Skills development for fifth and sixth classes
Working scientifically
Throughout their science investigations children should be aware of and encouraged to adopt safe practices. They should observe safety procedures in designing and making tasks, particularly when they are using tools and materials.
Through completing the strand units of the science curriculum the child should be enabled to
Questioning
- ask questions about animals, plants, objects and events in the immediate environment and their relationships
- ask questions that will identify problems to be solved
Does light travel in straight lines?
How can this be tested? - ask questions that will help in drawing conclusions and interpreting information
Observing
- observe, describe and discuss physical, natural and human elements and processes in the immediate environment
colour of water in stream
types of materials used in building construction
flora and fauna to be found in a range of environments
effect of forces on a variety of materials - recognise and describe pattern and sequences in observations
patterns observed in the adaptation of animals to their habitats
sequences in seasonal changes - distinguish between the significant and less significant observations
Predicting
- offer suggestions (hypotheses) based on a number of observations and data available about the likely results of the investigations
- make inferences based on suggestions and observations
- propose ideas or simple theories that may be tested by experimentation
Investigating and experimenting
- collect information and data from a variety of sources, including
observations in the environment, classroom observations and experiments, photographs, books, maps, CD-ROM and computer database - design, plan and carry out simple experiments, having regard to one or two variables and their control and the need to sequence tasks and tests
- realise that an experiment is unfair if relevant variables are not controlled
- appreciate the importance of repeating tests and experiments
- identify (with guidance) different ways of looking at a problem and compare results of different investigations
Estimating and measuring
- use appropriate simple instruments and techniques to collect and record data on length, weight, mass, capacity, time and temperature
thermometers, rulers, scales, stop-watches, measuring jugs, record sheets, spring balances and forcemeters - estimate and use appropriate standard units of measurement
- decide what should be measured and the degree of accuracy required
Analysing
Sorting and classifying
- sort and group data on people, events, natural phenomena, materials and physical processes using a range of appropriate criteria
- sort and present data in sets and sub-sets
Recognising patterns
- look for and recognise patterns and relationships when making observations
relationship between the amount of sugar that can be dissolved and the temperature of the water - identify other instances that fit an observed pattern
- use observed patterns to make predictions
Interpreting
- interpret information and offer explanations
- draw conclusions from suitable aspects of the evidence collected
Recording and communicating
- record and present findings and conclusions using a variety of methods
oral and written accounts
charts, graphs and diagrams
presentations using wordprocessing or publishing programs
Evaluating
- review the methods used in investigations and assess their usefulness.
Integration
Activities in the mathematics curriculum will inform and complement this unit.
Mass and weight
In everyday speech the term 'weight' is used to describe mass and weight. However, weight is not the same as mass. The mass of an object is the amount of material or matter it contains; the weight of an object is the amount of force being exerted on it by the pull of gravity. Most children, during the primary years, will not have developed the ability to grasp the distinction between mass and weight. However by the end of the senior classes they could be encouraged to use the term 'mass'.
Designing and making
Throughout their science investigations children should be aware of and encouraged to adopt safe practices. They should observe safety procedures in designing and making tasks, particularly when they are using tools and materials.
Through completing the strand units of the science curriculum the child should be enabled to
Exploring
- explore a wide range of everyday objects and how they work
tools and domestic equipment
walls and their construction
gates and hinges
wheelbarrows - explore freely how a range of shapes, objects and other constructions could be made using a variety of materials
- explore how some objects might be improved or adapted
- recognise that people like certain characteristics of objects but not others and investigate the reasons for these preferences
preferences in shape, colour, texture, structure, material, practicality
Planning
- use knowledge and the result of investigations to identify needs and/or opportunities to improve an object or environments in familiar contexts
knowledge that plants need water could initiate design of watering device; the results of a litter survey could prompt design of new litter bins - understand that while the change may be desirable it may result in problems
too difficult to make, not pleasing to look at - develop the ability to draw designs showing different perspectives of proposed objects
side, top, front elevations - communicate their design plan using sketches, models and other media including information and communication technologies
- organise work, taking account of constraints and resources
- present design proposal on a 'design sheet'
simple elevations, measurements (scale), equipment required, aesthetic features (e.g. colour) - evaluate the feasibility of the design proposal and possible modifications to it, bearing in mind the resources available
Making
- make objects, applying knowledge that
structures have distinctive characteristics, including form and stability materials can be permanently linked to allow maximum stability - identify problems with, or undesirable effects of, a design during construction; propose and implement alterations as the object is made
- develop craft-handling skills and techniques
tying knots, marking and cutting, joining and fastening, making holes, weaving and plaiting, strengthening structures using struts, linking objects with adhesives, simple card hinges, triangular joining, dowel joints, cut a variety of materials with different tools - use a range of tools
hammer, G clamp, hand drill, junior hacksaws, measuring devices, rotary cutter, simple paper clip and drawing pin switch for electric currents - use a range of material
wood, lollipop sticks, clothes pegs, various thicknesses of card, sheet plastic, dowels, matchsticks, Lego Technic, Meccano, fabrics, fibres and plastics
Evaluating
- evaluate the positive and negative impact of design on surroundings and others
- discuss stability and form of other made objects and evaluate the effectiveness of the group product in the light of this investigation
compare the joints in a range of objects with those in own design - justify the ideas, materials, joins, procedures and techniques used and indicate possible improvements
why a loose dowel joint was used for axle movement and not a tight dowel joint - discuss and justify modifications that would improve the overall quality and stability of the outcome
- appraise results against group's initial plan and intentions.
Integration
Activities throughout the strands of the visual arts curriculum will complement this unit and provide opportunities to apply these designing and making skills.
Mathematics: Space and shape
Geography: Maps, globes and graphical skills; Human environments
Strand: Living things
Strand unit: Human Life
The child should be enabled to
Variety and characteristics of humans
- develop a simple understanding of the structure of some of the body's major internal and external organs
Human life processes
- develop a simple understanding of food and nutrition
structure, function and care of teeth
the importance of food for energy and growth
importance of a balanced and healthy diet
design and make a balanced and nutritious lunch menu for self or younger child - develop an understanding of the reproductive systems of both male and female and of the physical changes taking place in both male and female during growth to adulthood
- become aware of and investigate breathing
appreciate the need for oxygen from the air
understand structure and function of nose, windpipe and lungs
recognise the dangers of smoking and air pollution
investigate and/or design and make facial anti-dust mask - identify and understand ways in which the body protects itself against disease and infection
role of external organs: nose and skin.
Integration
SPHE: Myself
Strand unit: Plant and animal life
The child should be enabled to
Variety and characteristics of living things
- observe, identify and examine the animals and plants that live in local habitats and environments
local stream, river or pond, rock pool, seashore
aspect of a local rural landscape (e.g. soil, hedgerow, forest, peatland, field); aspect of a local urban area (e.g. areas around school, park, waste ground) - develop an increasing awareness of plants and animals from wider environments
- identify the interrelationships and interdependence between plants and
animals in local and other habitats
plants and animals depend on, and compete with, each other
concept of food chains and food webs - become aware of the sun as a source of energy for plants through photosynthesis
- observe and explore some ways in which plant and animal behaviour is influenced by, or adapted to, environmental conditions
location factors for plant and animal habitats, including food supply and physical conditions
use of colour and camouflage by animals - recognise that there is a great diversity of plants and animals in different regions and environments
- group and compare living things into sets according to their similarities and differences
similarities and differences between members of the same groups or species - become familiar with the characteristics of some major groups of living things
mammals, insects, arachnids, amphibians, fish, birds, reptiles
flowering and non-flowering plants, fungi and bacteria* - construct and use simple keys to identify locally occurring species of plants and animals
Processes of life
- become aware of some of the basic life processes in animals and plants
animals: nutrition, breathing, growth, movement, reproduction (life cycles), use of their senses
plants: nutrition, reproduction, movement in response to light, use of oxygen and carbon dioxide - investigate the factors that affect plant growth
water, light, soil, temperature
design and make a suitable growth environment for a plant that requires some specialised care (e.g. a bottle garden forplants that require much heat and humidity) - understand some ways in which plants reproduce
flowering plants and seeds
non-flowering plants, spores
vegetatively: runners, tubers, bulbs.
*Fungi and bacteria are not considered to be part of the animal or plant kingdoms.
Strand: Energy and forces
Strand unit: Light
The child should be enabled to
- learn that light is a form of energy
- know that light travels from a source
- investigate the splitting and mixing of light
use prism to create spectrum
mix coloured light using filters - investigate the refraction of light
- investigate how mirrors and other shiny surfaces are good reflectors of light
effects of flat shiny surface, curved shiny surface
design and make model periscopes - explore how objects may be magnified using simple lens or magnifier
investigate use of lens
design and make model telescopes - appreciate the importance of sight
- understand the role of sunlight in photosynthesis and appreciate that the sun gives us heat and light without which people and animals could not survive
- be aware of the dangers of excessive sunlight
dangers of looking directly at the sun
effect of the sun's rays on skin
design and make a sun canopy or umbrella for toys such as dolls and models.
Strand unit: Sound
The child should be enabled to
- learn that sound is a form of energy
- recognise and identify a variety of sounds in the environment and appreciate the importance of noise control
- understand and explore how different sounds may be made by making a variety of materials vibrate
skin of drum, plastic ruler on table, string of an instrument - design and make simple woodwind instruments
investigate how the length, thickness, diameter and type of materials used will influence the sound produced - explore how sound travels through materials
air, water and solids
identify materials that muffle sounds
design and make a pair of ear muffs - appreciate the importance of hearing.
Integration
Music: Exploring sounds
Strand unit: Heat
The child should be enabled to
- experiment with a range of materials to establish that heat may be transferred in different ways
through water, metals or air - recognise a variety of sources of heat
renewable sources (e.g. solar energy, heat from burning of bio-mass)
non-renewable sources (e.g. heat from burning of fossil fuels)
friction in mechanical movement - know that heat energy can be transferred
in solids (conduction)
in water and air (convection)
from the sun (radiation) - measure and record temperature using thermometer.
Integration:
Geography: Natural environments - Weather; Human environments
Strand unit: Magnetism and electricity
The child should be enabled to
- learn that magnets can push or pull magnetic materials
- investigate how magnets may be made
stroking a piece of iron or steel with a magnet
passing electricity through a coil around apiece of iron or steel (electromagnet) - explore the use of magnets to lift and hold objects
how magnets can be used in cranes, door catches
how magnets may be used to sort materials - learn about electrical energy
- investigate current electricity by constructing simple circuits
use wire, bulbs, motors and batteries
use more than one bulb in a circuit
use more than one battery in a circuit
experiment with simple switches
design and make set of traffic lights using a simple circuit and switch - become aware of how some common electrical appliances work
- become aware of and understand the dangers of electricity
dangers of mains electricity in the home and at work
the importance of fuses and circuit breakers for safety.
Integration
Geography: Human environments
Strand unit: Forces
The child should be enabled to
- identify and explore how objects and materials may be moved
by pushing and pulling
by machines using rollers, wheels, axles, gear wheels, chains and belts
by pouring and pumping
using trapped air pressure (pneumatics)
using trapped liquid under pressure (hydraulics)
using wind energy
harnessing energy of moving water
design and make a lifting device that uses levers and gears
design and make a windmill, water wheel or wind turbine to spin a coloured disk or turn a flywheel - explore the effect of friction on movement and how it may be used to slow or stop moving objects
a bicycle wheel by a brake
a falling object by a parachute
air resistance, streamlining - explore how friction can generate heat
rubbing hands - come to appreciate that gravity is a force
- become aware that objects have weight because of the pull of gravity
design and make a spring balance - explore how levers may be used to help lift different objects
design and make a toy using a lever.
Strand: Materials
Strand unit: Properties and characteristics of materials
The child should be enabled to
- recognise that materials can be in solid, liquid or gas form
- identify and investigate a widening range of common materials in the immediate environment
water, air, rock, fabric, paper, metal, wood, plastic, food - explore the origins of these materials
identify natural and manufactured materials
understand how some of these materials are processed or made - group materials according to their properties and/or composition
properties (e.g. flexibility, transparency, magnetism, conductivity, insulation, strength, shape, perishable or non-perishable foods, solubility)
composition (e.g. foods containing proteins, carbohydrates and/or fats; soil containing clay, silt, sand and/or gravel) - identify how materials are used
relate the properties of the material to its use
examine how shape affects the strength of structures
design and make a bridge that takes account of flexibility, form, stability and strength - recognise that a gas, such as air, occupies space, has mass* and exerts pressure
investigate evidence for atmospheric pressure
explore the effect of air resistance
design and make a glider - recognise that some materials decay naturally while others survive a long time in the environment
biodegradable and non-biodegradable waste environmental problems caused by nonbiodegradable waste
materials that may be recycled - become aware that air is composed of different gases
including oxygen and carbon dioxide - become aware of some of the practical applications of these gases in everyday life
use of carbon dioxide in fizzy drinks and in fire extinguishers.
* See reference to weight and mass in the section related to working scientifically.
Strand unit: Materials and change
The child should be enabled to
Heating and cooling
- explore the effects of heating and cooling on a range of solids, liquids and gases
temporary changes (e.g. from solid to liquid to gas)
expansion of water on freezing
evaporation of water on heating
permanent changes (e.g. those caused by baking bread in an oven) - experiment to establish which materials are good conductors of heat or good insulators
explore ways in which liquids and solids may be kept hot or cold - identify ways in which homes and buildings are heated and insulated
- recognise how heating and cooling can be used to preserve food
Mixing, separating and other changes
- investigate how a wide range of materials may be changed by mixing
mixing and dissolving materials in water solutions
exploring liquids that will not mix - investigate the effects of light, air and water on materials
discoloration and fading
rusting of iron and steel
investigate how rusting can be controlled
characteristics of materials when wet and dry - examine the changes that take place in materials when physical forces are applied
when materials are beaten, whisked, mixed,squashed, pulled, bent - recognise that oxygen is required for burning
- explore some simple ways in which materials may be separated
using sieves of varying meshes
using a magnet
using ruler charged with static electricity
allowing sediment to settle in a jar of liquid
separation of salt and water by evaporation
separation of water and soil using simple sieves (filtration).
Integration
Geography: Natural environments - Weather; Human environments
Strand: Environmental awareness and care
Strand unit: Environmental awareness
The child should be enabled to
- identify positive aspects of natural and built environments through observation, discussion and recording
colours, textures and shapes in rural andurban areas
diversity of plant and animal life
range of materials, buildings, walls and otherfeatures
places that people enjoy and the reasons for these preferences - explore some examples of the interrelationship of living and non-living
aspects of local and other environments
ecosystem of tree, hedgerow, stream, boglands, mountains, lowlands, river
rainforest, grasslands, desert, tundra - become aware of the importance of the Earth's renewable and non-renewable resources
- foster an appreciation of the ways in which people use the Earth's resources
mining, fishing, forestry, agriculture
using wind, water, fossil fuels or nuclear energy to generate power
processing raw materials for manufacturing
using the environment for leisure activities - come to appreciate the need to conserve resources
recycling of materials, use of paper packaging in contrast to some plastic packaging,
identifying materials that can be used for a variety of purposes,
turning off lights, reducing the amounts of water used.
Strand unit: Science and the environment
The child should be enabled to
- appreciate the application of science and technology in familiar contexts
at home: microwave oven, cooker, dustbin, coffee maker
at school: photocopier, projector, information and communication technologies
in the work-place: conveyor belts and pulleys
in a factory; pneumatic drill, cement mixer and crane on a building site
in hospitals: stethoscope, X-ray, radium treatment
in designing and making activities - examine some ways that science and technology have contributed positively to the use of the Earth's resources
purifying water, mixing materials to produce new materials, medicines, processing food, preserving food, generating electricity, using fertilisers for increased agricultural yields - recognise the contribution of scientists to society
work of scientists in the past and present - recognise and investigate aspects of human activities that may have positive or adverse effects on environments
activities that:
protect flora and fauna, such as creating a wildlife area and planting trees
enhance built environments
affect the quality of air, soil, water and the built environment.
Strand unit: Caring for the environment
The child should be enabled to
- participate in activities that contribute to the enhancement of the environment
organise collection of paper, aluminium cans or other materials for recycling
become aware of the need to use energy
wisely in school and at home
compost waste for garden - identify and discuss a local, national or global environmental issue
such as
effect of building a new factory, new roads, buildings
farming practices
traffic congestion, road safety
suggestions for environmental enhancement
an incident of pollution, deforestation,
ozone depletion, nuclear energy, global warming
investigate the causes of the issue
appreciate the roles and different views of people involved
identify and use ways of assessing or measuring the extent of the problem
suggest possible actions and consider the effect of these on people and the environment
participate in the resolution of the issue, if possible - come to appreciate individual, community and national responsibility for environmental care
explore concept of custodianship and its practical implications
become familiar with the concept of sustainable development
appreciate the need to protect environments for present and future inhabitants.
Linkage
Many of the objectives of this unit may be achieved as children complete work in other strands of the science curriculum.
Integration
Environmental awareness and care is a cross-curricular strand common to the science and geography curricula.
SPHE: Myself and the wider world-Environmental care
Visual arts: an awareness of colours and textures in the environment will complement the work in this unit.