Year 4 Science (Summer)
| SCIENCE MID TERM PLANNING | |||||||||
| Year 4 SUMMER | Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | ||||
| Main Topic | 4A Moving and Growing | ||||||||
| Lesson Topic | Bone Location | Parts of the Human Skeleton | Skeletons of Other Animals | Muscles | Animals Without Skeletons | ||||
| Aims | To establish pupils ideas about bones & location in the body | To know the names of the more common bones in the human body | To consider skeletons of other animals & construction to survive in environment | To understand the importance of muscle in order for movement | To appreciate that not all animals have an internal skeleton | ||||
| Learning Objectives | To know the location & feel the knuckles, elbows, ribs, radius, ulna & pelvis bone | To be able to name & locate various bones including skull, ribcage, breastbone, thigh | To realise how skeletons need to be constructed differently. 3 main functions of skeleton – protect, support, movement | To know that muscles always occurs in pairs – as one contracts the other relaxes. As the one contracts it pulls the bone back into place | To realise the advantages of an endoskeleton but to identify animals with no skeleton or an exoskeleton & see how movement occurs | ||||
| Resources | Large sheets of paper, large felt pens, sellotape, pupil book page 2-3 | Model skeleton, pupil sheet 4A 1, pupil book page 2-3, chicken leg bone, other bones | Animal bones (or visit museum), books, CD ROMs, pupil book page 4-5, Internet | Chicken/Turkey leg, 20cm long paper, scissors, glue, knife, Internet, CD ROMs, pupil book page 6-7, pupil sheet 4A2 | Pictures of animals with exoskeletons, cardboard tubes, paper fasteners, card, rubber bands, pupil sheet 4A 2 | ||||
| Delivery | Pupils draw around each other in pairs. Draw in (life size) the bones in their body. Teacher asks pupils to feel their bones & location. More able can make 3D model | Look at bones & discuss hard/.soft, flexible. Introduce marrow in middle of bone & chicken bone in vinegar to show breakdown of calcium causes soft bone. Label worksheet | Discussion about animals & the requirements of their skeletons. Pupils make close observational drawings of bones available. Groups research & feedback on chosen animal | See how muscles move as Turkey leg is flexed. Pupils make model muscles using paper (teacher book page 11). Feel own arm muscles – biceps & triceps. Make arm model | Discussion on advantages of endoskeleton e.g. allows for growth. Pupils name animals with exoskeletons. Teacher describes how they move. Construct model of insect leg | ||||
| Cross-curricular links | Art, DT, English | English | Art, ICT, English | ICT, DT, English | English, DT | ||||
| SCIENCE MID TERM PLANNING | |||||
| Year 4 SUMMER | Week 6 | Week 7 | Week 8 | Week 9 | Week 10 |
| Main Topic | Habitats | ||||
| Lesson Topic | Picture Sort | School Grounds Invertebrate Survey | Food Chains | Protection of the Environment | Habitat Help |
| Aims | To understand that organisms can be sorted according to various criteria | To know that a habitat is the environment in which organisms live | To realise that within a habitat one organism is eaten by another | To consider the effects of urbanisation on a natural habitat | To understand why certain animals live in a certain environment |
| Learning Objectives | To realise that organisms can be sorted according to various scientific criteria & some can be in more than 1 group | To know that there are many different habitats in which invertebrates live | To establish that all food chains begin with a green plant. To know that a predator is something that eats prey | To realise the effects that a change in use can have on the organisms living in a given habitat | To observe how & why pond snails live in pond water |
| Resources | Pictures of plants & invertebrates, hoops for sorting, reference books, simple keys, internet, CD ROMs, pupil book page 10-11, pupil sheet 4B 1 | Pond dipping equipment, hand lenses, posters, bug boxes, soft brushes, sample bottles, simple keys, pupil book page 12-15, pupil sheet 4B 2 | Food chains, paper & string, video of food chains | Newspaper cuttings of current environments issues/description of school pond (for example) | Large jars, pond, pond weed, gravel, pond, snails, pupil sheets 4B3A & 3B |
| Delivery | Pupils sort organisms by chosen criteria. Class discuss. Introduce scientific criteria. Pupils re-sort. Introduce Venn diagrams. Sort into 3 sets. Use keys & ICT to research animals to enable sorting | Discuss habitats within school grounds. Make class list including which organisms they expect to find. Plan survey. Draw & record over ½ hours period. Share findings & record | Discuss food chains with simple examples. Replace ‘is eaten by’ with arrows. Produce food chains from chosen habitats and also from research and video. Produce mobiles labelling predators & prey | Teacher introduces scenario. Pupils divide into groups to consider effects. One group prepare debate in favour of change & one against: to include posters, newspaper articles etc | Discuss why pond creatures live where they do. Refer to habitats and food chains. Pupils in groups make a miniature pond and observe it over 5 days. Pupils record ‘Pond Diary’ |
| Cross-curricular links | English, ICT | English, Art, Maths | English & Art | English, Art, ICT? | English, DT, Art |