Core planner
Subject: Science
Week/ session
Class: Pineapples
Group 1 weekly objectives/ activities
Children:
P7 MP,
P5 NC
1
Write name on glove gently then fill
with water, tie top and place in the
freezer, discuss water is liquid warm or
cold, hard to hold, makes you wet etc
make a mini mind map
Unit Uses of materials: Solids, liquids,
gases
Group 2 weekly objectives/ activities
Children:
P8
JB, LM, TS,
Evaporation is liquid turning to gas eg boil a
kettle of liquid water, electricity provides the
heat and the steam is the gas produced Use a
hairdryer to heat a puddle of water to show
condensation
LO Fill in the missing words to explain what
I did and found out about how things change
LO Match CIP symbols/words to record
what I did and saw about how things
change
2
*Collect the frozen gloves put 3 on a
tray and leave to melt,=room
temperature, hold 3= body temp, put 3
on clingfilm over bowl of hot water,
check all the experiments regularly
make comparisons (evaluate at end of
session)
Date: Summer 2016
Group 3 weekly objectives/ activities
Children:
2 JL, CS,
1 LB, KH, RR, CL
Add a tray over the steam- held with oven
gloves and condensation appears, so water
evaporates and then condenses
LO Fill in the missing words to explain what
I did and found out about how things
change
*This weeks activities as a carousel with adults
showing experiment and class hearing the
scientific vocabulary
Present children with a range of materials eg
Present children with a range of materials eg
mix each with water, describe and try to
explain what has happened. Ask children to
group materials into categories eg those which
mix each with water, describe and try to
explain what has happened. Ask children to
group materials into categories eg those
sand, flour, baking powder, powder paint, salt,
plaster of Paris, Andrews salts, ask them to
dissolve in water, those which don’t dissolve
and those where there appears to be a
different sort of change. Talk with children
about their groupings and introduce the idea of
changes which are different from dissolving.
sand, flour, baking powder, powder paint, salt,
plaster of Paris, Andrews salts, ask them to
which dissolve in water, those which don’t
dissolve and those where there appears to be
a different sort of change. Talk with children
about their groupings and introduce the idea
Hand over hand to mix eg sand, flour,
baking powder, powder paint, salt,
plaster of Paris, Andrews salts, ask
LO Answer questions about what happens
when materials are mixed with water and,
with prompting, write about it.
of changes which are different from
dissolving.
LO Discuss with an adult what happens
when materials are mixed with water and
write about this independently.
Ask children to explain what they would do
to separate eg sand from water and to
recover eg salt from the water. Introduce
the word ‘reversible’ to describe the
changes that took place when these solids
were added to water.
Given salt water and then dirty water let
them work out what to do.
LO Answer questions about how to
separate materials and, with prompting,
write about it.
Remind children of the changes that took
place when eg plaster of Paris and water,
Andrews salts and water were mixed and
demonstrate some similar changes eg vinegar
Ask children to explain what they would do
to separate eg sand from water and to
recover eg salt from the water. Introduce
the word ‘reversible’ to describe the
changes that took place when these solids
were added to water.
Given salt water and then dirty water let
them work out what to do.
LO Discuss with an adult how to separate
materials and write about this
independently.
Remind children of the changes that
took place when eg plaster of Paris and
them to mix each with water.
Experience what happens. Use the
terms those dissolve in water, don’t
dissolve and those where there appears
to be a different sort of change.
LO Match CIP symbols/words to
record what I did and saw about how
things change when mixed with
water.
3
4
With adult support separate eg sand from
water and to recover eg salt from the
water. Introduce the word ‘reversible’ to
describe the changes that took place when
these solids were added to water.
LO Match CIP symbols/words to write
about how to separate materials.
Remind children of the changes that
took place when eg plaster of Paris and
water, Andrews salts and water were
mixed and demonstrate some similar
changes eg vinegar and bicarbonate of
soda, lemon juice and washing soda,
cement and water. Ask children to
observe and describe what happens and
suggest whether these changes could
be reversed or not. Ask them if they
think a new material has been made and
and bicarbonate of soda, lemon juice and
washing soda, cement and water. Ask children
to observe and describe what happens and
suggest whether these changes could be
reversed or not. Ask them if they think a new
material has been made and their evidence for
this eg bubbles of gas from vinegar and
water, Andrews salts and water were
mixed and demonstrate some similar
changes eg vinegar and bicarbonate of
soda, lemon juice and washing soda,
cement and water. Ask children to
observe and describe what happens and
suggest whether these changes could be
reversed or not. Ask them if they think
a new material has been made and their
their evidence for this eg bubbles of
gas from vinegar and bicarbonate of
soda, a hard solid from cement and
water.
LO Match CIP symbols/words to write
about changes we can’t undo.
5
Present children with eg ice, cake mixture,
a raw egg, dough, unfired clay, water,
chocolate and ask them to describe what
happens when they are heated (then
demonstrate) and to classify changes as
easily reversible or not. Talk with children
about their ideas and ask them to suggest
materials that are changed by cooling and
to decide whether these changes are
mostly reversible or irreversible.
LO Match CIP symbols/words to write
about what happens when materials are
heated.
6
Demonstrate (or show pictures or a video
of) what happens when a range of materials
eg paper, wax, twigs, tiny pieces of fabric
burn. Discuss what is made eg ash and ask
children if they think other materials are
made which they cannot see. Talk about
how they would know if a gas were made
when they can’t see it. Discuss everyday
examples of burning eg natural gas in
cookers and fires, bonfires, flares,
barbecues.
bicarbonate of soda, a hard solid from cement
and water.
LO Answer questions about whether some
changes are reversible or irreversible and,
with prompting, write about it.
Present children with a series of pictures or
objects/materials eg ice, cake mixture, a raw
egg, dough, unfired clay, water, chocolate and
ask them to describe what happens when they
are heated and to classify changes as easily
reversible or not. Talk with children about
their ideas and ask them to suggest materials
that are changed by cooling and to decide
whether these changes are mostly reversible
or irreversible.
LO Answer questions about what happens
when materials are cooled and heated,
consider whether some of these changes are
reversible or irreversible and, with
prompting, write about it.
Demonstrate (or show pictures or a video of)
what happens when a range of materials eg
paper, wax, twigs, tiny pieces of fabric burn.
Discuss what is made eg ash and ask children if
they think other materials are made which they
cannot see. Talk about how they would know if a
gas were made when they can’t see it. Discuss
everyday examples of burning eg natural gas in
cookers and fires, bonfires, flares, barbecues
evidence for this eg bubbles of gas from
vinegar and bicarbonate of soda, a hard
solid from cement and water.
LO Discuss with an adult whether some
changes are reversible or irreversible and
write about this independently.
Present children with a series of pictures or
objects/materials eg ice, cake mixture, a raw
egg, dough, unfired clay, water, chocolate and
ask them to describe what happens when they
are heated and to classify changes as easily
reversible or not. Talk with children about
their ideas and ask them to suggest materials
that are changed by cooling and to decide
whether these changes are mostly reversible
or irreversible.
LO Discuss with an adult what happens
when materials are cooled and heated and
whether some of these changes are
reversible or irreversible. Write
independently about this.
Demonstrate (or show pictures or a video of)
what happens when a range of materials eg
paper, wax, twigs, tiny pieces of fabric burn.
Discuss what is made eg ash and ask children
if they think other materials are made which
they cannot see. Talk about how they would
know if a gas were made when they can’t see
it. Discuss everyday examples of burning eg
natural gas in cookers and fires, bonfires,
flares, barbecues.
7
1 (second halfterm)
LO Match CIP symbols/words to write
about what happens when something
burns.
AFL
Brainstorm what are solids, liquids –
link to previous topic. Present the class
with a collection of materials e.g. wood
glass plastic rubber, water custard tea
lemonade, in groups sort into
categories and discuss similarities and
differences record in books.
LO To sort items as being solid or liquid
2
Ask children to say what they know and
understand about air. Discuss work on air
resistance and the effect of wind on e.g
paper floating, kites, sails, umbrellas.
Make parachutes/ paper planes to show air
resistance.
Weigh a collapsed balloon on a digital scale,
or balance two uninflated balloons on a
coat hanger, blow one balloon up and
demonstrate that a highly inflated balloon
weighs more.
LO Answer questions about what about what
happens when something burns and, with
prompting, write about it.
AFL
Brainstorm what are solids, liquids – link to
previous topic. Present the class with a
collection of materials e.g. wood glass plastic
rubber, water custard tea lemonade, in groups
sort into categories and discuss similarities and
differences record in books.
LO Label objects as solids or liquids,
copying keywords from a separate model
Ask children to say what they know and
understand about air. Discuss work on air
resistance and the effect of wind on e.g paper
floating, kites, sails, umbrellas. Make
parachutes/ paper planes to show air
resistance.
Weigh a collapsed balloon on a digital scale, or
balance two uninflated balloons on a coat
hanger, blow one balloon up and demonstrate
that a highly inflated balloon weighs more.
LO Discuss with an adult what happens
when something burns and, write
independently about this.
AFL
Brainstorm what are solids, liquids – link to
previous topic. Present the class with a
collection of materials e.g. wood glass plastic
rubber, water custard tea lemonade, in groups
sort into categories and discuss similarities
and differences record in books.
LO Label objects as solids or liquids
independently
Ask children to say what they know and
understand about air. Discuss work on air
resistance and the effect of wind on e.g
paper floating, kites, sails, umbrellas. Make
parachutes/ paper planes to show air
resistance.
Weigh a collapsed balloon on a digital scale, or
balance two uninflated balloons on a coat
hanger, blow one balloon up and demonstrate
that a highly inflated balloon weighs more.
*Extension activity – research what gases are
around us, good and bad.
LO Match CIP symbols/words to record
what happened in the balloon weighing
experiment
3
Ask children to suggest why it is helpful to
have air around us. If necessary remind
LO Answer questions about what
happened in the balloon weighing
experiment and, with prompting, write
about it.
Ask children to suggest why it is helpful to
have air around us. If necessary remind them
LO Discuss with an adult what
happened in the balloon weighing
experiment and write about the
experiment independently.
Ask children to suggest why it is helpful to
have air around us. If necessary remind them
4
5
them of what they know about animals
living in the soil. Ask them to suggest how
they could compare the amount of air in
different solids e.g. pouring water on them
and measuring the volume. Explore with
children how they might do this and with
them decide on a method e.g. by pouring
water onto equal quantities of different
solids e.g soil, sponge and beads and
measuring the volume which sinks into the
solid by subtracting the volume left in the
measuring jug from that at the start.
LO Match CIP symbols/words to record
what happens when we pour water onto
different solids.
Recap knowledge of evaporation from
previous unit and discuss how we can
measure rate of evaporation e.g. measuring
a puddle of water and recording length by
drawing round with chalk and measuring
with string.
Conduct experiment in small groups on
playground – introduce concept of
predicting and fair testing.
Discuss how we can set up another
experiment to see if all liquids evaporate
e.g. oil, perfume – what happens to the
liquid?
LO Match CIP symbols/words to record
what happens when the sun shines on
water.
Review what children have learnt about air
and remind them that it is not a solid or
liquid, introduce the word GAS. Ask
children what other gases they know. Show
a helium balloon, shake a bottle of coke,
show a picture of a gas cooker using
of what they know about animals living in the
soil. Ask them to suggest how they could
compare the amount of air in different solids
e.g. pouring water on them and measuring the
volume. Explore with children how they might
do this and with them decide on a method e.g.
by pouring water onto equal quantities of
different solids e.g soil, sponge and beads and
measuring the volume which sinks into the solid
by subtracting the volume left in the measuring
jug from that at the start.
of what they know about animals living in the
soil. Ask them to suggest how they could
compare the amount of air in different solids
e.g. pouring water on them and measuring the
volume. Explore with children how they might
do this and with them decide on a method e.g.
by pouring water onto equal quantities of
different solids e.g soil, sponge and beads and
measuring the volume which sinks into the
solid by subtracting the volume left in the
measuring jug from that at the start.
LO Answer questions about what happened to
the water when poured onto the solids and,
with prompting, write about it.
Recap knowledge of evaporation from previous
unit and discuss how we can measure rate of
evaporation e.g. measuring a puddle of water
and recording length by drawing round with
chalk and measuring with string.
Conduct experiment in small groups on
playground – introduce concept of predicting
and fair testing.
Discuss how we can set up another experiment
to see if all liquids evaporate e.g. oil, perfume –
what happens to the liquid?
LO Discuss with an adult what happened to
the water when poured onto the solids and
write about this independently.
Recap knowledge of evaporation from previous
unit and discuss how we can measure rate of
evaporation e.g. measuring a puddle of water
and recording length by drawing round with
chalk and measuring with string.
Conduct experiment in small groups on
playground – introduce concept of predicting
and fair testing.
Discuss how we can set up another
experiment to see if all liquids evaporate e.g.
oil, perfume – what happens to the liquid?
LO Independently write up a simple
experiment in sentences, making a
prediction, a fair test and recording the
results.
LO Copying keywords from a separate model,
write up a simple experiment in sentences,
making a prediction, a fair test and
recording the results.
Review what children have learnt about air and
remind them that it is not a solid or liquid,
introduce the word GAS. Ask children what
other gases they know. Show a helium balloon,
shake a bottle of coke, show a picture of a gas
cooker using natural gas. Use Espresso to find
Review what children have learnt about air
and remind them that it is not a solid or
liquid, introduce the word GAS. Ask children
what other gases they know. Show a helium
balloon, shake a bottle of coke, show a picture
of a gas cooker using natural gas. Use
natural gas. Use Espresso to find out as
much information as we can about GASES.
LO Match CIP symbols/words to record
what happens, e.g. when we shake a
bottle of fizzy drink.
6
End of term activities
out as much information as we can about
GASES.
Espresso to find out as much information as
we can about GASES.
LO Independently write a list of 5 gases.
LO Try to recall the names of some gases
and copy at least five from a separate
model.
End of term activities
End of term activities