Living Things and their Habitats take measurements, a range of scientific life cycle, mammal, Observe life cycles in a describe the differences in the life cycles of a equipment, with increasing accuracy and amphibian, insect, bird, variety of living things mammal, an amphibian, an insect and a bird precision, taking repeat readings when reproduction, plants, in the local describe the life process of reproduction in some appropriate animals, sexual, environment. plants and animals record data and results of increasing complexity asexual, seeds, stem, Compare life cycles of scientific diagrams and labels, classification roots, tuber, bulb, grow plants and animals Sp2 Pupils must also learn about different types of keys, tables, scatter graphs, bar and line graphs around the world. reproduction, including sexual and asexual report and present findings from enquiries, Try to grow new plants reproduction in plants, and sexual reproduction in including conclusions, causal relationships and from different parts of animals. explanations of and degree of trust in results, in the parent plant. oral and written forms such as displays and other Scientists: David presentations Attenborough, Jane Goodall Earth and Space take measurements, using a range of scientific Earth, Sun, Moon, Find out about describe the movement of the Earth, and other equipment, with increasing accuracy and planets, solar system, development of ideas planets, relative to the Sun in the solar system precision, taking repeat readings when day, night, star, about the solar system describe the movement of the Moon relative to appropriate rotation, spherical, from geocentric to the Earth record data and results of increasing complexity movement, dwarf heliocentric. describe the Sun, and Moon as scientific diagrams and labels, classification planet, celestial, orbit Compare time of day at approximately spherical bodies keys, tables, scatter graphs, bar and line graphs different places on the Su use the idea of the Earth’s rotation to explain day report and present findings from enquiries, Earth. and night and the apparent movement of the sun including conclusions, causal relationships and Construct simple across the sky explanations of and degree of trust in results, in models of the solar oral and written forms such as displays and other system, shadow clocks Pupils must also learn that it is never safe to look presentations and sundials. directly at the sun, even when wearing dark identify scientific evidence that has been used to Scientists: Ptolemy, glasses. support or refute ideas or arguments Alhazen, Copernicus Year 6 Topic Working Scientifically Vocabulary
Sp2 Living Things and their Habitats describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird describe the life process of reproduction in some plants and animals Pupils must also learn about different types of reproduction, including sexual and asexual reproduction in plants, and sexual reproduction in animals. take measurements, a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate record data and results of increasing complexity scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations life cycle, mammal, amphibian, insect, bird, reproduction, plants, animals, sexual, asexual, seeds, stem, roots, tuber, bulb, grow Observe life cycles in a variety of living things in the local environment. Compare life cycles of plants and animals around the world. Try to grow new plants from different parts of the parent plant. Scientists: David Attenborough, Jane Goodall Su Earth and Space describe the movement of the Earth, and other planets, relative to the Sun in the solar system describe the movement of the Moon relative to the Earth describe the Sun, and Moon as approximately spherical bodies use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky Pupils must also learn that it is never safe to look directly at the sun, even when wearing dark glasses. take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate record data and results of increasing complexity scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identify scientific evidence that has been used to support or refute ideas or arguments Earth, Sun, Moon, planets, solar system, day, night, star, rotation, spherical, movement, dwarf planet, celestial, orbit Find out about development of ideas about the solar system from geocentric to heliocentric. Compare time of day at different places on the Earth. Construct simple models of the solar system, shadow clocks and sundials. Scientists: Ptolemy, Alhazen, Copernicus Year 6 Topic Working Scientifically Vocabulary
Science-Curriculum-2014.docx