science long term plan year 2

1. Science LTP Room 13 Term 2
Achievement Aims
Students will:
Understanding about science
Learn about science as a knowledge system: the features of scientific knowledge and the processes
by which it is developed; and learn about the ways in which the work of scientists interacts with
society.
Investigating in science
Carry out science investigations using a variety of approaches: classifying and identifying, pattern
seeking, exploring, investigating models, fair testing, making things, or developing systems.
Communicating in science
Develop knowledge of the vocabulary, numeric and symbol systems, and conventions of science and
use this knowledge to communicate about their own and others’ ideas.
Participating and contributing
Bring a scientific perspective to decisions and actions as appropriate.
Physical world
Students will:
Physical inquiry and physics concepts
Explore and investigate physical phenomena in everyday situations.
Physical concepts
Gain an understanding of the interactions that take place between different parts of the physical
world and the ways in which these interactions can be represented.
Using physics
Apply their understanding of physics to various applications.
Material world
Students will:
Properties and changes of matter
Investigate the properties of materials.
The structure of matter
Interpret their observations in terms of the particles (atoms​, molecules, ions, and sub-atomic
particles), ​structures, and interactions present.
Understand and use fundamental concepts of chemistry.
Chemistry and society
Make connections between the concepts of chemistry and their applications and show an
understanding of the role chemistry plays in the world around them.
Achievement Objectives: Levels 1 and 2
Nature of science
Students will:
Understanding about science
Appreciate that scientists ask questions about our world that lead to investigations and that
open-mindedness is important because there may be more than one explanation.
Investigating in science
Extend their experiences and personal explanations of the natural world through exploration, play,
asking questions, and discussing simple models.
Communicating in science
Build their language and develop their understandings of the many ways the natural world can be
represented.
Participating and contributing
Explore and act on issues and questions that link their science learning to their daily living.
Physical world
Students will:
Physical inquiry and physics concepts
Explore everyday examples of physical phenomena, such as movement, forces​, electricity and
magnetism, light​, sound, waves, and heat.
Seek and describe simple patterns in physical phenomena.

2. Material world
Students will:
Properties and changes of matter
Observe, describe, and compare physical and chemical properties of common materials and changes
that occur when materials are mixed, heated, or cooled​.
Chemistry and society
Find out about the uses of common materials and relate these to their observed properties.
Weekly focus:
Scientific concepts will be explored through learning through play provocations with free access to
materials to experiment with. Some concepts will be explored through teacher led experiences.
Week 1: Scientific method
Skittles Experiment from Steve
Key understandings: scientific method, fair testing, scientific vocabulary; using senses as part of
being a scientist
Week 2: Mixing and dissolving
Big ideas: The types of changes that materials can undergo are related to their chemical composition;
When materials change, individual atoms and molecules are rearranged, but they are never lost - the
matter is conserved
Key understandings:
- Mixing is a way of changing materials
- Dissolving is a special kind of mixing
- When materials change they often look different
- When materials are mixed, the bits they are made up of are still there even though they may be
difficult to see separately
- When a material dissolves, it is still there, even though it seems to have disappeared
- Some types of changes can be reversed, but others cannot
- A mixture is a substance in which two are more substances are mixed but not joined together,
meaning that a chemical reaction has not taken place
- Solutions are mixtures when a solid (which we call a solute) dissolves into a liquid (that we call the
solvent), a chemical reaction has taken place
different liquids and substances out each day to experiment with dissolving/fizzing/foaming/mixing
(juice, water, lemonade, white vinegar, milk, sugar, salt, baking soda, flour, cornflour, jellybeans,
raisins, sugarcubes)
Magic Milk experiment​ (teacher led)
Wizard's Brew​ (teacher led)
Week 3: Changes of State
Big ideas: ​The types of changes that materials can undergo are related to their chemical composition;
When materials change, individual atoms and molecules are rearranged, but they are never lost - the
matter is conserved; The properties that characterise solids, liquids and gases are related to particle
behaviour; The properties of water change when it is combined with other substances
Key understandings:
- Mixing and melting are two ways of changing materials
- Adding heat energy speeds up many changes
- When materials change they often look different
- Some types of changes can be reversed, but others cannot
- Water can be a liquid, a solid or a gas, and can go back and forth from one form to another
- There is no loss of water during or after a change in form
- Ice is solid; it keeps its shape while it stays frozen, even if it is removed from its container
- When ice warms up, it melts and cannot keep its shape; when ice melts it becomes liquid water
- The outside of ice melts first
- Ice melts more quickly when more of its surface is exposed to air that’s above freezing point
- Changes of state always involve a transfer of energy

3. - Ice made from sugary or salty water tastes, feels, and looks different from ice made with pure water
different liquids frozen to observe what happens as they melt
different sizes/colours of icecubes to observe what happens as they melt
objects frozen inside ice​ - is there a way to get the objects out faster? Pompoms in ice cubes
substances to sprinkle on ice e.g. salt, sugar, sand
ice sculptures
baking soda ice cubes
Week 4: Sorting according to properties
Big ideas: Objects can be classified according to their properties
Key understandings:
- Different objects have different properties
- Different materials are used for different purposes
- We can sort objects according to different criteria
different objects with various properties available for sorting using sorting trays (objects made of
metal, wood, paper, glass, plastic, fabric, natural objects)
Week 5: Magnets
Big ideas: Magnetism is related to electricity, but it is different. Both generate forces that may be
experienced without contact
Key understandings:
- Magnets can make some things move without touching them
- Magnetism does not need contact to apply a force
- We can feel the effect of the force between two magnets (we call this force “magnetism”)
- Magnetic forces are caused by unlike poles attracting each other and like poles repelling each other
- A magnetic field is affected as it passes through different materials
variety of objects and magnets available for testing and experimentation
magnetic cars
magnetic discovery bottles
magnetic discovery jars
Week 6: Gravity
Big ideas: Non-contact forces operate at a distance, through force fields
Key understandings:
- When we drop things, they fall towards the ground
- Gravity is a pull towards the ground
- If the air resistance is slight, a small marble will drop at the same rate as a large marble
variety of objects available for students to carry out gravity experiments
density jar​ (teacher led)
density experiments - dropping marbles in different liquids to see how quickly/slowly they move
viscosity discovery tubes
Week 7: Floating and Sinking
Big ideas: An object (or system containing more than one object or material) floats if it is less dense
than the water it is floating in; An object floats when its weight is equal to the weight of the water it
displaces; An object floats in water when the upthrust balances the object’s weight
Key understandings:
- An object that is light for its size compared with water will float in water
- A floating object usually lies on top of the water
- Sinking is a type of falling
- An object sinks unless something holds it up
- An object floats when it is held up by water
- Usually, an object with air trapped inside it will float
- When we put an object into water, it pushes water out of the way. (We call this “displacement”)
- We can make a sinking object (or system containing more than one object or material) float by
changing its shape to increase its volume (for example, by making a shape that traps air and so

4. lessens the overall density of the system
variety of objects available to test if they float or sink, encourage students to make a hypothesis first
make a boat from tinfoil, how many glass stones can it hold?
salt water vs. fresh water
Week 8: Forces/Friction
Big ideas: The combination of balanced and unbalanced forces acting on an object can be used to
predict and describe its movement
Key understandings:
- There are lots of ways to make an object move
- An object doesn’t move until something happens to make it move
- We can make objects move quickly or slowly and in different directions
- When we roll things on slopes, they roll downwards
- An object can be moved by either a push or a pull
- Some surfaces at the bottom of a slope will stop a rolling object in a shorter distance than other
surfaces will
- More than one push or pull can combine to influence the movement of an object
- A force called friction usually hinders the motion of moving objects
different materials available to make​ ramps for cars​ (wax paper, tinfoil, bubblewrap)
Week 9 and 10: Colour
Big ideas: We see colours when different materials reflect different mixes of wavelengths of light
Key understandings:
- At night, when there is very little light, everything looks black
- What appears to be “white” light can be split into the pattern of colours visible in a spectrum or
rainbow
- Light comes from definite sources, such as the Sun or electric light bulbs
- The Sun and plain electric light bulbs are sources of the full spectrum of visible light
- Coloured light can be produced by selectively blocking some parts of the spectrum
- We “see” when sufficient light is reflected off surfaces and enters the eye
mixing coloured water with eyedroppers/pipettes
chromatography​ (finding the colours in black) and ​chromatography butterflies
set up ​walking water​ experiment for students to observe (teacher led)
colour ​scavenger hunt
dip dyed craft sticks
rainbow spin mixing​ (teacher supervised!)