Working scientifically doesn’t just mean using a lab coat and safety goggles – although that’s important too! It’s a set of skills and processes scientists use to answer questions and solve problems.

And it’s not just for grown-ups – kids can do it too! In this blog post, we’ll look at ways you can help your students develop their working scientifically skills in years five and six.

Related: For more, check out our article on Working Scientifically In Years Three and Four here.

Scientific Enquiries

Planning a scientific enquiry involves identifying the areas to explore and the methods used to collect and interpret data. For example, when investigating a topic in years 5 and 6, planning an enquiry that recognises and controls different variables is essential.

This can involve making predictions about what might happen, conducting experiments, modelling or simulation activities to determine outcomes, or collecting evidence from data generated from fieldwork.

Students can better understand the nature of their chosen investigations by isolating one factor at a time and controlling other variables for accuracy.

To get the most out of any scientific enquiry, it is essential to properly consider how specific questions might be answered by researching, discussing and planning before setting off on the journey of discovery!

Related: For more, check out our article on What Are The Working Scientifically Skills here.

Taking Measurements

For students in years 5 and 6 of their education, honing their scientific skills is part of the curriculum. Taking accurate and precise measurements with scientific equipment like callipers or vernier scales is an essential part of Science.

As well as understanding and interpreting the data from each size includes taking multiple readings over a period to gauge accuracy and identify any anomalies, which can help cross-check your results and refine experimental outcomes.

With these core practices, students can develop invaluable knowledge and experience to carry further into their studies at secondary school.

Related: For more, check out our article on How To Follow Development Matters In Science here.

Recording Data

Knowing how and when to record data and results using scientific diagrams, labels, classification keys, tables, scatter graphs, and bar and line graphs is essential in mastering working scientific skills.

In years 5 and 6, students are often expected to produce complex diagrams to help explain their findings or conclusions. This can seem daunting initially, but it becomes more accessible and manageable with practice.

As well as the charts themselves, it is also essential to understand how each type of diagram relates to the recording of data or results. With this understanding in place, students can show increasing complexity in their presentation of scientific work.

Using Test Results To Make Predictions

Working scientifically involves setting up experiments and tests to observe, collect data, and draw conclusions from the results. Using these test results to make predictions is an essential part of this process, as it enables students to explore their ideas scientifically.

In years 5 and 6, students can practice using test results to set up other fair and comparative tests; for example, if they measure the acceleration of different objects rolling down a ramp, they can then use the figures obtained from that test to set up another experiment based on predicting the relationship between mass and acceleration.

By assessing the outcomes of these experiments critically, students will understand scientific principles they can apply in future projects or activities.

Reporting and Presenting Findings From Enquiries

Reporting and presenting findings from an inquiry is an essential part of scientific work, allowing meaningful conclusions to be drawn from experiments, data and observations that have been made.

Through reporting and presenting their findings, students in years 5 & 6 will learn to successfully explain causal relationships between variables within their investigations and later determine the degree of trust that should be applied to the results acquired.

This knowledge is then utilised when constructing informative and engaging displays or presentations in both written and oral forms. By engaging with these processes, students will hone their working scientific skills, which can be used in future education.

Identifying Scientific Evidence

As students progress through their studies of Science, they will encounter ideas and arguments that must be accurately considered to assess their validity. In the fifth and sixth grades, pupils need to become familiar with identifying scientific evidence that has been used to lend credence to – or refute – these claims.

As kids continue working scientifically, they will undoubtedly come across statements that can both strengthen or devalue an argument – the challenge is to recognise where the truth of the matter lies and understand how scientific knowledge plays a role.

Working scientifically helps develop these skills so that students can understand the world better and make wise assessments about scientific information presented to help guide their decision-making and form valid conclusions.

Working Scientifically – Activities for Years 5 & 6

Working scientifically is essential to help children in years 5, and 6 learn and understand scientific concepts. Here is a list of activities that students can use to practice their skills:

• Observation – Students can observe objects or events in detail using all senses. They should record any changes noted whilst watching.
• Data collection and analysis – Students can gather data through experiments or surveys and then analyse it to answer questions or draw conclusions.
• Constructing models – Students can build simple models from given materials to explore a topic further. This helps bring science knowledge alive as well as encourages problem-solving skills.
• Making comparisons – Ask students to compare different items, such as two types of rocks, comparing and contrasting their physical properties like size, texture, colour etc.
• Designing experiments – Have students plan and conduct investigations to test hypotheses and answer questions related to the studied scientific subject.
• Investigating variables – Ask students to develop an experiment that tests how variables affect a specific outcome. This encourages them to think analytically about their chosen subject matter.
• Investigating patterns – Encourage students to identify patterns amongst previously collected or observed data to determine relationships between different elements.

Exploring a Topic Further With a Model

Creating a model is an effective way of exploring a scientific topic in greater depth. Models are valuable tools that help bring scientific knowledge alive and encourage problem-solving skills. Here are some tips on how to develop a model:

• Use appropriate materials – Select materials that best represent the topic you are exploring. For example, if you are exploring the water cycle, you could use transparent containers filled with different liquids to represent each stage of the process.
• Identify variables – Consider what would be relevant to your chosen topic and what factors need to be considered when constructing the model. Doing so will help you structure the model correctly and ensure all essential elements are included.
• Gather data – Collect data from sources such as books, journals or websites which can help inform your model’s design. Assemble this data using drawings or tables, which can be easily referenced when constructing the model.
• Construct the model – Execute the design developed prior and construct the model using your chosen materials. Make sure all variables have been considered and double-check that everything has been noticed before proceeding further with the construction process.
• Analyse results – Once your model is complete, test it out and analyse any results gathered from doing so. Then review your findings and identify areas where improvements may need to be made for future models based on these results.

Why is Science important to teach in years 5 and 6? This question can only be answered by looking at how the skills from working scientifically are applied.

Working scientifically helps students form well-rounded and valid conclusions based on scientific knowledge, encourages them to make predictions from data gathered through experiments, and develops the ability to report accurately and present findings in written and oral forms.

This is an important skill to teach in years 5 and 6 as it sets the foundation for future scientific learning, allowing children to become more confident in their understanding of the world. It also encourages students to be curious and ask questions, a vital component of creative and original thinking.

Ultimately, working scientifically is an essential skill that helps kids gain knowledge about Science, build on their problem-solving skills, and enjoy learning more!

FAQ