TERM 2 OVERVIEW YEAR 5/6 – Science

Term 2 Book(s) – Who Let the Gods Out

Topic(s) – Year 6: Animals including Humans Guide Time = 7 weeks
Assessment: Very Important Points (VIPs):
Twinkl End of Unit Assessment.
Arteries – Take blood AWAY from the heart to the body
Links to prior learning Children will build upon their prior KS1 learning of healthy organs and tissues. When blood is pumped through these,
(sequencing) and eating and the human body. you can feel your pulse.
canon book Children will build and draw upon aspects of their prior LKS2 Veins – Take blood TOWARDS the heart from body organs
learning: and tissues
Year 3 Science: Animals including humans (Skeletons and Capillaries – Tiny blood vessels which take the blood into
nutrition) organs and tissues.
Year 4: Animals including humans (Teeth and the digestive
system)
Children should have and demonstrate prior knowledge of
body systems (eg. Digestive system, skeletal system),
knowledge of organs and their functions, nutrition and healthy
eating principles.
English – writing information texts about healthy lifestyles
Links to other learning Maths – Gathering data for the investigation. Using
(cross fertilisation) stopwatches to time pulse rates. Plotting the results of the
pulse rate investigation in charts, tables and line graphs.
Analysing the data for trends and explaining what the graph
tells us.
PSHE – Illegal substances and the effects they have on the Red blood cells are pushed around your body by your heart,
human body. The importance and impact PE / PA can have on which acts like a pump, beating about 100,000 times a day!
our own physical and mental wellbeing, especially in our
current, modern day world. As the blood cells reach your heart, they pass through
PE – Invasion games. Link to how our pulse rate changes valves, which are like doors and only open one way, keeping
throughout the activity. Design our own PE activities to raise blood pumping in the same direction.
the heart rate. Impact of exercise / PE / PA and scool sport
has on our whole physical and mental health and wellbeing.
 History – Ancient Greeks. Look at the food they would have Blood is pumped to the lungs to pick up oxygen (O2) which
eaten and evaluate it was a healthy, balanced diet. has been inhaled (breathing in). It then goes back to the
Thematic Questions: heart to get pumped to every other part of the body
Modern Britain: Other than on the body, what other impacts
can illegal drug usage have on people and our society? As it drops off oxygen around the body, it picks up carbon
Culture: How can we create a culture in our school of healthy dioxide (CO2) to take back to the lungs
living?
The World Beyond Us: What impact might a sustained
unhealthy diet and lifestyle have on someone in 50 years’
time?
The World Around Us: How does someone smoking have an
impact on the people around them?
Healthy Bodies, Healthy Minds: How does smoking and illegal
drugs have negative effects on the human body?
Technology in Action: How has developments in medical
science enabled us to know more about the circulatory
system?

This unit will support the children's learning when moving on to

Links to future learning Year 6 Science units, in particular:
Year 6 Living things (classification)

KS3 Biology – Human body systems.

KS3 PSHE – drug/alcohol awareness
Visits to science museums such as Eureka, Natural History
Character/Wider museum.
Development ('50
things', cultural capital, School nurses visit to year 6 for annual nutrition and healthy
eating session.
skills)
Nutrients (made from eating carbohydrates, fats and
Link with local supermarkets or farms to discuss healthy eating proteins) allow your body to perform daily activities.
and look at produce. Enzymes help break food down in the digestive system and
they become useable nutrients, which are absorbed into
Link with local cafes and restaurants to make a healthy your bloodstream and passed to parts of your body through
balanced meal. the capillaries.
Link with PE curriculum to carry out pulse rate experiments. Fat Questions:
Create own work outs to teach to younger year groups. How has medical research over time influenced and
impacted on our knowledge of positive and harmful effects
Invite local PCSO into school to discuss illegal substances and on our body?
how the police deal with this/work with communities.
 OVERVIEW OF TEACHING SEQUENCE

Key Facts / Learning Learning Key Words/ Greater Misconceptions Activities and Resources
Learning Focus or Outcomes Vocabulary Depth/SEND
Key (NC)
Question
Week 1 To recognise Identify and System, GD – children It will be helpful if Discuss what a system is and define it. Ask children if they
and name name the main human, body, should be children have can name any systems in the body.
parts of the parts of the circulatory, encouraged not identified the parts Group/paired starter task – make notes on the systems they
circulatory human circulation, just to name parts and functions of looked at in y3/4: Skeletal, muscular and digestive. Share
system. circulatory skeletal, of the systems the different notes as a class.
system muscular, previously taught, systems within the Discuss what the word ‘circulation’ means and what the
digestive, but to explain the body in Years 3 circulatory system is.
organs, parts, process to their and 4. Check prior Watch a video explaining the system
heart, lungs, peers. knowledge to be https://www.youtube.com/watch?time_continue=4&v=pjOxpL
blood GD should aware of EynIE&feature=emb_logo
vessels, provide a carefully misconceptions Use the powerpoint to look in more detail at the diagrams
aorta, atrium, written before starting the and explore the terminology, before following the explanation
ventricle, comparison of the unit. of how the system works.
artery, vein, three different
pulmonary, circulatory There is a teacher Independent task – label the parts of the circulatory system
superior vena systems. information sheet on the worksheets (differentiated) then compare the
cava, inferior, in the folder to circulatory system of a human to that of a dog/bee/fish
pulmonic, SEND – children help you prepare (differentiated).
aortic valve, may need pre- before the lesson!
trachea, teaching the Yr5: Deepen the moment
bronchus, vocabulary before
bronchiole, the session so What could happen if one part of the circulatory system is not
diaphragms, they are familiar working properly? Give an example.
air sacs, with it. Compare
alveoli, human circulatory Yr6: Deepen the moment
capillary, system with one
intercostal other. Is one part of the circulatory system more important than the
muscles and other parts? Explain with examples.
ribs.
 Week 2 To Describe the Human, GD – Children Children often
understand functions of the circulatory, should be able to forget that the Recap the VIPs from last lesson – the vocabulary and labels
and explain heart, blood organs, parts, create and lungs are part of for the part of the heart together as a class.
the function vessels and heart, lungs, answer questions the circulatory
of parts of the blood. blood that require an system because Discuss what function means and recap the functions of
circulatory vessels, explanation, not they focus on parts of the system in the video:
system. aorta, atrium, just a one word, blood flowing https://www.youtube.com/watch?v=f9ONXd_-anM
ventricle, closed answer. around the body.
artery, vein, Model how to Using the reading for productivity information and last week’s
pulmonary, create these. The video links work, children are to produce quiz questions and answers in
superior vena should help their books on the circulatory system. Adults should check
cava, inferior, SEND – May demonstrate the answers as circulating the room.
pulmonic, need support whole system
aortic valve, accessing the working to ease Children could present their quiz in any way you like –
trachea, texts. LA children the misconception. KAGAN quiz quiz trade cards, Who wants to be a millionaire
bronchus, may be best etc.
bronchiole, paired with a Remind children Hold a quiz at the end of the lesson!
diaphragms, higher ability to why the blood is Yr 5: Deepen the moment:
air sacs, create questions coloured blue and Explain how the lungs are a key part of the circulatory
alveoli, together. Also, red on diagrams. system and how we can look after them.
capillary, there are question
functions, cards in the folder There is a teacher Yr 6: Deepen the moment:
intercostal which they could information sheet Explore the various problems that people can have with their
muscles and use to find the in the folder to lungs and their effects on people’s physical and mental
ribs. answers to. help you prepare wellbeing.
before the lesson!
Week 3 To Describe the Healthy, SEND- Card Children often Recap previous lesson VIPs.
understand aspects of a lifestyle, sorting activity, think that all fatty Go through lesson content- children to make notes on
and examine healthy balanced, grouping healthy foods are planning sheet.
the need for lifestyle. diet, fat, and unhealthy unhealthy. Research activity to add extra information to planning sheet.
a healthy and Outline what sugar, foods and Children are Children to then use planning sheet to…
balanced diet consists of a carbohydrate, activities. sometimes
and lifestyle. healthy and fibre, protein, GD- Information unaware that all Year 5- From the information given in the lesson, complete
balanced diet. fruit, text- open ended food types are the picture and text template or create a poster to inform
To describe the vegetables task allowing GD required to be others and show knowledge of a healthy lifestyle.
impact of diet children to explore healthy (but in
and exercise in more detail. moderation) Year 6- Create a written information text informing others
on the human about what consists of a healthy lifestyle.
body.
 Year 5 Deepen the moment:
Choose one of the food groups. What would happen if a
person ate too much of that one food group specifically?

Year 6: Deepen the moment:

Why was John Boyd’s work so influential towards ‘the poor’?
How has his work changed lives today?
Week 4 To Define what Exercise, GD- Opportunity Children often Recap previous lesson’s VIPs.
investigate exercise is and bone, muscle, to plan and think there is only Explore lesson content.
the effects of the different strength, conduct their own one type of Children to plan investigations in groups and conduct n
exercise on types. pulse, heart investigation, exercise. They groups:
the body. Describe the rate, intensity, opportunity to go only see ‘sport’ as
importance of vigorous, into as much exercise and don’t Year 5: Conduct a practical enquiry investigation to observe
exercise for the moderate, depth as they explore are aware the effects of exercise on the body. For example, try a
body. stamina. want. of the full range of number of different exercise and record your pulse after each
Conduct an Children will make exercise and one.
investigation to links and explain physical activity. Year 6: Conduct a fair test investigation to explore the effects
explore the key links of of exercise on the body. For example, you could change the
effect of exercise on our Children don’t use length a person runs (10m, 20m, 30m etc) and record the
exercise. bodies physically key terminology effect on your heart rate (pulse). Think carefully about
and mentally. and only think making the experiment a fair test. What will you need to keep
Key terminology your body the same and so on...
and explanation of becomes hot and
the processes and sweaty. Year 5: Deepen the moment
reasons behind Pick a sport. Which type of training/exercise do you think a
this impact and player of the sport should focus on and why?
importance for our
current, but future Year 6: Deepen the moment
health. Explore the least healthy country in the world? Explain the
reasons as to why is it and how could it could be changed.
SEND: Mixed
ability groups to
plan and conduct
experiments.
Take photos and
use pictures /
diagrams to
support their
 understanding
and explanations.
Use symbols of
key effects to
support their
retention of areas
and the effects on
the body.
Week 5 To examine Explore how Conclusion, GD- Opportunity Children Discuss findings from last lesson as a class. Recap
evidence trustworthy a findings, to evaluate own misunderstand the investigations/enquiries.
from my set of data is. report, record, investigation and concept of a fair
investigation reliability, plan for test and that it is Year 5: Complete * or ** investigation report sheet.
to support / Conclude and Exercise, alterations/further the independent
refute my report findings bone, muscle, experiments in the variable that Year 6: Complete *** investigation report sheet.
assertion. from strength, future. effects the results.
investigation. pulse, heart Debate the pros and cons of technology’s impact on our
rate, intensity, SEND: Mixed lifestyles today and the effects on our body.
vigorous, ability groups to
moderate, conclude
stamina. experiments.
(Same groups as
last lesson).
Week 6 To explain Describe the Drugs, legal, GD- Freedom to Children Year 5: Create an information text on why smoking is bad for
the effect impacts of illegal, create on sometimes you using the template provided.
legal and drugs on the prescription, information leaflet presume that all
illegal drugs body, including on the broad topic drugs are bad for Year 6: Create an information leaflet on living a healthy
smoke,
have on the smoking, of ‘healthy living’ you. lifestyle, include the impact of smoking and illegal drugs on
body. alcohol and alcohol, so as much detail the body. Can you think back to our previous lessons and
illegal drugs. impact, brain, and information include information on a balanced diet and exercise?
heart, lungs. can be included
as possible. Also Year 5: Deepen the moment:
links to prior Can a person lead a healthy lifestyle if they eat a balanced
learning so diet and exercise, but also smoke?
opportunity to
recall and expand
Year 6: Deepen the moment:
upon things
Prove it!
already learnt.
Drugs (including alcohol and smoking) just impact people’s
physical health.
 SEND- Dangers
of smoking cut
and stick activity

Week 7 – Children will complete their end of unit assessment test based on their learning this half term.
Context (big picture learning)
Science is a vital, creative subject that enables all children to explore, examine and think; understanding the world around and beyond us and allows us to discover and
change the world. Science is a core subject that fosters children’s learning across all others and allows children to link and build upon core skills, flourish and thrive as well as
continue to develop their sense of curiosity of the subject, its importance to develop others as well as the world in which we live in.
Science is more than just a subject, it is our world and life; it is discovery, questioning and challenging; testing theories and problem-solving; determination and resilience; and
we want our children to explore and learn this so they can go home and apply it throughout their lives, as a life-long scientist.
This unit not only builds, secures and embeds prior learning that has taken place throughout their primary life but allows them to explore in more depth these key scientific
concepts which are vital in their knowledge of the world around and beyond them. It provides them context to everything we produce and use in our daily lives and helps
children to consider changes they could make to support national and global changes that will help improve our environment and improve our climate.

Folder name: Trust shared > Primaries > Departments > KS2 > Year 5/6 Planning > Cycle B > Autumn 1 – Who Let the Gods Out? > Science >
Autumn 2
Week 1: L1 Week 2: L2 Week 3: L3 Week 4:L4 Week 5: L5 Week 6: L6 Week 7: Assessment