Switched on Science Year 5 (2nd edition)

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forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only)

identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat Through the content across all three disciplines, students should be taught so that they develop understanding and first-hand experience of: 1. The development of scientific thinking recognising the importance of peer review of results and of communication of results to a range of audiences make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvementsPupils should read, spell and pronounce scientific vocabulary correctly. Upper key stage 2 programme of study Working scientifically changes in the environment which may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them Pupils might work scientifically by: comparing the teeth of carnivores and herbivores and suggesting reasons for differences; finding out what damages teeth and how to look after them. They might draw and discuss their ideas about the digestive system and compare them with models or images. States of matter

Pupils might work scientifically by: comparing the effect of different factors on plant growth, for example, the amount of light, the amount of fertiliser; discovering how seeds are formed by observing the different stages of plant life cycles over a period of time; looking for patterns in the structure of fruits that relate to how the seeds are dispersed. They might observe how water is transported in plants, for example, by putting cut, white carnations into coloured water and observing how water travels up the stem to the flowers. Animals, including humans compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets life on Earth is dependent on photosynthesis in which green plants and algae trap light from the Sun to fix carbon dioxide and combine it with hydrogen from water to make organic compounds and oxygen reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms speed and the quantitative relationship between average speed, distance and time (speed = distance ÷ time)the effects of recreational drugs (including substance misuse) on behaviour, health and life processes making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers Our school had been searching for a good science scheme, linked to the new curriculum, which also included progress measures. I had heard good things about Switched on Science and the Rising Stars Assessment Progress Tests from teaching colleagues. compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches