Fuel curiosity, spark imagination

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Year 5 Sample Unit

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Start
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Welcome!
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This free sample unit is from the Year 5 Earth and Space Unit in Science Bug.
This particular unit is an example of one of the “Quest” units in Science Bug. These are
open-ended units where children are given a problem-solving quest to complete.

Open Unit Plan Open Lesson Plan 4

Open Lesson Plan 1 Open Lesson Plan 5

Open Lesson Plan 2 Open Lesson Plan 6

Open Lesson Plan 3

As a Science Bug member, you would access all of your Science Bug plans and
resources in the online Teacher Toolkit. From the toolkit, you can export the plans,
personalise them, and print them off. All of the resources and activities that you
would use to support each lesson, such as Interactive Teaching Resources and
Photocopiable Masters, are hyperlinked in every plan so you can access them at
the click of a button, whether you’re at home, school or on the move.
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What is Science Bug?

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Science Bug is a new and exciting hands-on science programme

designed for today’s curious kids.
It’s been written for the new primary science programme of study by
an expert author team, to help you spark imagination, fuel curiosity
and nurture inspired and confident young scientists.

Anne Goldsworthy Debbie Eccles Deborah Herridge Tanya Shields

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The Science Bug approach

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We believe that to instill scientific confidence in children and to inspire future

generations of young scientists, we need to spark their imagination and fuel their
curiosity with hands-on, experiential science. But just as importantly, we need
inspiring teachers at the helm to bring it all to life.

Science Bug isn’t about simplifying science to

make it easier to implement or understand.
Instead, we’ve:
Inspired Inspired, Hands-on,
• designed Science Bug with today’s curious awe-
kids in mind, and packed it with fun, hands-on and confident
activities, videos and animations - things we confident young inspiring
know will grab them and keep them motivated
teachers scientists science
and excited.

• made sure that Science Bug is built on a really

robust teaching and learning cycle that will
ensure all children progress in their learning.

• provided support and guidance for you to

dip into and use in a way that’s right for you,
Back whatever your level of expertise. Next
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The Science Bug teaching and learning cycle

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Science Bug is written on an evidence-based

approach to science teaching and learning. 1 Introduction and
knowledge capture
• Scene setting
We know that children construct their • Informal assessment of children’s
understanding of the world through initial ideas
experience. In order to make
learning real, children need
to explore, ask questions,
Reflect and review
4• Children present their learning in a variety of ways 2 Develop
•
understanding
Teach using real-life examples
and assess their understanding. • Children look back to initial ideas and recognise • Practical work and stimulating
what they have learned activities
So we’ve carefully crafted Science Bug
on a robust teaching and
learning cycle that puts
children and hands-
3 •Apply understanding
Children use knowledge and skills
to carry out an investigation or
on, active learning to apply to a situation
at its heart and
ensures
progression
for all.

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Assessment in Science Bug
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Formative and summative assessment is at the heart of

the Science Bug teaching and learning cycle, so you’ll find
opportunities for assessing progress woven throughout:
Unit overviews and learning expectations set the
scene for what children will have learnt by the end
of a unit.
‘Knowledge capture’ activities help you assess
children’s knowledge at the start of a unit.
Regular opportunities for children to reflect on their
learning allows for formative assessment throughout. Unit Assessment Sheet Unit: Date:
For each unit please refer to the Unit Overview which gives a description of the learning expectations.

End-of-unit activities encourage children to explore

Exceeding*
Expected*
Emerging
Notes
Name
* Expected (and Exceeding) = will have performed at (or above) the National Standard

what they’ve learnt, and how their ideas have

changed and why.
Assessment sheets for capturing how a child has
performed against the learning expectations at the end of
a unit are provided for your formative assessment.

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What’s in Science Bug?

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Teacher Toolkit Pupil Professional

Everything you need online and in one place to help Books Development
you inspire confident, young scientists. Beautifully designed Inspirational and
Guida nce and Pupil Books for practical
Inspiring plans, support on key independent work in-school course to
activities and tools science concepts and science skill familiarise you with
preparation.
Life Cycle
New lif
s
your Science Bug toolkit
e

and the new science

Every spe
cies or
survive. type of
If they living
Plants don’t, thing nee
and ani then tha ds to rep

Science skills
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Bird Robin
egg Blackbird bird. Crow Raven e
National Curric Life cycles take different mammal.a of
hatchli
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ulum objective
period of an animal is the time from fertilisation
Identify and compar
e the suitability of the egg to the birth of the offspring.
embryo
kid Egg adult
animals
plastic, glass, brick,
rock, paper and
a variety of everyda
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cardboard for particul
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yoult goa
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period of all? Why do you think that is?
Size (mm)
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13
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The gestation time an
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African elephant is 660 days!
Learning outco
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seed
• Find out which materia A monar

Resources containing
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but ter g thing
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Activity: Identifying eggs
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life cycl
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videos, animations and

more than four. Give but this eve
materials from the Some birds, cycle me ntually.
• Tell children that
equipment list below.
Allow them time
each group a sample
of all the
larva larva
like parrots develop Which two variables can be linked?
their offs ans tha
the things in front to
of them are all exampl explore the different materials.
but terfl limbs tolinks
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the size ofgothe t
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everything in our
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and the time it takes to hatch?
• In their groups, of different kinds ls and that can live for
children list as many of materials. over 80 years. egg . e
how long
If you found an egg that was 60 mm long,
make a class list. different materia

fun, interactive activities

ls as they can. Share chrysali young
• Play a game their ideas and s newt (eft
of Altogether Show (pupa) )
take
might it you to hatch? Th gmm long take to

Built-in diffe
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material from those Me. Ask children ng plan
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, on the count of
three, to lift up a Some trees, would
How longwith ant egg that Som 35 s to
children go on hunts of the term ‘fabric’. named
like the
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rentiation
made out of a single in the classroom with frui
material, e.g. rubber or the playground, adult bristlecone hatch?
ts ‘extra
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s have
objects made out (an eraser) or plastic finding objects pine, can live name ases
or spe
of a combination (a ruler). They then 2 s
sharpener) or glass, of more than one
material, e.g. plastic find for thousands of the for differ cial
plastic and metal
materials in the objects (a computer). Ask and metal (a pencil The gestation time for a of years!
ir en
many life cycles t parts

a nd assessm
made out of more than children to name the differen can yo . Ho
• If there are displays
of materials in the one material. t hamster is only 16 days. What
is the
u discov w
to collections of classroom, allow life cyc most er?

ent
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8 find? ng
Differentiation 3

opportunitie
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s
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Extend
• Include different
types of wood and/or

All iPad friendly

metal.
Date:
Name:

and Electrical circuits 1

ca n be allocate
photo.
Match the correct word to the

d to Name: Date:

children for revi

Access
How does light travel?
sion Complete the experiment to see how light travels.

at school, or at
home!
You will need:
• a torch

ns,
• a comb

Practical investigatio
to a
• a pen
• a sheet of A4 paper

ning to get
and outdoor lear
with
kids doing science pupil
Y4 E PCM 2
© Pearson Education 2015

their own ha nds Printable Photocop

Back
Masters to suppor
iable
t lessons reward
and investigations Y6 LS PCM 2
© Pearson Education 2015

world!
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How is Science Bug organised?

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To support you in delivering the science programme of study and to free you up to
focus on what you do best, we’ve woven together the working scientifically skills
and the knowledge objectives to form six half-termly units per year group.

Year 1/P2 Year 2/P3 Year 3/P4

• Parts of animals • Living things • Movement and feeding
• Changing seasons • Uses of materials • Light and shadows
• Plants • Growing plants • What plants need
• Comparing materials • Changing shape • Rocks and soils
• Types of animals • Habitats • Parts of plants
• Identifying materials • Feeding and exercise • Magnets and forces

Year 4/P5 Year 5/P6 Year 6/P7

• Dangers to living things • Life cycles • Our bodies
• Electricity • Earth and space • Light and sight
• Human nutrition • Separating mixtures • Classifying living things
• Sound • Types of change • Changing circuits
• Grouping living things • Materials • Evolution and inheritance
• Changes of state • Forces • Review and celebration

This list of units is in the same order that they are laid out in the National Curriculum, but is not a reflection of the order they need to be taught.