Year+6+Program+Ideas


 * Year 6 Science **

// By the end of Year 6, students identify simple scientific questions for investigation with minimal guidance and make predictions based on these questions. They begin to plan and conduct investigations. They suggest variables to be changed, measured and kept the same in an investigation and can choose one variable to change and one to measure. They use simple tools and equipment with minimal guidance to make observations and measurements using standard units. They recognise simple patterns in data and begin to use data to support explanations, comparing results with any earlier predictions. They reflect on general aspects of their investigation process with a view to improve the methods used. //
 * __ Science Inquiry Skills: Investigating (C Grade Descriptor) __**


 * __ Investigation suggestions (Yr 6 Inquiry Skills) __**
 * Salt Volcano
 * Saturated solutions and arctic and antarctic ice
 * Growing plants using different concentrations of salt water
 * Do heavier objects fall faster than others?
 * Create an effective windbreak. Conduct experiments to determine whether a wall, a round water tank or other structures make a good wind break.
 * Make concrete. Is pure cement as strong as concrete made with cement, sand and gravel?
 * Make plastic from milk
 * Oil slick and controlling with booms
 * (Three lessons) cook igneous, sedimentary and metamorphic ‘rocks’.
 * Washing yourself and dishes in ‘hard’ and ‘soft’ water.
 * What happens to rubber bands when they are heated.
 * Water molecules in hot and cold water
 * Air molecules in hot and cold squash balls
 * Acids and bases using red cabbage juice
 * Plasticine boats

// Students explain cause-and-effect relationships in familiar situations, such as changes to materials, and in the wider environment, such as earthquakes. //
 * __ Science Understandings __****__ (Yr 6 C Grade Descriptors in italics) __**

To find out more about, or to order, Primary Connections click [|here] or on the title below.
// They relate the use of materials to their properties and classify materials based on these properties, such as magnetic/non-magnetic and transparent/opaque. They recognise that properties of a material can change when heated or cooled. //
 * Natural and Processed Materials **


 * __ Available Primary Connections Resource(s): __**
 * [|**Package it better**]
 * [|**Change detectives**]

// They understand that energy can transfer or transform. They are aware that gravity is a force that acts at a distance and that the Moon has less gravity than the Earth. //
 * Energy and Change **


 * __ Available Primary Connections Resource(s): __**
 * [|**It’s electrifying**]

// They understand some environmental impacts of human activity on water and energy use and use their knowledge of science to suggest ways that humans can care for their environment. //
 * Earth and Beyond **


 * __ Available Primary Connections Resource(s): __**
 * [|**Earthquake explorers**]


 * Life and Living **
 * They recognise and describe a range of living systems and can explain how some of their components are related, such as food webs and animal habitats. **


 * __ Available Primary Connections Resource(s): __**
 * [|**Marvellous micro-organisms**]