Menu
School Logo
CEOP
Language
Search

Science

Lucy Ocean Protector Interview: What if you could make plastic more sustainable?

Lucy founded MarinaTex in response to the harm single-use plastic does to our ecosystems. She studied product design and engineering and realised that the way we've been living and the products we've been using, have not been living harmoniously with the planet.

 

Science Curriculum Outline Spring Half Term

Our Challenge....Plastics are everywhere, but how can we help to develop a way to combat plastic pollution in our world. We will be designing our very own plastic out of a natural product. We will be helping Lucy an Ocean protector to solve some of the issues that we are now facing due to pollution. 

 

Content - Pupils will learn to:

  • compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
  • know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
  • use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
  • give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
  • demonstrate that dissolving, mixing and changes of state are reversible changes
  • explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

 

Forces

  • identify the effects of air resistance, water resistance and friction, that act between moving surfaces
  • recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect

 

We will be working scientifically to: 

  • Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary. 
  • Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate. 

  • To record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs. 

  • To use test results to make predictions to set up further comparative and fair tests. 

  • To report and present 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. 

  • To identify scientific evidence that has been used to support or refute ideas or arguments. 

 

Science Museum Visit - Second half of the Spring Term.

We will be visiting the science museum this term. This will provide a fun and engaging opportunity to re-visit our learning about Space last term. 

Top