Science Curriculum Passport
Materials and material change/ Rocks
The science curriculum aims to nurture a healthy curiosity about our universe and equip pupils with the confidence to ask questions and engage in science-based discussions which affect their own lives, the progress of society and the future of our world. Scientific processes are built upon and developed over time through systematic investigations and engaging first-hand experiences of the biological, chemical and physical processes that make up their world.
EYFS
Materials
Knowledge end points: To use all senses in hands-on exploration of natural materials. To explore collections of materials with similar and different properties. | Methods and processes: (characteristics of effective learning) To explore and observe similarities and differences in properties of materials. |
Vocabulary |
bumpy |
texture |
smooth |
pattern |
rough |
In EYFS, we look at different materials in our art area. We rotate the materials often so we can see and explore a variety of different materials. We feel the texture and describe the simple properties. We then compare it to other materials we have used.
Materials
Year 1
Knowledge end points: To distinguish between an object and the material it is made from. To identify and name a variety of everyday materials. To describe some simple physical properties of everyday materials. To compare and group everyday materials according to properties. | Methods and processes: To observe closely changes to materials. To record observations. To think creatively about different uses for everyday materials. To record results from simple tests Which material is most suitable for an umbrella? |
Vocabulary | Meaning |
material | A substance that can be used to make something. |
bendy | Can bend easily into a curved shape. |
stretchy | Can easily be made longer; elastic. |
stiff | Not easily stretched or changed in shape. |
shiny | Bright or reflect light. |
smooth | No roughness, lumps or holes. |
waterproof | Does not let water pass through. |
natural | Things that exist in nature and not made by people. |
man-made | Things that are created by people. |
In our materials topic we learn all about materials and their properties. We investigated different types of materials and put them into similar groups such as waterproof materials, transparent materials, hard and soft. We looked at toys and the different materials toys are made from.
Key facts to remember: |
Transparent means that you can see through the material. |
Natural materials already exist. |
Man-made materials are created by people. |
Materials have properties such as smooth and shiny. |
Trips and visitors:
We visit Sunderland Museum to investigate how old toys worked and how toys and their materials have developed over time.
Materials Year 1�Knowledge Check
Uses of Materials
Year 2
Knowledge end points: To identify and describe everyday materials. To identify the suitability of a variety of everyday materials. To compare the suitability of a variety of everyday materials for everyday uses. To observe how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. | Methods and processes: To ask questions about everyday materials and properties. To use key vocabulary to describe and classify materials. To record results from simple tests. |
Vocabulary | Meaning |
property | A characteristic of a material. (what it is like or what it does) |
suitable | Correct for a particular use |
unsuitable | Not correct for a particular use |
absorbent | Soaks up liquid easily |
squash | Pressed or crushed so it loses its shape |
transparent | See through |
opaque | You cannot see through it |
twist | Turn to make a spiral |
stiff | Does not easily bend |
In our materials topic we learn all about materials and their properties. We investigate different types of materials and discuss how we can group similar materials. We discuss the suitability of materials and what makes them suitable and unsuitable for certain purposes.
Key facts to remember: |
Some materials can be manipulated and their shapes can be changed. |
You can’t see through opaque materials. |
You can see through transparent materials. |
Materials are suitable or unsuitable for certain uses. |
Materials Year 2�Knowledge Check
Which materials would not?
Rocks and soils Year 3
Knowledge end points: To compare and group different types of rock on the basis of their appearance and simple physical properties. To describe in simple terms how fossils are formed when things that have lived are trapped within rock. To recognise that soils are made from rocks and organic matter. | Methods and processes: To use scientific equipment such as magnifying glasses to help identify and classify rocks To ask questions about how rocks are formed How are rocks formed? How is soil formed? |
Vocabulary | Meaning |
decaying | Gradually being destroyed by a natural process |
imprint | A mark or outline made by the pressure of one object on another |
magma | Molten rock formed in very hot conditions |
mineral | Something formed naturally in rocks and in the earth |
paleontology | The study of fossils as a guide to the history of life on earth |
permeable | A substance such as water of gas can pass through it |
porous | It has many air holes in it which water and air can pass through |
sediment | Solid material that lies at the bottom of a liquid |
In this topic we investigate the different rocks that make up the Earth. We observe fossils first hand and ask questions about the plants and animals they tell us about.
Key facts to remember: |
Fossils are the remains of prehistoric life. |
Soil is made from pieces of rock, minerals and decaying plants and water. |
There are different layers of soil. |
Fossils are formed when a living thing dies and the body is covered up or buried by sediment over tens of thousands of years. |
We learn about the different soils that can be found in our local area.
Rocks and soil Year 3 Key Concepts |
Igneous |
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Sedimentary |
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Metamorphic |
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Rocks Year 3�Knowledge Check
Properties and changes in materials
Year 5
Knowledge end points: To compare and group together everyday materials on the basis of their properties. To know that some materials will dissolve in liquid to form a solution. To describe how to recover a substance from a solution. To use knowledge of solids, liquids and gasses to decide how mixtures could be separated. | Methods and processes: To give reasons based on evidence from comparative and fair tests, for the particular uses of everyday materials. To demonstrate that dissolving, mixing and changes of state are reversible. To make choices about how investigations are planned, conducted and evaluated |
Vocabulary | Meaning |
conductor | A substance that heat or electricity can pass through. |
dissolves | When a substance is mixed with a liquid and the substance disappears. |
filtering | A device used to remove dirt or other solids from liquids or gasses. |
insoluble | Impossible to dissolve. |
insulator | A non- conductor of electricity or heat. |
irreversible | Impossible to reverse, change back or turn back. |
reversible | Able to turn or change back. |
thermal | Relating to heat or changes in temperature. |
In this topic we build on our previous learning about materials. We learn about dissolving and evaporation and think about when we can observe these process in our everyday life. We look at other methods of separating materials and carry out experiments to investigate these.
Key facts to remember: |
Materials which are good thermal conductors allow heat to pass through easily. |
Electrical conductors allow electricity to pass through them easily while electrical insulators do not. |
Thermal insulators could be woolen clothes and flasks for hot drinks. |
Chemists have created new materials in the past. |
We look at the impact different materials in the designing of vehicles through our visit to Nissan.
Properties and changes in materials Year 5 Key Concepts |
Dissolving |
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Separating |
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Properties and changes in materials�Year 5 Knowledge Check