Materials

Materials - Change

Programme of Study	Learning Outcomes	Activities
Children should be given opportunities to:	Children should:	P5	P6	P7
Investigate which everyday substances dissolve in water.	P5 – Know when a substance has dissolved in water. P5 – Know whether or not salt, sugar, rice and sand can be dissolved in water. P5 - Know that warm water will make substances dissolve faster.	Test household substances to find out which dissolve in water. Investigate whether the number of stirs affects how substances dissolve. Investigate whether the temperature of the water affects how substances dissolve.
Know that when materials are changed this may be desirable or undesirable.	P5 & P6 – Know that materials can be changed in a variety of ways. P6 & P7 – Know that changes brought about by cooking are desirable. P6 & P7 – Know that some changes are desirable and some are not.	Explore the various ways materials can dissolve.	Explore the various ways materials can be changed, i.e. mixing, heating, and cooling. Discuss which are desirable or undesirable changes. Explore if these changes can be reversed. Investigate which conditions are necessary for rusting to occur.	Explore the various ways materials can be changed, i.e. mixing, heating, and cooling. Discuss which are desirable or undesirable changes. Explore if these changes can be reversed. Carry out a survey around the school of items which are rusty. Identify the material and record where it was found.
Investigate the changes in state brought about by heating and cooling everyday substances.	P6 – Know that melting and cooling are changes which can be reversed. P6 – Know that when water is cooled it becomes ice and when heated it becomes water.		Observe the changes when heating and cooling chocolate and butter. Make ice balloons. Discuss and record changes as they melt.
Relate changes in state to the water cycle.	P5 – Know that water changes to water vapour when it is heated. P5 – Know that water vapour is the result of evaporation. P5 – Know that water vapour condenses and forms clouds. P5 – Know that clouds produce rain. P5 – Know that this whole process is called the water cycle.	Explore instances where evaporation occurs, i.e. puddles in the playground, clothes or hands drying. Discuss where the water goes when evaporation occurs. Observe what happens when a glass jar full of ice is left for 10 minutes. Explain observations. Sequence and label the water cycle.
Understand that when new materials are formed the change is permanent.	P6 – Know that some changes cannot be reversed and that these are permanent.		Use an appropriate CD – ROM to find out how materials are permanently changed to make new materials, i.e. wood to paper, oil to plastics or clay to bricks. Use a word processor to create a paragraph presenting the information.
Investigate how rusting can be controlled.	P7 – Recognise that paint prevents rust. P7 – Know that oil will prevent the chain of a bicycle from rusting. P7 – Know that metals containing iron can rust.			Investigate which treatment is best for preventing rust from occurring.

Physical Processes – Electricity

Programme of Study	Learning Outcomes	Activities
Children should be given opportunities to:	Children should:	P5	P6	P7
Know about the safe use of mains electricity and its associated dangers.	P5 – Know the important safety points for using mains electricity. P5 – Be able to identify the dangers of misuse of electricity. P5 – Know that a battery is a safe form of electricity. P5 – Be able to sort appliances into those which use mains electricity and those which use batteries. P5 – Understand what is meant by a complete circuit.	Sort pictures of appliances which use mains/battery or both. Record in a Venn Diagram. Use pictures to identify the sources of mains electricity in a variety of rooms, i.e. the classroom ], kitchen, bedroom, living room, garage and bathroom. Discuss the dangers in the use of electrical appliances, i.e. wet hands on plugs, frayed wires, overloaded plugs and metal instruments being poked into appliances. Watch "Bright Sparks" video. Visit NIE website.
Construct simple circuits using components such as switches, bulbs, and batteries.	P5 – P7 – Know how to construct a circuit using bulbs and batteries. P5 – P7 – Know how to incorporate a switch into a circuit.	Examine a bulb using a magnifer. Construct a circuit using a bulb, a battery and one wire. Construct a circuit in a number of ways, using a bulb, battery and two wires. Add a switch and/or a motor to a circuit.	Construct a circuit using a bulb, a battery and one wire. Construct a circuit in a number of ways, using a bulb, battery and two wires.	Construct a circuit in a number of ways, using a bulb, battery and two wires. Add a switch and/or a motor to a circuit.
Investigate materials as to whether they are insulators or conductors.	P5 & P6 – Know that metals conduct electricity and these are called conductors. P5 & P6 – Know that some materials do not conduct electricity and there are called insulators. P5 & P6 – Know that a switch operates an on or off system by completing or breaking a circuit.	Construct a circuit with a gap to find out which materials conduct electricity. Classify materials as conductors or insulators.	Classify materials as conductors or insulators. Make a switch using a variety of materials.
Investigate the effects of varying current in a circuit to make bulbs brighter/dimmer.	P5 & P7 – Know that adding extra bulbs to a circuit makes the light dimmer. P5 & P7 – Know that by adding extra batteries to a circuit the bulb is made brighter. P7 – Know that care needs to be taken to ensure that bulbs or motors do not burn out.	Construct circuits using various combinations of components. Investigate how the number of bulbs and/or batteries in a circuit affect the brightness of the light.		Make a vehicle which uses a battery as its energy source and can be made to move and stop by means of a switch.

Materials – Environment

Programme of Study	Learning Outcomes	Activities
Children should be given opportunities to:	Children should:	P5	P6	P7
Find out how human activities create a variety of waste products.	P6– Know where waste comes from. P6 – Know how to dispose of their waste. P6 – Know that household waste is collected and disposed of by the local Borough Council. P6 – Know that waste can be unnecessary.
Find out that some materials decay naturally while others do not.	P6 – Know that parts of plants can rot and that these are good for the soil. P6 – Know that plastic, aluminium and glass do not decay.
Understand that some waste materials can be recycled, that this can be of benefit to the environment.	P6 – Know that some waste materials can be reused. P6 – Understand the term "recycle" and list materials that can be recycled. P6 – Be able to recognise the symbol which indicates what a product has been recycled.

Physical Processes – Forces and Energy

Programme of Study	Learning Outcomes	Activities
Children should be given opportunities to:	Children should:	P5	P6	P7
Find out about the range of energy sources used in school and at home.	P6 – Know the different sources of energy used to heat homes. P6 – Be able to name the energy sources used by different appliances.		Discuss which energy sources are used in cooking, lighting and other appliances. Match the appropriate energy source to the appliance.
Find out the sources of energy in a variety of models and machines.	P5 – P7 – Know the sources of energy needed to operate a variety of models and machines.	Examine sources of energy, including, wind up, battery, wind and water powered, used to make toys move.	Classify the sources of energy used to operate a variety of vehicles such as bicycle, yacht, aeroplane, hot air balloon, glider, motor car, milk float or steam engine. Use ICT to present results in a variety of ways. Investigate whether the size of the elastic band affects the distance travelled by the crawler.	Review sources of energy, including, wind up, battery, wind and water powered, used to make toys move. Make a vehicle which uses air as an energy source to enable it to travel at least two metres.
Investigate how forces can affect the movement and shape of objects.	P5 – Be able to identify forces as pushes or pulls. P5 – Know that a twist or turn is a push/pull force which changes the direction or shape of an object. P5 – Know how pushes and pulls are forces which can change the direction of a moving object. P5 –Know that changing the shape by squashing uses a push force. P5 – Know that changing shape by stretching uses a pull force.	Draw examples of pushes and pulls. Identify pushes and pulls when riding a bicycle. Find out how to change the shape of objects by squashing or stretching, i.e. dropping plasticine balls. Investigate whether the height of the drop affects the shape of the plasticine ball.
Investigate the effect of friction on the movement of objects.	P5 – Know that friction is a force which slows the movement of one surface against the other.	Investigate what effects do different surfaces have on the movement of toy vehicles.
Understand the difference between renewable and non-renewable energy resources and the need for fuel economy.	P6 & P7 – Know that fossil fuels are non-renewable energy resources which will not last indefinitely. P6 & P7 – Know there are renewable energy resources. P6 & P7 – Know different ways of saying energy and why this is important to do this.		Discuss renewable energy resources, i.e. wind turbines, wave power, water wheels, methane gas, solar power and find out where these are being used effectively. Look for examples of renewable energy resources in their own environment. Investigate which material makes the best insulator.	Discuss how fossil fuels as energy resources will eventually be non-viable. Conduct a survey of the efficiency of heating and lighting in school, i.e. curtains on windows or low energy bulbs.

Living Things – Ourselves

Programme of Study	Learning Outcomes	Activities
Children should be given opportunities to:	Children should:	P5	P6	P7
Identify major organs including the brain, heart, lungs, stomach, liver, bladder, small and large intestines, kidneys and place these organs on an outline of the human body.	P6 - Know that the body has organs. P6 & P7 - Be able to name and identify the listed organs. P6 & P7 - Be able to position these organs on an outline o the body.		Discuss the major organs of the body. Use an appropriate CD-Rom to identify the shape and position of the major organs for the body, Use charts or 3-D models to identify the shape and position of the major organs. Make a "lift the flap" model to show the major organs of the body.	Review the major organs of the body.
Learn about factors that contribute to good health including diet, hygiene and develop an awareness of the sage use of medicines and the harmful effects of tobacco, alcohol and other substances.	P6 – P7 - Know that a balanced diet contributes to good health. P6 – P7 - Know the food groupings which comprise a balanced diet. P6 – P7 - Know that regular exercise is important in order to maintain a healthy body. P5 & P7 - Know the importance of personal hygiene. P6 – Know that medicines should be used as directed and if used improperly can cause illness or death. P6 – Know that the term "drug" covers a range of substances and that misuse of drugs can cause illness or death. P6 – Know that the use of some drugs is illegal. P6 – Know that the smoking of tobacco can cause lung cancer, heart disease and death. P6 – Know the dangers associated with consuming too much alcohol.	Discuss what contributes to a healthy balanced diet, using a good pyramid chart. Design a balanced meal. Discuss the different types of food and make records to illustrate the different groupings. Keep a diary of a day’s intake of food and analyse it in relation to the different groupings. Discuss the importance of regular exercise. Discuss personal hygiene.	Use ICT to design an illustrated leaflet which encourages healthy snacks. Discuss the importance of exercise. Investigate which form of exercise has the most effect on the pulse / breathing rate. Brainstorm and discuss the range of substances which may be dangerous. This may include illegal drugs. Discuss how misuse may affect the body. Visit to Life Education Centre.	Carry out a survey of what children eat at breaktime. Use a database to record the findings of the breaktime survey and present their results in graphical form. Use ICT to design an illustrated leaflet which encourages healthy snacks. Carry out a survey of the types of exercise undertaken by children in the class. Discuss personal hygiene, the importance of the skin, how it breathes and produces waste and how to keep it clean. Emphasise the importance of bathing, showering and changing underwear and footwear regularly. (school nurse)
Investigate how basic life processes including circulation, simple respiration and digestion, relate in order to maintain healthy bodies.	P6 – Know that breathing is the process by which air is taken into the lungs (inhaled) and then passed out of the lungs (exhaled). P6 – Know that the breathing rate increases during exercise because the body needs to take in more oxygen. P6 – Know that the blood carries oxygen. P6 – Know that the heart pumps blood around the body. P6 – Know that pulse rate is a measure of heart rate. P6 – Know that pulse rate increases during exercise because the body needs more oxygen. P5 & P6 – Know that the main organs of the digestive system are the stomach and small and large intestine.	Discuss the digestive system.	Discuss the process of breathing and the organs used. Measure the breathing rates of children in the class. Discuss how the heart pumps blood around the body and how this can be measured by taking the pulse rate. Explore how the pulse rate is affected by exercise. Measure the time taken for pulse rate to return to resting after a period of exercise. Investigate the effect of exercise on the rate of breathing. Investigate the effect of exercise on the pulse rate. Discuss the digestive system.
Understand that humans have skeletons and muscles to support their bodies and help them move.	P5 – P7 – Know that the skeleton is the framework of the body. P5 – P7 –Know that the skeleton is made up of bones and that these are joined together at joints. P5 – P7 – Know that the skeleton protects organs. P5 – P7 –Know that muscles are attached to the bones to enable the body to move.	Examine picture or models of the skeleton. Discuss the function of the skeleton to protect vital organs. Observe how joints move.	Examine picture or models of the skeleton. Discuss the function of the skeleton to protect vital organs.	Observe how joints move. Classify joints by their movement. Identify these on a skeleton or model skeleton. Examine the position of muscles in their bodies and how they move.

Living Things – Plants and Animals

Programme of Study	Learning Outcomes	Activities
Children should be given opportunities to:	Children should:	P5	P6	P7
Find out about other animals including how they grow, feed, move and use their senses.	P7 – Know the animals grow in different ways over a period of time. P7 – Know that animals move in different ways. P7 – Know that animals use their senses in different ways. P7 – Know that different animals depend on particular senses for different purposes. P7 – Know that some animals eat plants, some eat meat and some eat both.			Classify animals in terms of how they move such as fly, swim, crawl, walk or run. Discuss how some animals depend more on one particular sense. Investigate what type of food birds prefer. Make a device for holding and dispensing bird seed.
Observe similarities and differences among animals and among plant.	P7 – Know that animals form the same group have some similarities and some differences. P6 & P7 – Know that the plants from the same group are similar and different.		Observe locally found conifer and broadleaf trees and identify similarities and differences such as trunks, roots, branches and leaves.	Use pictures of a group of animals to identify similarities and differences, i.e. all birds have feathers, a beak, but some have different feather markings, shapes of beaks or feet. Record in a table, similarities and differences between animals of the same group. Observe locally found conifer and broadleaf trees.
Discuss the use of colour in the natural environment.	P7 – Know that some animals have a similar colour to their environment and that this provides protection called camouflage. P7 – Know that some animals can change colour to match their changing environment. P7 – Know that some animals have special coloured markings which act as warning signs. P7 – Know that some animals use bright colours and patterns to attract other animals of their kind.			Discuss how animals are suited to their natural environment and how some use camouflage, i.e. a brown moth on a tree bark or a striped tiger in grassland. Look for examples of camouflage in their local environment. Create camouflage pictures. Discuss why some animals are brightly coloured. Create a collage using the warning colour of red, yellow, orange and black.
Find out ways in which animal and plant behaviour is influenced by seasonal changes.	P6 – Know what happens to animals in the different seasons. P7 – Know what happens to plants in the different seasons.		Find out how different animals prepare for winter, i.e. hibernation and migration. Find out that some animals reproduce at certain times of the year i.e. birds, frogs etc.	Keep a diary of a tree through the seasons. Note the changes that occur. Keep a diary of a deciduous tree in autumn noting which leaves change colour first and how long it takes for a tree to lose all its leaves.
Investigate a local habitat including the relationship between the animals and plants found there, and develop skills in classifying animals and plants by observing external features.	P6 & P7 - Name a variety of habitats. P6 & P7 - Be able to name and identify the animals and plants found in their local habitat. P6 & P7 - Know what is meant by animal groupings and be able to classify animals into different groups. P7 - Be able to classify plants into different groups. P6 & P7 - Be able to explain why some animals and plants are best suited to their habitat.		Discuss different types of habitats. Explore a local habitat.	Discuss different types of habitats. Explore a local habitat. Use pictures of animals to develop an understanding of the different scientific groupings, i.e. birds, mammals, fish and insects. Carry out a survey of animal life noting location, size, number of legs and type of movement. Identify common plants by leaf, flower or seed. Carry out a survey of plant life noting location, size, flower colour, and leaf shape. Observe the behaviour of animals in their habitat. Discuss the relationships between the habitat and the animals and plants.
Find out about main stages in the life cycle of some animals including a butterfly and a frog.	P5 & P7 - Know that some animals have different stages in their life cycle. P7 - Know that all animals are in a life cycle from birth to death. P5 & P7 - Be able to name and sequence the life cycle of a butterfly. P7 - Be able to name and sequence the life cycle of a frog.	Find out about the life cycles of different animals. Observe and record the main stages of development of a butterfly.		Review the life cycles of different animals. Observe and record the main stages of development of a butterfly. Observe and record the main stages of development of a frog.
Investigate the conditions necessary for the growth of familiar plants including light, heat and water.	P5 & P7 - Know that plants need light, heat and water in order to grow. P5 & P7 - Know that plant growth is affected by varying the conditions. P5 & P7 - Be able to carry out a fair test by growing plants in different conditions.	Investigate how the growing medium affects the growth of plants. Investigate the effect light has on growth. Investigate how the amount of water affects growth. Investigate how heat affects growth. Investigate how the application of different liquids affects plant growth.		Review how the growing medium affects the growth of plants. Review the effect light has on growth. Review how the amount of water affects growth. Review how heat affects growth. Investigate how the application of different liquids affects plant growth.
Learn about the life cycle of a flowering plant – including how pollen is taken from the stamen into the stigma, fertilised in the ovule and a seed produced which is dispersed in a variety of ways.	P6 & P7 – Be able to name and identify the listed parts of a flowering plant. P6 & P7 – Be able to name and sequence the life cycle of a flowering plant. P6 & P7 – Know that pollen is transferred from the stamen to the stigma. Fertilised in the ovule and a seed produced. P6 & P7 – Know and describe a variety of ways in which seeds are dispersed.		Examine a flowering plant such as tulip or nasturtium. Separate and name the main parts. Use a diagram to identify and label parts. Sequence pictures of the life cycle of a flowering plant. Discuss how flowering plants are pollinated. Examine a collection of seeds. Find out how seeds are dispersed.	Examine a flowering plant such as tulip or nasturtium. Separate and name the main parts. Use a diagram to identify and label parts. Sequence pictures of the life cycle of a flowering plant. Revise how flowering plants are pollinated. Examine a collection of seeds. Review how seeds are dispersed.
Order living things in a simple food chain and understand the dependency of one on the other.	P5 – P7 - Be able to sequence animals and plants in a food chain. P5 – P7 - Understand that living things depend on each other for survival.	Sequence pictures of animals and plants in a food chain.	Sequence pictures of animals and plants in a food chain. After studying a habitat, create a food web which shows how plants and animals depend on each other.	Sequence pictures of animals and plants in a food chain. After studying a habitat, create a food web which shows how plants and animals depend on each other.

Materials – Properties

Programme of Study		Learning Outcomes		Activities
Children should be given opportunities to:		Children should:		P5		P6		P7
Investigate similarities and differences in materials and objects and sort them according to their properties.		P6 – Know that materials made from the same materials can have different properties.				Sort a collection of materials and objects using properties such as hard, strong, flexible, rigid, transparent, absorbent and magnetic.
Find out about origins of materials and learn that some are natural and others are manufactured.		P6 & P7 – Know that some materials occur naturally and some do not. P6 & P7 – Know that some natural materials are processed before use and these are called manufactured. P6 & P7 – Know that objects made from different materials can have similar or different properties.				Use an appropriate CD – ROM or the Internet to research the origin of a selection of materials, i.e. a piece of metal, linen fabric and polystyrene. Record in a line flow diagram. Classify a range of objects into natural and manufactured.		Use an appropriate CD – ROM or the Internet to research the origin of a selection of materials, i.e. a piece of metal, linen fabric and polystyrene. Record in a line flow diagram. Review and classify a range of objects into natural and manufactured.
Investigate the properties of materials and how these relate to their use.		P5 & P7 – Be able to set up fair tests to test the properties of a range of materials. P7 – Know that the properties of a range of materials are related to their uses.		Set up fair tests to test the absorbency of materials. Investigate which material is best for mopping up.				Set up fair test to test the strength, absorbency, flexibility, transparency and hardness of materials. Use the results of investigations to identify appropriate uses of materials such as paper, wood, plastic, brick, metal, plastic coated materials and fabric. Investigate which shape made from A4 paper or wood makes the best bridge. Make a wooden frame to display a picture or photograph. Make a structure one metre high which will support a mass of 100g.
Investigate the distinctive properties of solids, liquids and gases as exemplified by water.		P6 – Know that materials can be in the form of a solid, liquid or gas. P6 – Know that water is a liquid which takes the shape of a container.				Discuss water as a solid, liquid and gas.
	P6 – Know that when water turns into gas it Is called water vapour and has no shape. P6 – Know that when water is cooled it can form a solid called ice which has a fixed shape.