Science Planning Year 5/6. Earth and Space

Transcription

1 Science Planning Year 5/6 Earth and Space Learning Objective Whole Class input (key questions) Independent/group activities (including differentiation) Assessment: Success criteria Plenary & Home Learning Week 1 L.O: To know key history of space travel Sc5/4.1c describe the Sun, Earth and Moon as approximately spherical bodies Starter: watch: Q: what can you tell me about this video? Who are they? When was it? (Neil Armstrong, 1969) Main: Introduce today s learning objective We will be looking at the history of space. Q: What do you already know? Q: Who watched Tim Peak s time in space? Task 1: Put events into chronological order Q: What does AD and BCE tell you? Work through the events to check children s understanding Task2: Q: Which events do you feel have been the most important? Why? LA: T- Pick 3 keys events and write explanations for why these are the most important events MA: Pick 4 keys events and write explanations for why these are the most important events HA: Pick 5 keys events and write explanations for why these are the most important events (Children could stick in the cards and write next to them) I can order events in chronological order I can decide on the most important events I can justify my reasons Debate: Pick 2 key events and debate which event is the most important Model write: Explanation of why they feel that event is the most important

2 L.O: To know the movement of the earth and the moon Sc5/4.1b describe the movement of the Moon relative to the Earth Starter: Key vocabulary jigsaw (children will need a lot of time to complete this) Main: Introduce today s learning objective. Q: What do we already know about the movement of the moon and the sun? Q: Who discovered these facts? LA: MA HA: Chn make model of the orbits (photo evidence for books) I know the moon orbits the earth I know the earth orbits the sun I know how an eclipse happens1 Discuss why the moon is important for life on earth. Q: What would happen without the moon? Week 2 Watch: Q: How would our tides be affected? Act out movement using the children holding cards. Q: When do we have an eclipse? m/watch?v=eyq54bsrt GI Week 3 L.O: To explain why we have day and night (explanation text) Sc5/4.1d use the idea of the Earth s rotation to explain day and night, and the apparent movement of the sun across the sky Today s task is for the children to create a model of the earth, moon and sun. They will need to use split-pins. Model how to make these safely Starter: Watch Main: Introduce today s learning objective. Today we are going to explain very clearly why we have day and night in an explanation text. Q: What features do we find in an explanation text? Titles, sub-headings,, diagrams etc. Show a bad example of an explanation text. Q: How could we make this better? (formal language, clear tenses, sub-headings, paragraphs) LA: T- shared write MA:HA: T-write explanation text using key words mat Pictures available for children to stick in if they prefer LA: I can write an I can use sub-headings MA: HA: I can use an I can include a rhetorical question I can use sub-headings I can use the present tense I can use brackets to add more information Children peer assess each other s work against the features Class shared write- explanation text

3 Week 4 L.O: To know the phases of the moon (reading comprehension) Sc5/4.1d use the idea of the Earth s rotation to explain day and night, and the apparent movement of the sun across the sky Main: Introduce today s learning objective. Q: Have you noticed a pattern with how the moon looks? Q: Why do we have different phases of the moon? Work through PowerPoint Task 1: As a class work through reading comprehension on IWB. Q: What strategies could we use to work out the meaning of a word? What questions might they ask us? How can we write our answer succinctly? LA: T- work through reading comprehension MA:HA: work through HA comprehension TA- focus group working though comprehension I can read the text and use strategies to work out unknown words I can summarise information I can read a question and find the answer in the text I can underline the information I can write my answer clearly Moon phases bingo game- children can roll the die and cross off the ones they have. (Some are repeated because there are only 8) Task 2: Children complete differentiated reading comprehension (then work through it with T or TA) Week 5 L.O: To write a newspaper article about the moon landing (newspaper article) Sc5/1.6 identifying scientific evidence that has been used to support or refute ideas or arguments Task 3: Children make the moon phases flap book/ wheel and stick into their books. They can begin practicing these ready for the bingo game. Starter: Watch video of moon landing again: Main: Introduce today s learning objective. We are going to be the main reporter for the Parkgate Times the day after the moon landing. You have been given the front page spread! Q: What are the features of a newspaper article? Title,, chronological order, quotes etc. Q: What facts do we need to include? Create a mind map of key information Model/ Shared write a newspaper article. LA: TA- Complete shared write MA:T- Shared write as a group HA: T- independently write their own newspaper article LA: I can use a title I can write an I can include key facts MA HA: I can use a title I can write an I can include key facts I can include direct quotes using inverted commas Children peer assess each other s work against the SC

4 Week 6 Week 7 L.O: To investigate parachute designs Sc5/1.1 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary L.O: To know the planets in the solar (Reading comprehension and Speaking and Listening) Sc5/4.1a describe the movement of the Earth, and other planets, relative to the Sun in the solar Starter: Watch Tim Peak returns to Earth- probably want to skip through some of it. Main: Introduce today s learning objective. Today you are going to design a parachute for make sure the astronauts land safely. Give children time to experiment with different materials, shapes, layers ect. Children build parachutes in groups- the winner will be the one that falls the slowest. Q: How will the weight be affected? What size will work best? Why? Starter: My very excited mum just served us nachos Main: Introduce today s learning objective. We are going to be learning about the different planets. Assign each group a planet ( 8 in total) Q: What do these words mean? Distance, diameter, temperature, orbit Watch video: Chn can begin taking notes. Children then have time to create a poster about their planet using different resources. Once the parachutes have been tested (photo evidence for books), children write up their experiments. LA: TA- complete LA investigation sheet MA:HA: T- complete MA/HA investigation sheet Mixed ability groups- Children use different resources to find out information about a planet. (Texts, internet, videos) They create a poster and present to the class. Must include: distance from the sun, length to orbit the sun, diameter, temperature, and number of moons Whilst listening to presentations, other children complete their sheets (Photo evidence in books) I can investigate different materials, shapes and sizes I can test my parachute and record the results accurately I can analyse my parachute and evaluate the effectiveness I can research information about a planet I can write down key information I can present this information clearly to thr group Look at how surface area affects the parachute The greater the surface area the slower- why? Discuss how air resistance (air pushing back up) slows down the fall. Children complete their planet facts sheets

5 Week8 L.O: To compare planets in the solar Sc5/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs Starter: Complete the vocab jigsaw again with a timer to show the children s improvement Main: Introduce today s learning objective. We are going to be comparing features of the planets. Q: What similarities can you remember? What differences can you remember? LA: TA- printed out version of iboard with questions to answer MA:T- complete bar chart and answer questions HA: complete bar chart, answer questions I can label the axis I can plot information on a bar chart I can answer questions about the data Children create space cootie catchers Task 1: Using iboard ) chn find out about the distances away from the sun. They can then copy this into their books. Week 9 L.O: To create a model of the solar Sc5/4.1a describe the movement of the Earth, and other planets, relative to the Sun in the solar Main: Introduce today s learning objective. Today we will be working in groups to create models of the solar. We will be using Styrofoam balls to decorate. Q: Can they recognize the planets without their names? Q: Why are the planets different colours? What can we learn about planets from their appearance? What could aliens tell about Earth? Mixed ability groups- children paint the balls to represent the different planets. (Photo evidence in books) I can work in a team to create a model of the solar I can choose appropriate colours Children peer assess each other s work. Need to buy Styrofoam balls and sticks for the lesson

6 Week 10 L.O: To describe an alien planet (setting description) Sc5/1.5 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations Starter: Watch Pandora video: Main: Introduce today s learning objective. Today we will be imagining what life would be like on an alien planet. You are going to be the first to discover it and you need to write a description of what you have found. Q: What senses can we use? How can we bring the ideas to life? Shared write passage for the Pandora video. LA: Use the Pandora video to write their description MA:T- Shared write description HA: Independently write their descriptions LA: I can write in clear sentences I can use adjectives MA:HA: I can use adjectives and adverbs I can use interesting sentence openers I can use relative clauses to add more information Children move around the room and peer assess on post it notes about what they like in each other s work