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- Sigma Science - Year 6
Sigma Science - Year 6
Primary science resources for the five units of the Programme of Study for Year 6.
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Animals including Humans
Pupils should be taught to:
• identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood;
• recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function;
• describe the ways in which nutrients and water are transported within animals, including humans.- Y6 Animals Including Humans; What is a Healthy Person?
- Y6 Medicines are Also Drugs
- Y6 Understanding Alcohol
- Y6 Investigating Smoking
- Y6 How Smoking Affects the Body
- Y6 Smoking – Some Facts
- Y6 Healthy Lifestyle
- Y6 Healthy Hearts
- Y6 Important Food Groups
- Y6 Healthy Food Choices
- Y6 A Balanced Diet
- Y6 Measuring Pulse Rates
- Y6 Exercising – Which Muscles?
- Y6 Exercise, Breathing and Pulse Rates
- Y6 Breathing, Heart Rate and Exercise
- Y6 The Heart and Exercise
- Y6 The Digestive System
- Y6 The Heart and Other Important Body Organs
- Y6 Body Systems (simplified)
- Y6 Body Systems
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Evolution and Inheritance
Pupils should be taught to:
• recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago;
• recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents;
• identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.- Y6 The Fossil Board Game
- Biography Comparison: Mary Anning, Charles Darwin & Alfred Wallace
- Y6 A Biography of Mary Anning
- Y6 A Biography of Charles Darwin
- Y6 A Biography of Alfred Russel Wallace
- Y6 The Cuckoo and the Reed Warbler
- Y6 Evolution and Inheritance; Plant and Animal Adaptations
- Y6 Darwin’s Finches
- Y6 Extreme Animal and Plant Adaptations
- Y6 Animal Adaptations
- Y6 Classifying Animals (2)
- Y6 Grouping Animals According to Features
- Y6 Difficult to Classify Animals
- Y6 Fossil Formation
- Y6 The Evolution of the Horse
- Y6 Evolution and Adaptations
- Y6 Plant Adaptations
- Y6 Local Animal and Plant Adaptations
- Y6 Identifying Adaptations (2)
- Y6 Identifying Adaptations
- Y6 Matching Animals to their Habitats
- Y6 Different Animals and Habitats
- Y6 Adaptations and Habitats
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Light
Pupils should be taught to:
• recognise that light appears to travel in straight lines;
• use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye;
• explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes;
• use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.- Y6 Light; Light and Light Sources
- Y6 Light; How we See Things
- Y6 The Human Eye
- Y6 Structure of Eye
- Y6 Structure and Function of the Eye
- Y6 Cross-section of the Eye
- Y6 Seeing Things
- Y6 Looking at Shadows
- Y6 Investigating Shadows
- Y6 Reflective Materials
- Y6 Light and Mirrors
- Y6 Light Travels in Straight Lines
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Electricity
Pupils should be taught to:
• associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit;
• compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches;
• use recognised symbols when representing a simple circuit in a diagram.- Y6 Conductor or Insulator?
- Y6 Circuit Symbols
- Y6 Circuit Symbol Checklist
- Y6 Changing Ciruits
- Y6 Are all Metals Conductors?
- Y6 Conductive Materials
- Y6 Insulators and Conductors
- Y6 Will this Circuit Light Up?
- Y6 Will these Circuits Work?
- Y6 Bulb Brightness
- Y6 Changing Circuits
- Y6 Investigating Circuits
- Y6 Making and Investigating Circuits
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Living Things and their Habitats
Pupils should be taught to:
• describe how living things are classified into broad groups according to common observable characteristics, and based on similarities and differences, including micro-organisms, plants and animals;
• give reasons for classifying plants and animals based on specific characteristics.- Y6 Living Things and Their Habitats; Micro-organisms
- Y6 Classifying and Grouping Plants
- Y6 Difficult to Classify Animals
- Y6 Grouping Animals
- Y6 Classifying Animals
- Y6 Classification Key
- Y6 The Four Common Plant Groups
- Y6 Classifying and Grouping Plants
- Y6 Classifying Animals Using a Key
- Y6 Different Types of Skeleton
- Y6 Classifying Animals: Vertebrate or Invertebrate?
- Y6 Classifying Animals
- Y6 Classifying and Grouping Animals
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Planting Bulbs
- Planting Bulbs – Plot a Graph of Bulb Growth
- Planting Bulbs – Data Table
- Planting Bulbs – Observation Sheet (outside page)
- Planting Bulbs – Observation Sheet (inside page)
- Planting Bulbs – How to Grow a Hyacinth Bulb
- Planting Bulbs – How to Grow a Crocus Bulb
- Planting Bulbs – Pupil Instructions
- Y6 Scheme of Work View Resources