Science
Studying Science provides children with the foundations for understanding the world around us. Science encourages us to ask questions, find answers and make close observations about how and why things work as they do. While we develop these rational explanations we also aim to develop a sense of excitement and curiosity about natural phenomena. Children enjoy finding out how science can be used to explain what is occurring, predict how things will behave and analyse causes.
Yearly Overview
Science at Queen Emma is very “hands on” and children are encouraged to “Work Scientifically” during each and every topic. As such they develop a variety of important skills including the ability to plan, observe and evaluate. They become accustomed to using a variety of tools and equipment and over time become adept at presenting and explaining their findings. Investigating is at the heart of Science and Queen Emma children know we value their thinking.
| Autumn | Spring | Summer | |
|---|---|---|---|
| Y1 | Everyday materials. Seasonal changes | Plants. Seasonal changes | Animals. Seasonal changes |
| Y2 | Health and growth. Material properties | Changing material properties. Electricity. Local plants | Local animals (minibeasts). Forces |
| Y3 | Rocks and soils. Amazing animals | Light and dark | Forces and magnets. Plants. Living things |
| Y4 | Living things. Habitats. Sound | Investigations and Electricity | States of Matter. Humans and animals. Food and digestion |
| Y5 | Forces: Gravity, water, air resistance and friction. Earth and Space: Sun, moon, night and day | Living Things: Lifecycles and reproduction. Animals and humans: Changes, puberty and growing up. Lifecycle of a plant | Materials: Reversible and irreversible changes. Separating solids and liquids. Fair testing |
| Y6 | Light. Electricity. | Living things. Evolution and inheritance. | Animals (including humans) |
Please click on the link to view our Science policy on our Policies page.
Examples Of Learning
Year 1
In Science, Year 1 have been learning about the human body. We identified the different parts and then we drew and labelled our own drawings of a human body. We shared vocabulary and thought about how we use the different parts of our body. We also thought about how our senses are used together.
We observed what happens at day and night. We learnt that one day on Earth is a full spin of the Earth on its axis, one month is the time it takes the Moon to orbit around the Earth and the orbit of the Earth around the Sun is one year. Working in groups, we acted this out by taking it in turns to be the Earth, Sun and Moon.
In science, we have been learning about the planets in our solar system. We discussed the difference in their sizes by comparing them to fruit! We then discussed the colours of the different planets. Using a template, we coloured and labelled the planets of the solar system and put them in order.
Year 1 have been investigating which materials are waterproof because Traction Man wanted a new outfit to swim in. Exploring the various materials helped us to make predictions about which materials would be waterproof.
We then planned our experiment. We carefully wrapped a doll in one material at a time (paper, tin foil, rubber and plastic), before pouring water over it. We found that tin foil, plastic and rubber were waterproof because the materials have tight bonds. Traction Man was excited to find out which materials would keep him dry!
We continued our investigations into more materials and thought about why they are suitable for their use. For example, metal for radiators, plastic for Lego and glass for windows. We are really excited about different materials and their properties!
Year 6
In science we explored refraction, and looked at an example through water and glass. We noted our findings when we finished.
We put into practise the periscope activity from science to check our understanding of the law of reflection. We then noted our observations and findings of how it worked.
In Year 6 we started our Electricity Science unit by making a circuit using batteries, bulbs, buzzers, switches and motors. The class had very little instructions so really had to ‘Synergize’ and ‘Begin with the End in Mind’ in order to create a working circuit. Obviously, there were many circuits that needed adjustments, as they didn’t work first time, so they had to also problem solve in order to make the circuit work.
Fantastic perseverance Year 6!
We investigated light and discussed the idea of refraction. We conducted an experiment to show how light slows and bends through a glass of water, and what happens to objects on the other side as a result.
During our Science lesson, we demonstrated the principle of how we see objects.