Science 5

Международная школа
United World International School

«Юнайтед Ворлд Интернэшнл Скул»
(Cambridge Assessment and AP
(Аккредитованные программы Cambridge Accredited Programs)
Assessment и Advanced Placement)
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LONG TERM PLAN: 2020-2021
Year Group/Subject: 5B – Science (Cambridge Learner’s / Activity Book Level 6)

Teacher: Ms. Bouchra Makhtoum
General Objectives: Convey Cambridge

Curriculum Stage 6 with appropriate efficacy and
according to accepted standard.
Week Unit Specific Objectives Targeted Concepts and Skills Learning Activities Resources Assessment
# #
1 Unit: Unit 1 Knowledge of  Content to be dealt Peer review.
(1 - 1.2) organs, organ with: Organs of the  Brief talk and introduction of Observation and
placement, human body, organs body and organs. commentary.
understanding and systems and the
knowledge of body placement thereof. Identify and
Main activity:
systems. locate organs –
 Knowledge of the heart  Children to draw basic outline of indicate
and heart functions. body (on newspaper sheet and membership of
or otherwise). body systems.
 Draw the basic shape of
important organs (on a3 sheets
or newspaper).
 Pupils to place organs cut-outs
in relative position.
 Elaborate on the size of the
heart, blood flow, oxygen flow
 Pupils to attempt to locate
heartbeat.
 Discuss heart attacks, causes,
prevention and general good
conduct.
Extension activity: Refresh, general

discussion if students are uncertain.
Touch on upcoming content.
2 Understand  Revise, include relevant video Assess learner

Unit 1.3 – heartbeat + pulse content understanding
1.4: (including pulse  Theory review + pulse through
Heartbeat measurement). measuring exercise. Pupils to relevant
and Pulse, function and report in pairs.
scenarios and
 Complete and continue with
The Lungs Know and criteria.
tasks in Learner’s and Activity
and understand lungs, Books.
Breathing placement thereof,  Continue and touch on the
functions + CO2 following subject: The digestive
Unit 1.5 – vs. carbon dioxide. system.
The  Revise, include relevant video
Digestive Understand the content
System workings of the  Explain + cover theory +
digestive system - discuss main topics:
 Why food is required.
components,
 Why must food be processed.
function and order.  Stomach’s role in digestion.
 Role of the intestines and.
 How food is transported
throughout human bodies.

 Complete and continue with
tasks in Learner’s and Activity
Books.
3 Unit 1.6 – Know + understand Describe main functions and Explain + cover theory + discuss  Section
Kidney subjects dealt understand the essential main topics: review +
Functions with / to be dealt nature thereof. worksheet
with. Collect data and represent as Discuss consequences of drinking activity.
 Students
Learn names for such; large amounts of water.
to
major organs. complete
Know relative Water regulation process and the provided
position of organs. role of kidneys within the body. worksheet
s 1.4 (mix
Elaborate on waste products and of Science
the need for its removal from the and Math
body (i.e. the excretion process). with
graphs).
Demonstrate and ask learners to  Introductio
n to next
locate their kidneys.
section -
The Brain
Fact check >> kidney water (time
passage (200 litres vs. 1 litre of permitting
urine). ).
Clarify relative facts + answer

questions (i.e. 5 litres of blood
passing + / - 40 times through

kidneys to filter waste products
including removal of excess water).
Activity time: students (in teams) to

provide “guestimate” of 1 litre of
water - if their guess is incorrect,
the water must be poured into
additional container.
The total volume should be noted

to determine which team made the
best guess.
4 Unit 1.7: Learners understand the Explain relative size - ask learners  Students
What does breakdown of the brain and to put two clenched fists together. to perform
the brain understand / comprehend the refresh
do? various areas of responsibility. Indicate that this is the relative size exercises
of prior
of a human brain.
unit.
 Knowledge
Also indicated that size has little or to be
nothing to do with perceived reinforced
intelligence. and
utilised
Comment on the adage: “left with
minded people are in their right multiple
minds”. tests and
worksheet
exercises.
The right side of the brain controls  Unit

the left side of the body. traditional
review /
The left side of the brain controls test – time
permitting.
the right side of the body.
The left side is suspected to be

used primarily for logical thought,
reasoning, language and number
skills.
The right side of the brain is

thought to be responsible for
creative ideas, imagination, art and
music.
Brain matters (brain areas):

Familiarise students with brain
geography - i.e. the various
regions.
Two hemispheres.
Three main regions:

Cerebrum - is the largest section,
many grooves and bumps,
suspected to be responsible for
thinking, memory, senses, memory
and language.
Cerebellum - located behind and

below the Cerebrum, control
balance and posture.
The Brain Stem - found at the base

of the brain, extends downwards
and connects the brain to the spinal
cord, control vital functions such as
breathing, heartbeat, body
temperature and digestion.
Class Activity: Using our brains -

what would happen if, certain areas
of the brain become damaged or
unresponsive due to illness or
accident. Group discussion /
presentation on the effect if any.
5 Unit: 2.1 – Content to be dealt Know + understand subjects  Explain the concept of a food Snap query,
2.4 Food with: Food chains dealt with / to be dealt with. chain (using charts and knowledge
chains in a in a familiar habitat Photosynthesis. pictures). check.
local Food webs in a local habitat. o Food chains can
habitat Energy pyramids. represent feeding Do students
relationships.
Global warming - causes and understand
o Construct pseudo food
its effect; chains for a habitat.
what role they
o Group / pair activity - play / could
students to gather info play?
and represent plausible

data including relevant
observations.
o Remind students that
insects and / or birds can
be part of a food
relationship.
o Also indicate that a
relationship starts with
plants and does not just
include animals.
o Plants are at the start of
the food chain as they
use energy and sunlight.
6 Unit 2.5 Content to be dealt  Know + understand  Gauge grasp of air pollution: Assess learners
Deforestati with: Deforestation subjects dealt with / to o Students to discuss through group
on – 2.6 Air + Air Pollution be dealt with. energy options: and individual
Pollution o The positive and  Fossil fuels vs feedback. The
“green” energy issues(s) at
negative effects
vs nuclear
of humans upon hand are
options.
the environment.  Group activity contentious
 Loss of and mini which makes
species. presentation. realistic
 Protection  Groups to understanding
of present. of vital
habitats.  Further discussion importance.
o Discover ways and debate
relating to
we can care for “greener” options

the environment: and how this may
 Recycling. be achieved.
 Reducing  Introduce
material and
waste.
relevant media
 Reducing resources for this
energy discussion.
consumpti  Further discussion
on. and debate
 Waste relating to
managem “greener” options
ent. and how this may
 Caring for be achieved.
the  Introduce
material and
environme
relevant media
nt and resources for this
encouragin discussion.
g others to
do so as
well.
o Identify relevant
factors and make
predictions.
 Explore
how
evidence
may
support a
certain
narrative /
prediction.
 Use charts
to discover
trends and
present
results.
7 Unit 2.7: Content to be dealt  Know + understand  Demonstrate how acid rain Learners to
Acid Rain with: Learners subjects dealt with / to affects limestone: indicate
discover how be dealt with. o Explain how buildings knowledge
rainfall can become o The positive and may be constructed – through
acidic and discover cement blocks made practical
negative effects
from limestone / bricks
the impact of acid of humans upon scenarios and
made from clay but
rain on the the environment. bonded together with explanations.
environment and  Loss of concrete which also
Unit 2.8: general species. contain limestone.
Recycling surroundings.  Protection o Over time acid rain Cement
of causes wear and tear on knowledge with
Explore several habitats. structures made from appropriate
ways of caring for o Make predictions building materials worksheets,
mentioned above. projects and
the environment, using scientific
o Marble statues and activities –
for example, knowledge and students may
recycling, reducing gravestones are affected
understanding. discuss and
in the same way.
waste, reducing o Make discover potential
 Discuss what is potentially
energy comparisons. recyclable out of common trash waste generated
consumption, not o Identify patterns items: within the school

littering, + aberrations. o Paper, cardboard, plastic environment and
encouraging fellow o Suggest and bag, plastic bottle, glass what happens to
humans to care for jar, drinks can, vegetable the waste
evaluate
peel. generated.
the environment. explanations
o Enquire whether learners
using scientific have a recycling strategy
knowledge. at home and if so, what
o Indicate whether items are recycled.
evidence  Comment on landfill sites and Students to
supports any the detrimental side effects enquire and
predictions they may cause. discuss the
made.  Mention instances where amount of litter
individuals and small companies being produced in
make a living / generate profit their
by collecting and recycling surroundings,
throw away items. take an audit of
the kind of litter
 Explain the limitation of and what can be
available water in contrast with done to better
the ever-expanding global manage the
population. waste.
 Even electricity production has
its limits as we do not just use
renewable resources for energy
production.
8 Upcoming Introduce ideas and concepts

topic related to material changes

preview – and the nature of matter in
progress our physical realm.
check.
9 Review of Review and Review and

prior assessment assessment
topic(s) through projects, through
tests and projects, tests
observance. and observance.
10 Assessment
productions
through
observance and
traditional
evaluation.
Week 11 Midterm Break 2nd to 6th of November 2020
# #
12 Unit 3: To achieve  Know + understand subjects
Reversible observation and dealt with / to be dealt with.
and broad o Understand the
Irreversible understanding of concept of matter.
Changes, soluble and o Be able to distinguish
Mixing and insoluble between reversible
Separating substances, actions and irreversible

Solids. and reactions changes made to
including various matter.
properties. o Identify and
understand the factors
that are relevant to a
situation.
 Explore how solids may
dissolve in water to form a
solution and, although the
solid may appear invisible,
the substance is still present.
 Explore how, when solids do
not dissolve or react with
water, they can be separated
by filtering which is like a
sieving process.
 Observe and explain the
changes that occur when
solids are added to water.
 Also comment on following
variables - a) a warm
solution and b) matter with a
larger surface area.
 Make predictions using
scientific knowledge and
understanding.
 Be able to make / take
observations with simple

apparatus in a correct
fashion and determine
whether the results are
sensible and logical.
 Make comparisons.
 Identify patterns +
aberrations.
 Present findings with tables,
charts (line / bar graphs).
 Suggest and evaluate
explanations using scientific
knowledge.
 Indicate whether evidence
supports any predictions
made.
13 Unit 3: As above. Assessment of

Soluble and prior topics
Insoluble through various
Substances activities and
, tasks including
Separating specific related
Insoluble scenarios.
Substances
14 Unit 3:  Influence of relevant Assess student
Solutions, variables – a) beaker size, b) comprehension
How Can a warm solution and, c) through

We Make matter with a larger surface assigned tasks.
Solids area.
Dissolve  Make predictions using
Faster? scientific knowledge and
understanding.
 Make comparisons.
 Identify patterns +
aberrations.
15 Unit 3: How Refer weeks 12 – 14.

Does Grain
Size Affect
Dissolving?
Check Your
Progress,
Test
Review
16 Exam  Test Activity + Reflection On: Various trials
preparation o Reversible and and tasks to
all topics irreversible changes. prepare for
Unit 1 – 3. o Mixing and separating exam.
solids.
o Soluble and insoluble
substances.
o Separating insoluble
substances.
o Solutions.
o How can we make solids

dissolve faster?
o How does grain size
affect dissolving?
Week - 17
First Term Exam
Week - 18
School Holidays
Week - 19
School Holidays
Week - 20
School Holidays
# #
21 Unit 4.1 >> Unit: 4.1 Mass and o Illustrate  Explain and elaborate on the Assessment
4.2: Mass Weight differences difference between mass and through
and Topic: Mass and between mass weight: practical
Weight, Weight (distinction measured in KG o Mass does not equal application by
How Forces and application) and weight weight. students >>
Act measured in o The unit for mass (KG) projects and
(introductio Unit: 4.2 Newtons, noting is used in daily life otherwise.
n) Introduction of that KG is used in causing confusion e.g.
concepts. (Time everyday life. “I weigh 75
permitting) o Recognise and kilograms”:
use units of  KG is used to
force, mass and measure
weight and “mass”.
identify the o Mass is an indicator of

direction in which how much matter a
forces act. body or object
o Make a variety of contains – you can say
relevant “mass is the amount
observations and of you in you”.
measurements o Mass does not change!
using simple o Weight on the other
apparatus hand is a force:
correctly.  Weight is the
o Use tables, bar force exerted on
charts and line masses because
graphs to present of gravity.
results.  On Earth gravity
o Make is the reason we
comparisons and have weight.
identify patterns  Weight is the
that may not fit product of mass
the pattern. and
o Be critical and acceleration
investigate the (weight = mass
veracity of x acceleration).
established facts. o Mass will always stay
o Understand the same and does not
conclusions and change – depending
offer an on the gravitational
explanation. force that acts upon it.
You will weigh


less on the
moon as the
gravitational
pull of the moon
is less than on
earth.
 On the moon
you / object will
be physically
the same, mass
is the same and
you are just as
“fat” 😊.
 Weight
therefore
changes due to
gravity.
 The force applied does not
however change the amount
of mass.
 Students to complete and
practise with relevant
worksheet / assignment.
 Introduce concept of ‘inertia’.

 Inertia tendency of object to
resist change to its state of

motion / mass is
measurement of its inertia.
 Provide practical example
with engagement of
students:
o 1 Law of Motion
st
objects tend to keep

doing what they were
doing.
o Objects / mass have a
natural tendency to
resist change at rest /
stationary objects
would prefer to do so.
o An object moving at a
constant velocity
would prefer to
continue doing so.
o The 1 Law of Inertia
st
indicates that there is

a natural tendency for
objects to resist
change to its state of
motion.
o Therefore – an object
tends to resist change
in its state of motion:

 Smaller objects
are easier to
move / re-
locate.
 Greater /
heavier object
has greater
tendency to
resist change in
motion.
 Greater mass
has greater
inertia.
 The same force
will therefore
affect greater
change on an
object with
lesser mass.
 LARGE (more
inertia) >
SMALL (less
inertia).
 Remember mass does not
equal weight.
 The force applied does not
however change the amount
of mass.
 Forces act in pair – every
action has opposite and
equal reaction.
 Students to complete and
practise with relevant
worksheet / assignment.
 May explain concepts / offer
interpretation with relevant
feature film – time
permitting.
22 Unit 4.2 –  Recognise  Remind and re- o Topic review + recap Assess through
Unit 4.4: and use introduce the concept with suitable media and practical activity
units of of ‘inertia’. practical. and
Balanced force, mass  Inertia tendency of o Engage with students demonstration
and and weight object to resist change and determine if they by students.
Unbalanced and identify to its state of motion / can “see” a “force” in
Forces, the direction mass is measurement action / motion / “see”
in which of its inertia. a “force” acting upon
The Effects forces act.  Provide practical an object / mass?
of Forces  Make a example with o Explain and cultivate
variety of engagement of knowledge by using
How Forces relevant students: the example of
Act Topic: observations o 1 Law of Motion
st crumpled paper,
Inertia and objects tend to modelling clay – a
force is applied to
(Newton’s measuremen keep doing what produce a change on /

Laws) ts using they were doing. within the object.
simple o Objects / mass  A football match
apparatus have a natural may be used to
correctly. tendency to illustrate the link
 Understand resist change at between energy
and forces – the
the notion of rest / stationary
football player
energy in objects would uses energy in
movement. prefer to do so. their body to kick
 Use tables, o An object moving the ball, energy is
bar charts at a constant required to create
and line velocity would the kicking force.
graphs to prefer to Students to
present continue doing furthermore
results. so. reflect on the
following
o The 1 Law of
st
statements:
Inertia indicates  What
that there is a happens
natural tendency when a
for objects to player
resist change to kicks the
its state of moving
motion. ball away
o Therefore – an from
object tends to himself /
herself?
resist change in
 Does the
its state of ball speed
motion: up / slow
 Smaller down?
objects are  Does it
easier to move in
the same
move / re-
direction /
locate. change
 Greater / direction?
heavier  How does
object has the force
greater exerted by
tendency the player
to resist affect the
change in ball?
motion.  Students to
partake in activity
 Greater
4.4 (ping pong
mass has ball activity) to
greater test and
inertia. understand the
 The same process of cause
force will and effect with
therefore relation to forces
affect and subsequent
greater effects.
change on  Remind students
that a) forces can
an object
change the shape
with lesser / movement of an
mass. object, b) there is
 LARGE
(more no change in
inertia) > movement when
SMALL forces are
(less balanced, and c)
unbalanced
inertia).
forces change the
 Remember mass does speed / direction
not equal weight. of an object / or
 The force applied does both.
not however change
the amount of mass.
 Forces act in pair –
every action has
opposite and equal
reaction.
 Students to complete
and practise with
relevant worksheet /
assignment.
 May explain concepts /
offer interpretation with
relevant feature film –
time permitting.
23 Unit 4.5: Content to be o Understand the  Introduce students to the

Forces and dealt with: The motion of energy concept of energy and the
Energy key concepts in movement. exertion of force.
 Explain that we need energy to
(defined, addressed in this o Use tables, bar exert a force on a body / mass.
concept of topic are that charts and line  Forces make objects move.
“work”) energy is needed graphs to present When we make something
to create a force results. move, the energy that we used
to create the force is transferred
which will make an
to the moving object.
object move, and  Use the example of pushing a
that work is the chair against the wall – force
amount of energy makes the chair move in the
transferred to an direction of the force applied /
object to make it exerted.
move.  In science we refer to this action
and consequence as ‘work’
being done.
 In retrospect pushing against
the wall results in no work being
done as the wall did not move.
 Energy is required to perform
‘work’ as energy is required to
exert a force – however energy
spent does not always result in
‘work’ being done successfully.
 The amount of work done
depends on the amount of force
exerted on the object and the
distance the object moves.
o For example: if you carry
a box of books up one
flight of stairs and your
brother carries a box of
books that has half the

mass up one flight of
stairs, who has done
more ‘work’? The answer
is that you have.
o How much more work
have you done? You
have done twice as
much work. Why is this?
Your carried book with
twice the mass and
therefore had to exert
twice the force to move
them up the stairs than
your brother did.
o Learners to investigate
the following scenario –
you carry a box of books
up one flight of stairs
and your brother carries
the same box up two
flights of stairs, who has
done more ‘work’?
 Important concepts to fathom –
a) In science ‘work’ is defined as
distance multiplied by force and
b) energy does not equal force,
energy is required to create a
force!
24 Unit 4.6 – Content to be o Recognise  Enquire why we are more likely Assessment
Unit 4.7: dealt with: They friction (including to slip on one surface and not through
Friction, key concept air resistance) as the other? practical
Investigatin explored in this a force which can o Demonstrate the idea by activity,
g Friction topic is that friction pushing a book across a investigation
affect the speed
desk or rub object
is a force that tries at which objects and observance.
together to generate
to stop things move and which heat.
moving and sometimes stop o Explain and let students
changes movement things moving. discuss why heat is
energy into heat o Use tables, bar being generated.
energy. charts and line o Further explain that
graphs to present friction acts in the
! Also indicate that results. opposite direction to the
the flow charged o Identify patterns movement of an object.
and results to If you push a book
particles forwards in front of you
(electricity) present draw conclusions
on a table, friction acts in
similar occurrence and to make the opposite direction to
in the form further stop the forward
predictions. movement.
resistance. The
o Suggest and o Further illustrate that
concept will
evaluate friction creates wear and
therefore be explanations for tear as a by-product.
familiar when predictions using Indicate to students that
encountering Unit scientific is why lubricants exist to
5. knowledge and the mitigate the effects
of friction. Lubricants are
understanding.
used where there is the
o Be able to potential for friction
communicate especially where there

these findings in are conditions when
a clear and metal components come
concise manner. in to contact as high
speed.
25 Unit 4.8: Air Content to be Same as above.  Learners to consider whether Opportunity to
Resistance dealt with: Topic they have felt the air pushing assess through
4.8 (The key against them whilst riding a practical
concept in this bike or the rush of air during a learning and
windy day:
topic is that a form application of
of friction, called o This can be established
air resistance or demonstrated with a scientific theory
drag, is exerted on piece of A4 paper. (e.g. homemade
objects moving parachutes).
through the air and o Explain that the
that air resistance movement is caused (in
is affected by part) by air molecules
bumping into the surface
surface area.)
of the paper / moving
through it.
! Optionally
introduce terminal  Air resistance pushes
velocity (point at against things which are
which downward moving.
force and
gravitational pull  Air resistance pushes
against a moving vehicle
becomes equal)
– slowing it down when
no motorised
acceleration is present.
 Air resistance pushes

against falling objects –
slowing them down as
well.
 Learners to comment on
the parachutes, their
roles and various
applications.
 Students to engage and

theorise on the use of
aerodynamics in sport
and other consumer /
commercial applications.
26 Review Session of Prior Topics and Subject Matter – traditional testing, observance, group sessions and presentations.
27 Exam Formative evaluation and Assessment
Preparation knowledge check. through various
tasks, written
oral and
otherwise.
Week - 28
2nd Term Exams
Week - 29
2nd Term Exams
Week - 30
School holidays
# #
31 Unit 5.1: Content to be  Investigate how Gauge student knowledge by Multi Asses through
Which dealt with: some materials mentioning the following: meters, DC observation and
Materials Investigate the are better a) Bulb, b) bulb holder, c) wire and
sets, lead evaluation of
Conduct idea that some conductors of d) single cell battery. acid content through
Electricity materials conduct electricity than battery, group tasks,
electricity and others. Students to comment on items may circuit “play presentations
others do not. In  Decide when be and how it could be utilised. sets”.
and hybrid
this way we observations and
activities.
introduce the measurements Revise the concept of electricity
concept of need to be being pushed from the cell through
conductors and checked by the wire in the circuit. Students to Learners must
insulators. repeating to give view or review media provided prior understand the
more reliable to lesson for further background. flow or lack of
data. flow of charged
 Use a table, bar  Use water as a comparison - the particles
chart or line pump is the cell (battery), pipes (electrical
graph to present are the wires (conductor) and current) through
results. water is the electricity. If any of certain types of
the pipes “bursts” no electricity matter and the
 Identify patterns
can be pumped and you will reasons
in results and have an open circuit situation.
results that do associated with
 Learners comment on what they
not seem to fit it.
understand to be conductive
the pattern. and what to be insulating
 Use results to materials. Learners to engage

draw conclusions and offer practical examples of
and make further each.
predictions.
 Ensure that learners understand
 Say whether and that a good conductor does not
how the evidence “carry” electricity around the
supports any circuit. Electricity, in the form of
prediction made. charged particles, are already
present in the copper wire. The
copper atoms lose electrons
easily and there are therefore
lots of free moving charged
particles (electrons) in the
copper wire.
 Electricity is charged particles.

All conductive materials behave
like the copper wire. It allows
the flow of electricity through
them. Insulating materials on
the other hand are made up of
atoms with stable structures so
there are no free electrons.
32 Unit 5.2: Is Content to be  Investigate how Common Assess student

water a dealt with: some materials Gauge student knowledge by conductors, understanding
conductor? Determine when are better mentioning preparatory video paperclips, through
water can be a conductors of material and asking contextual common practical tasks.
conductor of electricity than questions → metal
electricity and others. objects Learners to
when it is not.  Collect evidence What will happen if we use water to record data and
and data to test complete a circuit? provide
ideas including reasonable
Would it do so? analysis.
predictions.
Students to discuss and offer
 Make predictions
answers.
using scientific
knowledge and Evaluate answers and ask learners
understanding. if they consider tap water to be
 Make a variety of pure?
relevant
observations and Explain that tap water is safe to
measurement drink but it is not pure in the literal
using simple sense.
apparatus
correctly. Chemicals and substances are
 Make added to make it safe for us to
drink.
comparisons.
 Use results to
Main activity:
draw conclusions Explain the nature of pure distilled
and make further water →
predictions. distilled water contains no
 Say whether and impurities or minerals whatsoever.
how the evidence distilled water is created through
supports any the process of boiling the water,

prediction made. capturing the steam and letting it
 Identify factors cool down, returning it to its liquid
that are relevant state.
to a situation. learners to consider what it would
taste like / if anything???
The distillation process also strips
the water of minerals like calcium,
sodium and magnesium, all that
remains is hydrogen and oxygen.
Prompt students to think about the

water in our bodies … is it pure and
would pure water transfer “charged
particles”?
Background material / Reading

Unit 5.3: activity - Does Water Really
Conductivit Conduct Electricity?
y of View demonstrative material
different (https://youtu.be/WvbvMT-ieTw) -
metals / students to comment and engage.
alloys
 Explain the nature of metal

alloys.
 View and discuss background
material related to alloys -

https://youtu.be/KgUmNQD6m5
Q;
 How do tell when we have a
superior / better conductor →
o Discuss and explain

various multi meter
readings.
o https://youtu.be/
InJhgwmj2So;
o Group to review and

discuss flow of charged
particles through
different types of
“better” and “worse”
conductors.
33 Unit 5.3: Prior topic continues… Student input to

Conductivit be evaluated
y in metals based upon the
(continues quality and
…) relevance of
their completed
tasks.
34 Unit: 5.4 Content to be Know why: Perspective Assessment
Choosing dealt with: Metals are used for cables and Gauge student knowledge by resources through
the right Learners discover wires, mentioning preparatory video similar as evaluation and
materials that some metals why plastics are used to cover material and asking contextual above (DC observance.
for are better wires and as covers for plugs questions related to→ circuits
electrical conductors than and switches. the flow of electrical current. sets,
appliances others. Students to understanding of insulators and common
furthermore conductors. component
understand the s in a DC
importance of Main activity: circuit.)
choosing the right Use example of domestic appliance
materials for plug to demonstrate where current
making different should flow and where insulators
parts of electrical are utilised to avoid unintended
appliances a) leakage of electrical current:
conductors where Once again remind learners that
electric current mains power is provided by a power
needs to travel and utility company.
b) insulators where
no current must Guide learners through a similar
pass. diagram, this time the focus will be
on a power outlet or electrical
! Electrical safety socket.
and hazards
Students can view a variety of
samples and demos to achieve a
better understanding of an
electrical circuit in the domestic
environment.
Learners also consider the various

voltage ranges and what may be a
Learners must fathom the lethal occurrence.
relation between voltage,
Unit: 5.5 – current and power (watts) on
5.7 the fundamental level. Touch on subsequent topic >>
Introductio with focus on basic electrical
n to basic diagrams:
circuit conventions,
diagrams, components,
DC circuit representations.
component
s, Learners to try their hand at
identifying drawing their own basic circuit:
component Power source,
s, removing on / off switch,
and adding load (bulb).
component
s to a DC Students to reflect on the following
circuit, occurrences:
understandi
ng current a) What will happen if you remove
and voltage a bulb (light) from the circuit?
requiremen b) What will happen if you add a
ts of bulb (light) to the circuit?
component c) What will happen if you double
the power source (available
s, inherent energy)?
relationship d) What will happen if you halve the
between energy capacity?
electrical Discuss other potential factors.
current and
potential
voltage.
35 Unit 5.8 – How length and Learners must fathom the Gauge student knowledge by Assessment of
5.9 thickness of a relation between voltage, mentioning preparatory video unit through
How length conductor may current and power (watts) on material and asking contextual oral, written and
and influence the flow the fundamental level. questions related to→ collaborative
thickness of of electrical Resistance and resistance in a a) the flow of electrical current. tasks.
a conductor charge. circuit is to be illustrated and b) understanding of insulators and
may understood by learners. conductors. Review quiz
influence Including factors pertaining to c) changes in the circuit when with equations!
Content to be
the flow of this relationship. components are added / removed.
dealt with:
electrical
Learners revise
charge. Main activity: (learners to further
prior topics and
investigate Ohm’s Law and the use
carry out practical
of relevant equations to solve
investigations,
related problems)
hybrid math /
science equation
calculations.
Learners consider the effect of
cable / wire length in terms of a DC
circuit.
Introduce students to the concept

of electrical resistance.
Ohm's law shows a linear

relationship between the voltage
and the current in an electrical
circuit.
With water flow analogy we can

imagine the electric current as
water current through pipe, the
resistor as a thin pipe that limits
the water flow, the voltage as
height difference of the water that
Battery enables the water flow.
origins
Learners to fathom the relationship
between volts, amps and
resistance.
Students should also be reminded

that too much current over an
inadequate conductor will result in
a heat build-up and a hazardous
situation.
Lower resistance will provide a

better pathway for electrons /

charged particles to travel on.
Higher resistance will inhibit the

flow, increase heat and reduce the
flow of current through the circuit.
Touch / refer to historical

development of cells (batteries)
time permitting.
Week – 36
Midterm Holiday
Week Unit Specific Targeted Concepts and Skills Learning Activities Resources Assessment
# # Objectives
37 Mock tests, various exam (and unit 5) preparation activities. Assess by unit
refresher tasks,
Evaluation: Learners to fathom → traditional
assignments
 the passage of charged particles through matter, and
 reasons why certain materials conduct these particles and observation.
 why some materials offer better conductivity than others,
 Students also appreciate the domestic power circuit and what aspects to be aware of in terms of Students
safety, expected to
 Learners can draw a basic electrical circuit and learners can identify the components of such a deliver on full
circuit. range of
 Learners can also identify fluctuations in a power circuit due to various reasons. abilities taught
and employ
these skills in a
prescribed and
cohesive
manner.
Week – 38 - Exam preparation process (Units 1 – 5).
Week – 39 - Third term exams.

40
Wrap up and reflection process.
Future plans and perspectives.

Science 5

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Международная школа

United World International School

LONG TERM PLAN: 2020-2021

Year Group/Subject: 5B – Science (Cambridge Learner’s / Activity Book Level 6)

General Objectives: Convey Cambridge

Extension activity: Refresh, general

2 Understand  Revise, include relevant video Assess learner

throughout human bodies.

Clarify relative facts + answer

passing + / - 40 times through

Activity time: students (in teams) to

The total volume should be noted

The right side of the brain controls  Unit

The left side is suspected to be

The right side of the brain is

Brain matters (brain areas):

Three main regions:

Cerebellum - located behind and

The Brain Stem - found at the base

Class Activity: Using our brains -

and represent plausible

we can care for “greener” options

consumption, not o Identify patterns items: within the school

8 Upcoming Introduce ideas and concepts

topic related to material changes

9 Review of Review and Review and

Separating substances, actions and irreversible

observations with simple

13 Unit 3: As above. Assessment of

How Can a warm solution and, c) through

15 Unit 3: How Refer weeks 12 – 14.

o How can we make solids

identify the o Mass is an indicator of

You will weigh

 Introduce concept of ‘inertia’.

resist change to its state of

objects tend to keep

indicates that there is

in its state of motion:

(Newton’s measuremen keep doing what produce a change on /

23 Unit 4.5: Content to be o Understand the  Introduce students to the

books that has half the

communicate especially where there

 Air resistance pushes

 Students to engage and

 Use results to materials. Learners to engage

 Electricity is charged particles.

32 Unit 5.2: Is Content to be  Investigate how Common Assess student

supports any the process of boiling the water,

Prompt students to think about the

Background material / Reading

 Explain the nature of metal

material related to alloys -

o Discuss and explain

o Group to review and

33 Unit 5.3: Prior topic continues… Student input to

Learners also consider the various

Introduce students to the concept

Ohm's law shows a linear

With water flow analogy we can

Students should also be reminded

Lower resistance will provide a