Advisory Service Kent
Plans
Area of Science: Mission Incredible Investigation Unit Cycle B – Lower Key Stage 2 (Revised 2009)
Learning Intentions Key Questions Tasks Resources Outcomes Notes
Use the Powerpoint on the
Mission Incredible
ASK website to structure
this unit of work:
This unit allows the children an
http://www.kenttrustweb.org
opportunity to develop their scientific
.uk/UserFiles/ASK8/File/Pri
skills and knowledge in an interesting
mary_Science/Primary_Sci
context.
ence_Kent_Scheme_of_W
ork/KSW_Investigation_Uni
The children are to take the role of a
ts/Lower_Key_Stage_2/Mis
special agent. The mission is to
sion_Incredible.pdf
capture and return a secret formula!
Design and Technology – Making AF4 – Can make some
To be able to How can we make a a glider and winch Polystyrene tiles
accurate observations
measure plane fly further?
distance. Cotton reels or whole number
http://www.citv.co.uk/static/thebigbang/ measurements relevant
What data could we ser56/show6item4.html String to questions or ideas
To be able to collect to prove our under investigation.
explain about the ideas? Cardboard boxes
The children can use the instructions (level 3)
forces involved in above to make a great glider. Beads
a paper plane How could we present AF3 -Use scientific
The winch will allow them to explore a
our data? Elastic band forms of language
different way to launch the plane. when communicating
Lolly sticks simple scientific ideas,
processes or
phenomena. (level 3)
AF3 - Use appropriate
scientific forms of
language to
communicate scientific
ideas, processes or
phenomena. (level 4)
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
Can make a series of
measurements
adequate for the task
(level 4)
Exploration - Making shadows
To be able to What is a shadow? Torches Can demonstrate how
explain how a The children must find a way to Different to block light with some
shadow is made How could a shadow make clear shadows. They could materials materials (level 2)
be made clearer? explore different shapes and
materials for the object, as well as Can explain that a
different types of light sources and shadow is produced
the distance between the light when the light is
sources and the object. blocked (level 3)
Can explain why
shadows show shape
but not other details of
an object (level 4)
AF5 -Identify
How can we make the The descending cable Cotton reels
To be able to straightforward patterns
offer explanations
mass descend in a Pattern-seeking Thread in observations or in
for results
certain amount of time? Paper clips data presented in
recorded.
Wind some thread with a small mass Card various formats,
Which forces are being on the end round around a cotton
including tables, pie
applied to the mass? reel. Cut slots into one end of the
and bar charts. (level 3)
reel. Fix a thin card sail in the slots.
Ensure that the sail can move feely AF5 - Can identify
on its axle. Let the mass descend. patterns in data
Time the decent of the mass when presented in various
using different sizes of sails. Can the formats, including line
children design a mechanism that graphs. (level 4)
will allow the mass to fall in 5
seconds – thus not setting off the
sensor!
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
Elastic bands
To know how to How can we make an Design and Technology - making a Can explain how the
musical instrument Cardboard tubes
change the pitch instrument that will pitch is altered on their
of an instrument. make a variety of notes http://www.citv.co.uk/static/thebigban Pegs own instrument
and will be able to be g/ser56/show19item2.html Card (level 4)
To be able to played at different
suggest volumes? Using the equipment provided, the AF5 – Can describe what
improvements to children must make a musical they have found out in
work. instrument (a zither) that can make experiments or
notes of a similar pitch and loudness investigations, linking cause
to ones that they the teacher has and effect. (level 3)
already recorded and played at the
start of this session (the secret code
notes).
Pattern-seeking -Balancing scales Rulers AF4 – Can make some
To be able to How can the seesaws
Masses accurate observations
explain forces in be balanced?
terms of physical
Present the children with a host of Objects to be the or whole number
unbalanced seesaws. They must fulcrum measurements relevant
ideas. Is there a formula that figure out the amount of mass to questions or ideas
we can use to help us required to balance the seesaws, as under investigation
to quickly work out the well as where on the seesaw they (level 3)
amount of mass that is should be placed. The children must
needed and where it AF5 - Identify
record their results. straightforward patterns
should be placed?
in observations or in
Challenge the children to come up data presented in
with a rule that will help them to various formats,
solve these problems quickly. including tables, pie
and bar charts (level 3)
Can make simple
generalisations about
forces (level 3)
Can explain about
simple phenomena
using physical ideas
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
(level 4)
Explore -Cartesian Diver AF5- Can describe
To be able to How can the lid be A pen lid
what they have found
explain what made to sink and then Children make a Cartesian diver and weighted with
out in experiments or
happens in the return back to the then use it to try and retrieve a key in Blue tac
investigations, linking
exploration. surface? the bottom of a bottle. An empty 2l cause and effect. (level
bottle with top 3)
Why does this happen? What to do Paperclips
Small keys Can describe and
explain physical
1. Fill the bottle with water to the phenomena (level 4)
very top
2. Attach Blue tac to the pen lid
3. Put the pen lid into the bottle. It
should only just float.
4. Screw the top on the bottle
5. Squeeze the bottle
How it works
As the bottle is compressed more
water goes into the pen lid. This
makes the pen lid heavier and it
sinks. The reverse happens when
the bottle is released – the air
expands forcing water out. The lid
becomes lighter and floats.
AF3 – Can Use
To be able to How could we use Problem-solving - Periscope Card A similar
scientific forms of
select the most some of the equipment Mirrors language when
activity has
suitable provided to help us to The children must decide what it been included
communicating simple
equipment for look around a corner? must be capable of doing and in the unit
scientific ideas,
completing task. therefore the criteria from which it will ‘Light’ for upper
processes or
be evaluated. Children must include Key Stage 2.
phenomena. (level 3)
an explanation about how the
periscope works – this could be part AF3 – Can Use
appropriate scientific
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
of a set of instructions. forms of language to
communicate scientific
ideas, processes or
phenomena. (level 4)
Design and Technology – Making AF3 – Can Use
To be able to How can we fling a catapult. Metal coat This is the
scientific forms of
explain how the something over a long hangers same activity
language when
forces work in a distance? Children must decide how they will Elastic bands communicating simple
as in
catapult. (various ‘Investigation
What could we change launch an object over a distance. scientific ideas,
Unit – Upper
They could construct a type of thickness and processes or
to improve the Key Stage 2
trebuchet using metal coat hangers, length) phenomena. (level 3)
performance of our Cycle a –
elastic bands and spoons. The Plastic spoons
catapult?
(various sizes) AF3 – Can Use Survivor’.
children must record measurements appropriate scientific
What data could we of the distance travelled by the However, one
collect in order to show forms of language to of the Year
projectiles. communicate scientific
the type of catapult groups could
which worked the best? ideas, processes or do the task as
phenomena. (level 4) a fair-test
investigation.
Fair test investigation -Parachute AF4 – Can Identify one
To be able to What effects how well Different
or more control
show data in your parachute will Children plan what to change and materials
variables in
tables and bar work? how they will measure the effect. String investigations from
graphs. The results can be recorded in a Masses those provided. (level
table and a bar chart. Stop watches 3)
AF3 – Can present
simple scientific data in
more than one way,
including tables and
bar charts. (level 3)
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
AF3 – Can Use
To be able to What should our boat Problem solving - Making a boat Different
scientific forms of
explain about the be able to do? materials
language when
forces acting on a The children must design and make Washing up communicating simple
boat. What are the forces a boat that will achieve their own bowls scientific ideas,
that are acting on the success criteria. It could be that they Masses processes or
boat? test how much it can hold before it
phenomena. (level 3)
sinks/
AF3 – Can Use
appropriate scientific
forms of language to
communicate scientific
ideas, processes or
phenomena. (level 4)
AF1 – Can respond to
To be able to How can a rocket be Problem-solving - Making a rocket 2l bottles
ideas given to them to
think of ways of made that will fly at Cardboard tubes answer questions or
answering a least three metres? A4 paper suggest solutions to
question. Using only a sheet of A4 paper, a Sellotape problems. (level 3)
smartie tube (or card to make one)
and an empty 2l bottle, the children
must make a rocket that will fly at
least 3 metres.
(It could be that they make a rocket
from the paper and use the air in the
bottle to launch it)