Year 5 - Our Learning
Science
This Term, we will learn about:
Electricity
1. It's Electrifying!
Identifying scientific evidence that has been used to support or refute ideas or arguments in the context of the major discoveries made by scientists in the field of electricity.
2. Circuit Symbols Use recognised symbols when representing a simple circuit in a diagram by observing and explaining the effect of different volts in a circuit..
3. Volts Associate
the brightness of a bulb or the volume of a buzzer with the number and voltage of cells used in the circuit by observing and explaining the effect of different volts
4. Investigation (Part 1)
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 Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary by investigating the relationship between wire length and the brightness of bulbs or the loudness of buzzers
5. Electricity Investigation (Part 2)
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 Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations by conducting an investigation, presenting and report findings on the effect of wire length on the brightness of bulbs or the loudness of buzzers
Vocabulary:
Circuit, symbol, cell, battery, current , amps, voltage, resistance, electrons.
LIGHT
1.How We See
To recognise that light appears to travel in straight lines by creating a model of light travelling. To use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye by creating a model of light travelling. To explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes by creating a light documentary.
2. Reflecting Light
To recognise that light appears to travel in straight lines by investigating the angles of incidence and reflection. To use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye by creating a periscope and explaining how it works. To explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes by creating a periscope and explaining how it works
3. Refraction To recognise that light appears to travel in straight lines by investigating refraction
4. Spectacular Spectrum To recognise that light appears to travel in straight lines by exploring prisms and creating colour wheels
5. Seeing Colours
To use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye by investigating how we see colours. To explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes by investigating how we see colours
6. Shadow Theatre
To use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them by performing a shadow puppet show about Isaac Newton. To identify scientific evidence that has been used to support or refute ideas or arguments by performing a shadow puppet show about Isaac Newton.
Vocabulary:
Light, light sourcer, relection, incident ray, reflected ray, law of reflection, refraction, spectrum, colour.
We will be linking in our English work when we write our own reports about our investigations.
We are also looking forward to carrying out plenty of work during British Science week in March- exciting times ahead!
History and Geography
HISTORY
- Meeting the Maya Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across the periods they study by learning about the Maya civilisation and understanding who they were and when and where they lived..
- 2. Religion and Gods Construct informed responses that involve thoughtful selection and organisation of relevant historical information by learning about the religious beliefs and practices of the Maya people and the gods they believed in.
- 3. Maya Number System Construct informed responses that involve thoughtful selection and organisation of relevant historical information by learning about how the Maya invented and used their calendars and number system.
4. Exploration and Discovery Understand how our knowledge of the past is constructed from a range of sources and that different versions of past events may exist, giving some reasons for this by identifying and using sources of evidence to learn about the Maya cities and some of the people who explored and documented them
5. Mayan Writing Regularly address and sometimes devise historically valid questions about change, cause, similarity and difference and significance through learning about the Mayan writing system.
6. Food Note connections, contrasts and trends over time and develop the appropriate use of historical terms by learning about the food the ancient Maya people ate and its religious and cultural significance.
Vocabulary:
Civilization, jaguar, drought, scribes, codices, maize, cacao beans.
GEOGRAPHY
. Continents, Countries and Cities
1. Continents, Countries and Cities To extend my mental map and sense of place, I can interpret information from different types of maps and am beginning to locate key features within Scotland, UK, Europe or the wider world
2. Comparing Landscapes To extend my mental map and sense of place, I can interpret information from different types of maps and am beginning to locate key features within Scotland, UK, Europe or the wider world.
3. Comparing Climates By comparing my local area with a contrasting area out with Britain. I can investigate the main features of weather and climate, discussing the impact on living things
4. Comparing Places
I can explain how the physical environment influences the ways in which people use land by comparing my local area with a contrasting area
5. Planning a Trip
I can explain how the physical environment influences the ways in which people use land by comparing my local area with a contrasting area. To extend my mental map and sense of place, I can interpret information from different types of maps and am beginning to locate key features within Scotland, UK, Europe or the wider world
6. Planning a Trip
I can explain how the physical environment influences the ways in which people use land by comparing my local area with a contrasting area. To extend my mental map and sense of place, I can interpret information from different types of maps and am beginning to locate key features within Scotland, UK, Europe or the wider world.
Vocabulary:
Biomes, climate, continent, country, equator, flora, fauna, latitude, longitude, weather.
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English
In English, using a variety of genres and text types, we will be looking at composition and application of skills in order to write engaging and high level fiction, non-fiction and poetry and linking this to our other rich topics of study for this term. We will begin with a balanced argument as part of our Whole School Writing Project.
We will read a range of fiction and non-fiction texts an inspiration and reference for our learning. We will practise our comprehension and inference skills required for this year and looking towards Year 6.
Maths
Every day we will train our brains to be better at mental maths by doing lots of mental-oral work. Maths will be focused around the three skills of arithmetic fluency, reasoning and problem solving. We aim to provide children opportunities to deepen their learning as well as learn calculation skills. Pivotal to this is our times tables knowledge. Please help us to recall our times tables quickly as well as counting. We are beginning Year 5 with understanding number and place value. We will cover decimals, shape, position and direction, measure and negative numbers.