Year Five

Throughout the Year, children will develop their Working Scientifically Skills. This includes:

observing over time, asking pertinent questions about similarities and differences
asking questions surrounding patterns found in data as to why something observed has happened
classifying, grouping and presenting data in a series of ways to help in answering questions
taking measurements, using a range of scientific equipment, with increasing accuracy and precision
using secondary sources to help interpret results seen

In Summer 1 and Summer 2, children have been learning about Earth and Space. This includes:

knowing that the Sun is a star and is at the centre of the solar system
knowing the names of the eight planets in the solar system
knowing that the Earth and the other planets in the solar system orbit the Sun and their order (distance from the Sun)
knowing that it takes 365¼ days for Earth to orbit the Sun
recognising that it is dangerous to look at the Sun, even when wearing sunglasses
knowing that a moon orbits a planet (not a star)
knowing that one moon orbits the Earth
knowing that it takes 29.5 days for Earth’s Moon to orbit the Earth
describing the Sun, Earth and Moon as being similar to a ball in shape and using the term spherical
knowing that the Earth spins on its own axis whilst it orbits the Sun
knowing that it takes one day (24 hours) for the Earth to make a complete rotation on its own axis
explaining the Earth’s axis as an imaginary line passing through the North and South Poles
explaining that when it is light on one side of the Earth, it is dark on the other (because the side of the Earth where it is dark is facing away from the Sun and vice versa)
explaining why it appears that the Sun moves across the sky and knowing that this is caused by the rotation of the Earth
knowing that the Sun (appears to) rise in the east and set in the west (approximately)
learning about Celia Payne-Gaposchin who discovered the atom and what the sun is made out of

In Spring 2, children have been learning about Properties and Changes in Materials. This includes:

exploring and comparing everyday materials and groups them using the correct vocabulary to explain their properties
identifying similarities and differences when comparing the properties of everyday materials
knowing that when a solid dissolves in a liquid the solid is no longer visible
knowing that a solution is a mixture of a solid (or a liquid) with a liquid where the solid had dissolved
identifying a variety of materials that are soluble and those which are not
knowing that melting changes a solid to a liquid as a result of heating
explaining how the process of evaporation will recover the original material from the solution
understanding the difference between dissolving and melting and giving examples of both, e.g. ice melts, sugar dissolves, chocolate melts, salt dissolves
explaining the difference between filtering and sieving and when it would be appropriate to use each method depending on particle size
separating mixtures of two materials, e.g. soil in water using filtering, sieving and evaporating and explains why they chose those methods
based on the results from their own tests, explaining why materials are suited to their purpose, e.g. testing a range of fabrics to decide which is the best for a raincoat, testing a range of metals to make a switch in a circuit
carrying out research to find out how scientists create new materials for specific purposes
when given a range of materials to select from, demonstrating dissolving, mixing and changes of state and knowing how to reverse the change,
understanding and using the vocabulary ‘reversible’ and ‘irreversible’ change
recognising changes that are irreversible and explaining why in simple terms, e.g. when we burn wood we can’t get it back
recognising that new materials can be made as a result of irreversible changes, e.g. mixing vinegar and bicarbonate of soda gives carbon dioxide gas, iron oxide forms as a result of rusting
learning about inventor and agricultural scientist George Washington Caver

In Spring 1, children have been learning about Living Things Including Habitat. This includes:

understanding which animals are classified as mammals, amphibians, insects and birds and why
describing a life cycle of at least one animal from each of the above groups, e.g. hatching eggs into chicks and seeing them develop into fully grown chickens
comparing the life cycles of animals from different groups, describing the differences and similarities
explaining possible reasons for similarities and differences in observed life cycles
knowing about sexual reproduction in plants, e.g. foxgloves, buttercups, dandelions, naming the male and female parts of a plant associated with reproduction and each parts function i.e. petals, stigma, stamen (anther and filament), style, ovary and ovule, seed
knowing about asexual reproduction in plants, e.g. tubers, bulbs and runners (spider plant, strawberry plant)
knowing that sexual reproduction in animals needs an egg and a sperm
learning about anthropologist Jane Goodall

In Autumn 2, children have been learning about Animals Including Humans. This includes:

listing and ordering the changes as humans develop from birth to old age, e.g. baby, child, teenager, adult, elderly adult
describing the differences in humans as they develop, relating to the following characteristics - height and weight, movement, speech, teeth, nutrition, excretion
describing the changes experienced during puberty, e.g. change in body structure (i.e. broadening of the hips/shoulders, deepening of the voice, facial and pubic hair, development of the reproductive organs and the menstrual cycle) and changes in emotions
learning about obstetrical anesthesiologist Virginia Apgar

Why don't you use some of these websites to continue your learning at home:

In Autumn 1, children have been learning about Forces. This includes:

explaining how gravity acts between the Earth and objects
investigating air resistance, water resistance and friction
investigating how mechanisms like levers, pulleys and gears can allow smaller forces to have greater effects
learning about mechanical engineer Rafsan Chowdhury

Why don't you use some of these websites to continue your learning at home:

Year Five

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