WSR_Medium-term planning template 1

Subject
Year Group
Framework
When Codes
Teacher
4Bh1

Science
4
Learning Objective
Autumn Term (1)
To understand how animals move.
Saritha

To know the importance and function of the skeleton

To know that skeletons are made of bones.

Outcomes

Be able to describe the main Talk about skeletons they know about e.g. fish.
Task 2 Pg. 3 (Moving and Growing) with the help of the pictures
function of their skeleton.
Be able to observe
given in the text book match the animals to their ways of
characteristics of bones.
Be able to understand that
even if fingers are bending
the bones will remain
straight (model of hand).

4Bh2

To know the working mechanism of X rays.

Be able to understand that

X-rays are used to see

To identify skeleton of various animals.

To compare skeleton of various animals.

Activities

our bones.
Be able to identify skeletal
framework of various
animals.
Be able to make relevant

moving.( I )
Task 3 Pg. 4:- Discussing what their bodies were like inside and

Assessments

Prior knowledge
Can describe the main
functions of the
Skeleton?
Can
list
out
observable
characteristics
of
bones.

Resources

Video evidence
Skeleton ( Plastic)
Text book

talking about how they moved. ( G )

Body map exercise-draw a life-size body outline: cut and stick
major bones inside it. (CA)

Look at X-rays of bones in children and adults. Compare.

Can label the bones

found on the skeleton.

Can answer
questionnaire
regarding facts about
various bones in the
body.

Discuss fractures- if evident. (in pair)

Look at the flash cards and identify the skeletons e.g. bones

X-ray sheets
Flash cards
Text book

from horse, fish, chicken, dog and man. (I)

Draw a picture of provided bones and make a table for
comparing your findings. (G)

observations and
comparisons.

4Bh2

To compare long bone measurements between adults

and children in the class room.
To investigate answers to their own questions about
skeletons and growth
To look at some invertebrates; compare them to our
bodies- what does our skeleton do for us apart from
helping us grow.

Be able to identify the

Measure and find the longest bone.

You tube video (make me genius)
longest and the smallest Task 11 pg. 15 (Moving and Growing)-Plan and carry out a

bone in the body.

Be able to understand facts

survey. Show your findings in a table or bar chart.

Tape measures
Secondary
sources.
Task 12 Pg. 16

about skeletons and

growth.
Be able to describe
functions of bones.

4Bh3/4Bh4

To know that animals with skeletons have muscles

attached to the bones.

To know how a muscle has to contract and expand to

make a bone move.

Be able to understand that

both bones and muscles

To know muscles act in pair.

enable movement.
Be able to understand the
action of muscle

Discuss- How does the skeleton help us to move? (G)

Observe a range of animals and how they move in different
ways. Think about how their muscles enable them to do this.
(Pairs)
Look at video evidence of pairs of muscles in action- relaxing

You Tube video

Text book
Model showing
muscle movement

Can make a model to

show how muscles work

WSR_Medium-term planning template 1

(contraction and

and contracting to create movement. (CA)

Feel muscle movements in their own bodies. (I)

expansion)
To understand more about muscle power.
To know about exercise.

Be able to compare muscle A scientific enquiry-Make a hand grip tester using the equipment
power (peer group)
Be able to realize the

in science lab. (CA)

Compare how the body feels before and after the exercise?

Task 13 Pg. 18
(Moving and Growing)
Playground

Science lab

Secondary resources

Selection of materials
for handling by the
children.

Sand, water, empty

trays.

Straws, soap solution,

yeast, balloon and
plastic bottle.

Science lab.

importance of exercise in
our day to day life.

Summary:
Children read through the statements and complete the
science log.

To know matter and its properties.

To define matter, mass and volume.
To know that matter can be solid, liquid or gas.

Be able to understand that

substances are made of
tiny particles. (matter-

A scientific investigation- Investigate and record-All substances

are made up of tiny particles.
PPT on matter, mass and volume.

occupies space and has

mass)
Be able to differentiate
matter, mass and volume.
Be able to recognise solids,
liquids and gases.

4Cs1

To know characteristics and properties of solids, liquids

and gases.

To identify that powders and granules are made of little

solid pieces.
To understand that the shape and volume of solid does
not change.

Be able to compare and

Finding out childrens ideas about solids, liquids and gases

Act out how particles are arranged in solid, liquids and gases.

Pouring/ dripping activities to prove characteristics of liquids.

differentiate solids, liquids

and gases.
Be able to recognise
powders and granules are

Use powders and compare how they can sometimes behave like
liquids.

solids.
Be able to describe how
liquids flow and form a
level surface while as

Blowing bubbles- Making or collecting gases ( yeast/ bicarb

experiments- In pairs)

Can answer the

Muscle quiz on
Task 14 Pg.19
(Moving and
Growing)

WSR_Medium-term planning template 1

solids maintain their
shape and volume.

4Cs2

To understand that a solid can be changed to liquid on

heating.

To understand that a liquid can be changed to solid on

cooling. (reverse of heating)

To understand that a liquid can be changed to gas on

heating.

Be able to define melting

point
Be able to define freezing
point
Be able to define boiling
point
Be able to understand that

To learn about separating mixtures.

a) to separate solids by using sieving.
b) using magnet, separate magnetic materials from
other materials.
To record results in a table
To learn that some materials change when they are

using magnets and

filtration)
Be able to plan the

scientific enquiry,

happen, choose
equipment and use it

correctly.
Be able to realize
importance of team
work and
communication.

Objectives should be listed to match the first column.

The activities should be given in outline only
The plan will require a statement in the opening rationale regarding prior knowledge.
Assessments should highlight specific details:

where something requires advance preparation

differentiated assessment

candle is made and answer questions about it.(fact file Pg. 18

Ice cubes, wax pieces

Digital thermometer
Transparent heat proof
container
Very hot water
Large plastic bowls
(handle hot water with
care)
Kettle
Secondary sources

Packets of dried soup,

different types of change (dissolving or making new

variety of seeds, paper

towels, steel paper

materials) and whether they could get the original materials

clips, magnets, torn

back.

main steps in a

predict what will

in different substances.
How was the ice- candle made? Children find out how an ice

reversible changes.
boiling temperature-use thermometers.
Be able to understand Children sort the content of a packet of dried soup using sieves.
Separate paper-clips from paper using a magnet.
various separating
Children makes various materials with water. They consider the
methods ( sieving,

mixed with water.

a) melting and dissolving different process.
b) to define the processes in their own words.

Notes:

melting, boiling and solidifying occur at different temperatures

Pupils book)

Discuss
ice-water-steam transition; (reversible reaction)
solidifying (freezing) and
Watch video footage of an active volcano-lava flows.
melting (heating) are
Record temperatures that water freezes at, is liquid at and its

(Experiment) Melting wax and melting water: children find that

pieces of paper.
Flour, sand, plaster of
Paris, chalk powder,

Summary:

salt, instant coffee,

Children read through the statements and complete the

marbles, water,

science log.

beakers, spoons.
Soft margarine, spoon,
hot water, beaker.

Correlate boiling,
melting and
freezing points.

Can sort various

mixtures using
various methods

WSR_Medium-term planning template 1