In Science we are learning about:
Magnets and Forces
In this unit children will work towards answering the Quest question, ‘can you make a tool that can move something on the floor far away from you?’ They will be asked to make a tool that can pick up things made of a magnetic material and consider the use of a telescopic arm or a folding arm to enable them to reach an object far away. The lessons leading up to answering the Quest will enable children to explore the properties of magnets and magnetic materials. They will also be able to apply their knowledge of how things move on different surfaces to create a table top game.
Working scientifically, children will investigate how toys can be grouped according to how they move. They carry out a simple investigation into the way an elastic band catapult can move a toy car. They investigate the effect of different surfaces on the movement of a sliding coin. They will have the opportunity to identify which materials are magnetic and which are not. Children will also be able to carry out an investigation to identify the strength of different magnets. In the final lesson, children will be able to apply their subject knowledge to design a magnetic tool that will pick up magnetic materials.
In this unit, the children will:
improve their locational knowledge through identifying the position and significance of latitude, longitude, the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
practise geographical skills through using maps, atlases, globes and digital/computer mapping to locate features studied
use the eight points of the compass to build their knowledge of the wider world.
In this unit, the children explore the Big Question: Where would you like to live? They read the interactive eBook, retrieving and collating information about different countries and identifying the similarities and differences between the lives of children around the world. They learn about how to present information using paragraphs and headings. In their writing tasks, compose a report in response to the Big Question.
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.