Energy and forces in the primary curriculum
 

Fifth and sixth class

Strand: Energy and forces

Strand unit: Light

The child should be enabled to:

  • learn that light is a form of energy
  • know that light travels from a source
  • investigate the splitting and mixing of light use prism to create spectrum mix coloured light using filters
  • investigate the refraction of light
  • investigate how mirrors and other shiny surfaces are good reflectors of light
    effects of flat shiny surface, curved shiny surface design and make model periscopes
  • explore how objects may be magnified using simple lens or magnifier
    investigate use of lens
    design and make model telescopes
  • appreciate the importance of sight
  • understand the role of sunlight in photosynthesis and appreciate that the sun gives us heat and light without which people and animals could not survive be aware of the dangers of excessive sunlight dangers of looking directly at the sun effect of the sun’s rays on skin design and make a sun canopy or umbrella for toys such as dolls and models.

Strand unit: Sound

The child should be enabled to:

  • learn that sound is a form of energy
  • recognise and identify a variety of sounds in the environment and appreciate the importance of noise control
  • understand and explore how different sounds may be made by making a variety of materials vibrate
    skin of drum, plastic ruler on table, string of an instrument
  • design and make simple woodwind instruments
    investigate how the length, thickness,
    diameter and type of materials used will
    influence the sound produced
  • explore how sound travels through materials
    air, water and solids
    identify materials that muffle sounds
    design and make a pair of ear muffs
  • appreciate the importance of hearing.

Strand unit: Heat

The child should be enabled to:

  • experiment with a range of materials to establish that heat may be transferred in
    different ways
    through water, metals or air
  • recognise a variety of sources of heat renewable sources (e.g. solar energy, heat from burning of bio-mass)
    non-renewable sources (e.g. heat from burning of fossil fuels)
    friction in mechanical movement
  • know that heat energy can be transferred
    in solids (conduction)
    in water and air (convection)
    from the sun (radiation)
  • measure and record temperature using thermometer.