researched methods of seed dispersal. In addition, children will have learned about the process of pollination. They will also have investigated the way in which water is transported within plants and they will have constructed a terrarium to demonstrate how plants recycle water in a closed system.
Investigative work in this unit focuses on observing and communicating ideas about plant parts and their function and using straightforward evidence from enquiries to answer questions about the functions of parts of plants.
In this unit, the children will investigate their local area, and consider which buildings are of significance and should be preserved. They will conduct their own research, using sources including recommended websites, history books, street directories and census returns. They will also have the opportunity to study local listed buildings and make links to historical events from the time of the building’s construction, as well as to their prior learning.
In this unit, the children explore the Big Question: How far would I go to look cool? They read the interactive eBook, retrieving and collating information about different styles and explore unusual fashions from contemporary and historical times. They learn to skim and scan for information, identifying vocabulary that is specific to the topic and using dictionaries to clarify the meanings of words. They answer the Big Question, planning and writing a newspaper report in the role of a fashion editor.
In Autumn Term we learnt about the different topics below.
Movement and Feeding
In this unit children will learn that animals including humans need the right types and amounts of nutrition to thrive and grow, and that eating the wrong types and amounts can lead to health problems. They will identify that we cannot make our own food and that we need to eat a varied diet including meat and fish, beans and lentils, fats, starchy foods, fruit and vegetables. They will construct a balanced food plate and describe what happens if we don’t eat a balanced diet. Children will identify that animals have different dietary requirements and some foods that humans eat may be poisonous to animals. They will also explain the role of the muscles and skeleton and describe what would happen if we didn’t have a skeleton.
Working Scientifically, children will identify similarities and differences between themselves and other children, and look for patterns between physical attributes and ability to perform tasks. They will work in groups to raise a question to investigate e.g. can children with longer legs jump further? They will carry out pattern-seeking investigations, take results and construct scatter graphs. They will use evidence to answer questions and draw simple conclusions.
The Bronze Age
The children will explore the key features of the Bronze and Iron Ages, and come to conclusions about the developments within the periods. Links will be made to the Stone Age period, which they may have studied in the autumn term. Throughout the unit, the children will use a variety of sources of evidence to investigate the period, including archaeological evidence with a focus on the Amesbury Archer, the Lindow Man, Roman written accounts of the Celts and reconstruction drawings of both periods. Differing interpretations of evidence will be considered.