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Perth and Kinross Science 5-14

One Teacher Schools

Teacher’s Notes - The units of work

The units of work have been compiled by grouping lesson plans from P1-7, addressing all targets from levels A-F included in the Highland science 5-14 primary programme.

There are 12 units, 4 in each attainment outcome.

The units are as follows:

Earth and Space

Energy and Forces

Living Things and the Processes of Life

The 12 units could be used in a 3- or 4- year cyclic programme. There now follows suggestions for this.

three Year cyclic programme
 

 

Earth and Space

Energy and Forces

Living Things and the Processes of Life

Year 1

 Materials

 Electricity

Energy Sources

 Ourselves

Year 2

 Earth and Space

 Heat, Light and Sound

 Animals

Year 3

 Changing Materials

Water

 Forces

 Plants

Conservation

 

Using the units in this way would ensure balance and breadth across the science curriculum over the 3 year programme.

The targets would be distributed as follows:

 

Earth and Space

Energy and Forces

Living Things and the Processes of Life

Year 1

2xA      2xB      2xC

4xD      0xE      0xF

2xA      0xB      4xC

4xD      3xE      0xF

3xA      2xB      3xC

4xD      1xE      0xF

Year 2

2xA      2xB      2xC

3xD      2xE      1xF

2xA      4xB      3xC

3xD      0xE      0xF

5xA      5xB      4xC

0xD      1xE      0xF

Year 3

2xA      4xB      4xC

3xD      0xE      0xF

1xA      3xB      3xC

2xD      1xE      0xF

5xA      2xB      4xC

4xD      1xE      0xF


 

4 Year Cyclic Programme
 

 

Earth and Space

Energy and Forces

Living Things and the Processes of Life

Year 1

 Materials

 Energy Sources

 Animals

Year 2

 Changing Materials

 Forces

 Plants

Year 3

 Earth and Space

 Heat, Light and Sound

 Conservation

Year 4

 Water

 Electricity

 Ourselves

Using the units over a 4 year programme would distribute the targets as follows:

 

Earth and Space

Energy and Forces

Living Things and the Processes of Life

Year 1

2xA      2xB      2xC

4xD      0xE      0xF

0xA      0xB      0Xc

1xD      3xE      0xF

5xA      5xB      4xC

0xD      1xE      0xF

Year 2

1xA      2xB      2xC

3xD      0xE      0xF

1xA      3xB      3xC

2xD      1xE      0xF

5xA      2xB      2xC

2xD      1xE      0xF

Year 3

2xA      4xB      2xC

3xD      2xE      1Xf

2xA      4xB      3xC

3xD      0xE      0xF

0xA      0xB      2xC

3xD      0xF       0xF

Year 4

1xA      2xB      2xC

0XD     0xE      0xF

2xA      0xB      4xC

4xD      0xE      0xF

3xA      2xB      3xC

4xD      0xE      0xF

Attainment Outcome: Earth and Space

P1-7    Unit 1: Materials

Targets

  • A3 Recognise and name some common materials from living and non-living sources

  • A4 Give examples of uses of some materials based on simple properties 

  • B3 Make observations of differences in the properties of common materials

  • B4 Relate uses of everyday materials to properties

  • C3 Describe the differences between solids, liquids and gases

  • C4 Give some everyday uses of solids, liquids and gases

  • D3 Describe the internal structure of the Earth

  • D4 Describe the processes that led to the formation of the three main types of rock

  • D5 Give examples of useful materials that we obtain from the Earth’s crust

  • D6 Describe how soils are formed

Worksheets

  • A3 (a, b) A4 (a, b)

  • B3 B4

  • C3

  • D3 D4 D6

Attainment Outcome: Earth and Space

P1-7   Unit 2: Changing Materials

Targets

  • A6 Make observations of the ways in which some materials can be changed by processes such as squashing, bending, twisting and stretching

  • B6 Describe how everyday materials can be changed by heating or cooling

  • C5 Describe changes when materials are mixed

  • C6 Describe how solids of different sizes can be separated

  • D9 Explain how evaporation and filtration can be used in the separation of solids from liquids

  • D8 Describe what happens when materials are burned

  • D10 Describe the effect of burning fossil fuels

Worksheets

  • A6

  • D9 (a, b) D10

Attainment Outcome: Earth and Space

P1-7    Unit 3: Earth and Space

Targets

  • A1 Identify the Sun, the Moon and the Stars

  • A2 Link the pattern of day and night to the position of the Sun

  • B2 Describe how day and night are related to the spin of the Earth

  • B1 Associate the seasons with differences in observed temperatures

  • C1 Describe the Solar system in terms of the Earth, sun and planets

  • D1 Relate the movement of planets around the Sun to gravitational forces

  • C2 Link the temperatures of the planets to their relative positions and atmospheres

  • D7 Name the gases of the atmosphere and describe some of their uses

  • D2 Give some examples of the approaches taken to space exploration

  • E1 Explain day, month and year in terms of the relative motion of the Sun, the Earth and the Moon

  • E2 Describe the universe in terms of stars, galaxies and black holes

  • F1 Describe some of the ideas used to explain the origin and evolution of the Universe

Worksheets

  • A1 (a-c)      A2(a-c)

  • B1 (a-h)

  • C1

  • D7

  • E1(a-d)

Attainment Outcome: Earth and Space

P1-7     Unit 4: Water

Targets

  • A5 Give the main uses of water

  • B5 Explain why water conservation is so important

  • B8 Give examples of common causes of water pollution

  • B7 Give examples of everyday materials that dissolve in water

  • C7 Distinguish between soluble and insoluble materials

  • C8 Describe in simple terms the changes that occur when water is heated or cooled

Worksheets

  • A5

  • B5

  • C7 (a, b)

Attainment Outcome: Energy and Forces

P1-7    Unit 1: Heat, Light and Sound

Targets

  • A7 Give examples of sources of heat, light and sound

  • A8 Give examples of everyday uses of heat, light and sound

  • B11  Give examples of being energetic

  • B12  Link the intake of food to the movement of their body

  • B9 Identify the sun as the main source of heat and light

  • B10  Link sight and sound to seeing and hearing

  • C9 Link light to shadow formation

  • C10 Give examples of light being reflected from surfaces

  • D12 Describe in simple terms how lenses work

  • D13  Give examples of simple applications of lenses

  • C11 Link sound to sources of vibration

  • D14  Use the terms ‘pitch’ and ‘volume’ to describe sound

Worksheets

  • A7 A8 (a-c)

  • C9 C11

Attainment Outcome: Energy and Forces

P1-7    Unit 2: Electricity

Targets

  • A9 Give examples of everyday appliances that use electricity

  • A10 Identify some of the common dangers associated with the use of electricity

  •  Static electricity is produced by rubbing together certain materials

  • C12 Construct simple battery operated circuits, identifying the main components

  • C13 Classify materials as electrical conductors or insulators and describe how these are related to the safe use of electricity

  • C14 Give examples of energy being converted from one form to another

  • C15 Describe the energy conversions in the components of an electrical circuit

  • D15 Construct a series circuit following diagrams using conventional symbols

  • D16 Describe the effect of changing the number of components in an electrical circuit

  • D17  Give some examples of energy conversions involved in the generation of electricity

  • D18 Describe how electrical energy is distributed to our homes

Worksheets

  • C12 (a, b) C13 C14 (a, b)  C15

  • D15 (a, b) D17

Attainment Outcome: Energy and Forces

P1-7    Unit 3: Forces

Targets

  • A11  Give examples of pushing and pulling, floating and sinking

  • B13 Describe the effect that a push and pull can have on the direction, speed or shape of an object

  • B14  Give examples of magnets in everyday use

  • B15 Describe the interaction of magnets in terms of the forces of attraction and repulsion

  • C16 Give some examples of friction

  • C17 Explain friction in simple terms

  • C18 Describe air resistance in terms of friction

  • D20  Give examples of streamlining and explain how this lowers resistance

  • D21 Describe the relationship between the Earth’s gravity and the weight of an object

  • E22 Describe the effects of balanced and unbalanced forces

Worksheets

  • A11 (a. b)

  • B13 (a, b)

  • C16 C17

  • D20 (a-c) D21 (a, b)

Attainment Outcome: Energy and Forces

P1-7    Unit 4: Energy Sources

Targets

  • D19 Name some energy resources

  • E21 Explain the difference between renewable and non-renewable energy resources

  • E19 Describe some examples of the interconversion of potential and kinetic energy

  • E20  Give some examples of chemical energy changes

Worksheets

  • D10 D19

  • E20

Attainment Outcome: Living Things and the Processes of Life

P1-7    Unit 1: Ourselves

Targets

  • A12 Recognise similarities between themselves and others

  • A15 Describe some ways in which humans keep themselves safe

  • A14 Name and identify the main external parts of the bodies of humans (and other animals)

  • B18  Give examples of how the senses are used to detect information

  • B19 Recognise the stages of the human life cycle

  • C22 Name the life processes common to humans and other animals

  • C23 Identify the main organs of the human body

  • C24 Describe the broad functions of the organs of the human body

  • D23 Describe the role of lungs in breathing

  • D24 Outline the process of digestion

  • D25 Describe the main changes that occur during puberty

  • D26 Describe the main stages in human reproduction

  • E28 Identify, name and give the functions of the main organs of the human reproductive system

Worksheets

  • A12 (a-d) A14

  • B19 (a, b)

  • C22 C23 (a-d)

  • D23 D24 (a-e)

Attainment Outcome: Living Things and the Processes of Life

P1-7    Unit 2: Animals

TargetS

  • A17 Recognise and name some common (plants and) animals found in the local environment

  • A16  Give the conditions needed by animals (and plants) in order to remain healthy

  • A13 Sort living things into broad groups according to easily observed characteristics

  • A18  Give examples of how to care for living things and the environment

  • B22  Give examples of feeding relationships found in the local environment

  • B23 Construct simple food chains

  • A14 Name and identify the main external parts of the bodies of (humans and other) animals

  • B20 Recognise stages in the life cycles of familiar (plants and) animals

  • B16  Give some of the more obvious distinguishing features of the major invertebrate groups

  • B17 Name some common members of the invertebrate groups

  • C19 Give some of the more obvious distinguishing features of the five vertebrate groups

  • C20 Name some common members of the vertebrate groups

  • C22 Name the life processes common to (humans and other) animals

  • C21 Name some common animals (and plants) using simple keys

  • E25 Create and use keys to identify living things

Worksheets

  • A17 A13 (a-d) A8 A14

  • B23 (a, b) B20 (b-d) B16 (a-d)

  • C19 (a, b) C20 (a-h) C21 (a-e)

  • E25

Attainment Outcome: Living Things and the Processes of Life

P1-7    Unit 3: Plants

Targets

  • A19  Give some examples of seasonal changes in the appearance of plants

  • A17 Recognise and name some common plants (and animals) in  the local environment

  • A16  Give the conditions needed by plants (and animals) in order to remain healthy

  • B21 Identify the main parts of flowering plants

  • A13  Sort living things into broad groups according to easily observable characteristics

  • A18  Give examples of how to care for living things and the environment

  • B20 Recognise stages in the life cycles of familiar plants (and animals)

  • D22  Give the main distinguishing features of the major groups of flowering and non-flowering plants

  • C25 Describe the broad functions of the main parts of flowering plants

  • C21 Name some common (animals and) plants using simple keys

  • E25 Create and use keys to identify living things

  • D27 Describe the main stages in flowering plant reproduction

Worksheets

  • A19 (a, b) A16

  • B21 B20 (a-d)

  • C25

  • D22 (a, b) D27 (a-c)

Attainment Outcome: Living Things and the Processes of Life

P1-7    Unit 4: Conservation

Targets

  • C27 Explain how living things and the environment can be protected and give examples

  • C26 Give examples of living things that are rare or extinct

  • D28 Describe examples of human impact on the environment that have brought about beneficial changes and examples that have detrimental effects

  • D29  Give examples of how plants and animals are suited to their environment

  • D30 Explain how responses to changes in the environment might increase the chances of survival

Worksheets

  • C27 C26 (a-d)

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