The objective for this lesson is to understand the measurement of time and comes in two parts. The first gauges children's prior understanding of the following success criteria: * I know how many seconds are in 1 minute * I know how many minutes are in 1 hour * I know how many hours are in 1 day * I know how many days are in a week and year Included is a worksheet for children to complete, with extra challenges on the notebook board for your higher abilities to be extended. In the second part of the lesson I wanted to challenge and extend children's knowledge of time, so I linked in a TED animation about how time is linked to both Maths and Science. It explains the concept of time measurement using flip book animation, which children can relate to. From this, I challenged children to make a short flip book of their own, using one of the two examples modelled in the video. My kids absolutely loved this lesson, and even made longer and more detailed flip books at home afterwards using different time criteria!

These two worksheets can expand to form a Science topic over four to five lessons. Using their prior knowledge of materials and wind power, children independently design their own boat powered by wind either on paper or in their Science books. Existing examples could be shown. Then, at the start of the next lesson, children would use the first worksheet in this resource to evaluate each others designs using the following criteria: • Shape – How will this affect how it moves and balances on the water? • Size – How will this affect how the boat floats and balances? • Materials – Are they waterproof? How will you join them securely? • Sail – How will it steadily stay up and move the boat forwards? Following this, either in the same or next lesson, groups would then choose the best design or combination of design ideas from those on their table, to form a final group design of a boat with a sail. On the second sheet in this resource, they would then work together to plan their final design, using the following criteria: * I can consider the effect of water resistance in my boat design * I can make a sail that will catch wind * I can consider suitable materials to make my boat * I can annotate my design to explain material and shape choices Each group would draw their final boat design and list the materials needed to make it, before going on to make their boat in the following lesson, and then test them the lesson after that in a suitable outdoor location! (...we used a paddling pool!)

These three lessons, designed for KS2, help children to understand sound, how it travels, how sound can be different and what materials can block sound. The objectives are as follows: Lesson 1 - Objective: To understand that sounds are made when objects vibrate Success Criteria: I can understand that sounds are made when objects vibrate. I can compare how sounds travel through gases, liquids and solids I can investigate how sounds travel through different objects I can explain the results of my investigation using scientific diagrams/language The lesson poses various questions to children throughout the notebook presentation about what sound is, how we hear, how sound might travel differently, to allow them to demonstrate their prior knowledge or ideas. It also includes useful links which help to embed given facts, mini tasks to engage the class, and best of all, a creative main activity where children investigate whether sound travels through string telephones! The differentiated plenary is a 'fill-the-gaps' activity which assesses children's understanding from the lesson. Lesson 2 - Objective: To investigate how the pitch and volume of instruments can be changed Success Criteria: I can understand that sounds are made when objects vibrate. I can explain what is meant by the 'pitch' of sound I can explain what is meant by the 'volume' of sound I can make predictions I can alter the pitch and volume of various musical instruments Children meet this objective by first recapping what they have already learnt about sound, by learning the difference between 'pitch' and 'volume' using different links in the notebook and then by investigating pitch and volume using an online BBC Bitesize activity, noting their predictions and conclusions in their books. Musical instruments could be used in the lesson as well! Lesson 3 - LI: To investigate whether materials effect the movement of soundwaves SC: I can identify the properties of different materials I understand how sound travels through solids, liquids and gases I can make predictions I can identify whether an experiment is a fair test I can explain the results of an experiment The lesson starts by recapping previous learning, before brainstorming in what scenarios we might want sound to be blocked. Children then conduct an experiment, comparing which materials would be best to block sound.

I used these lessons at the end of our Rocks topic in Science with my Year 3 class, but they were also used by Year 6 at their end of Evolution and Inheritance, so they are easily adaptable! The resource consists of a notebook of two lessons; one focusing on fossils, and the other on famous British fossil hunter Mary Anning. I used the latter lesson during a school inspection, and it went down well both with the visitor and the class! The lessons focus on develop children's understanding of fossils, how they link to rocks, and how fossil hunting is still important today. Luckily, at the time, Tiger stocked cheap fossil digging kits, so I bought some for the class to try in a third lesson and it was brilliant! I've seen them in other shops since and I'm sure they're available on the internet - photos are included of the children delicately chipping and brushing away.

This resource is part of a whole half term of engaging lessons which I have used from years 3-5 to teach children about the Humans including Animals. This lesson recaps children's knowledge of the human skeleton and then moves on to focus on animal skeletons, comparing different types, identifying well known animals by their skeleton and comparing human and animal skeletons. The resource includes questions to stimulate children's ideas and understanding, links to various video clips and interactive websites to engage and support, and both group and independent tasks to allow children to demonstrate and challenge their understanding. The lesson objective and success criteria include: LI: To compare the skeletons of different animals Success Criteria I can use first hand observations to find out about skeletons I can use secondary sources to find out about skeletons I can use observations to make predictions I can identify similarities and differences between human/animal skeletons

This resource is part of a whole half term of engaging lessons which I have used from years 3-5 to teach children about Animals including Humans. This lesson initially recaps children's understanding of human and animal skeletons, before focusing on developing their knowledge of food groups. It includes questions to stimulate children's ideas and understanding, various interactive links to engage and support, and suggested tasks to allow children to demonstrate and challenge their understanding. The Lesson Objective and Success Criteria are: LI: To know the different food groups Success Criteria I can explain what animals and humans need to stay healthy I can name common food groups I can name example foods in each group

This resource is part of a whole half term of engaging lessons which I have used from years 3-5 to teach children about Humans Including Animals. This resource starts by recapping children's understanding of the different food groups, before focusing on digestion. It includes questions to stimulate children's ideas and understanding, links to various video clips and interactive websites to engage and support, and both group and independent tasks to allow children to demonstrate and challenge their understanding using the engaging resources that I have suggested (the cover picture for this resource being the display made using one of their favourite lesson activities!) The objective and success criteria for the lesson are: LI: To understand the human digestive system Success Criteria I know what digestion is I know why humans need to digest what they consume I can place the digestive parts correctly in the body I can label the basic parts of the digestive system

This worksheet allows children to thoroughly plan and design their own product that uses magnets, following this success criteria: I can list some ways in which magnets are used at home and school I can suggest other ways in which magnets could be used I can present ideas using labelled diagrams/notes This lesson would ideally be used after learning about forces and magnets, allowing children to creatively demonstrate and extended their understanding, cross-curricular with DT.

This lesson focuses on teaching children that forces can be transferred from being balanced to unbalanced using pushes and pulls. The activity involves completing a paragraph demonstrating their understanding of forces and identifying examples of balanced/unbalanced forces within the classroom. The success criteria includes: * I know what forces are measured in * I know that a force is a push or pull * I can explain the difference between a balanced and an unbalanced force * I can place a force on an object * I can draw and label a diagram explaining what a force looks like

Here is an activity/worksheet I have used to teach children across KS2 to investigate whether shape affects air resistance, using the following success criteria: • I know forces affect how objects move • I can explain what air resistance is • I can explain how air resistance affects real life objects • I can design objects with good/bad air resistance The activity involves children filling in the gaps in a paragraph to demonstrate their understanding of air resistance, then identifying what air resistance might be happening in picture scenarios, before being creative and designing two paper aeroplanes; one with bad air resistance, and the other with good - explaining how they can predict what will happen.

This lesson pack includes a Notebook presentation and linking worksheets, getting children to investigate how different materials can affect the movement of an object. First, they recap what forces are, such as push/pulls, then move on to understanding gravity. A push force is not needed to make a car go down a ramp, because gravity acts upon the car, moving it to the flat surface. However the material on the flat surface can affect how far the car travels, and therefore affects the force upon the car. The children will investigate which materials will impact most on the force of the car (i.e. which material will allow the car to go furthest/not as far) using the following objective and criteria: Objective: To investigate how materials affect forces Success Criteria I can make predictions using prior knowledge I can carry out an enquiry to test a prediction I can take and record accurate measurements I can use my results to draw simple conclusions

This resource is part of a whole half term of engaging lessons which I have used from years 3-5 to teach the topic Humans including Animals. This lesson focuses on the human skeleton, and includes questions to stimulate children's ideas, links to online video clips to help develop and engage children's understanding, and suggested lesson activities. The objective and success criteria are: LI: To understand the human skeleton Success Criteria I know what the human skeleton is made out of I can explain why humans have a skeleton I can label different parts of the human skeleton

This lesson uses brainstorming, questioning, exploration and matching to follow the objective: To understand the different parts of plants The Success Criteria is as follows: I can name the main parts of a plant I can label the main parts of a plant I can describe the functions of plant parts Included is a page listing different accessible and engaging activity ideas (as the items I used are copyrighted). This lesson links with others in my resource shop, as a topic bundle about Plants.

This lesson uses brainstorming, questioning, exploration and matching to challenge the objective: To understand that plants make food in their leaves The Success Criteria is: I know the seven life processes I can explain why plants have leaves I know what the leaves of a plant need to make food I can label a diagram to explain this process Included is extensive flip pages helping children to understand the photosynthesis process and lesson activities to display their understanding. This lesson links with others in my resource shop, as a whole topic bundle about Plants.

This lesson uses brainstorming, questioning, exploration and matching to challenge the objective: To understand how the soil helps plants to grow The Success Criteria is: I know the function of plant roots I know why soil is a good place for plants to grow I can describe the nutrients found in soils Included is extensive flip pages helping children to understand the photosynthesis process and lesson activities to display their understanding. This lesson links with others in my resource shop, as a whole topic bundle about Plants.