Oxford International Primary Science

List of resources

Year 6
1 Human Organs and Systems
 Cut-outs of the shapes and names of the major organs: brain, heart, lungs, stomach
and intestines, kidneys, liver; educational plastic toys of the human body, e.g.
‘Operations’ board game, or ‘organ’ tunic with detachable, labelled major organs;
images and CD-ROMs, etc. of the major organs.

Where are our major organs?

 Picture or model of the human form showing the positions of the major organs; large
flip chart sheet with the human silhouette divided into head, chest and abdomen;
picture of human form with major organs labelled; cut-outs of the shapes and names
of the major organs: brain, heart, lungs, stomach and intestines, kidneys and liver;
educational plastic toys of the human body, e.g. ‘Operations’ board game, or ‘organ’
tunic with detachable, labelled major organs; images and CD-ROMs, etc. of major
organs and their functions.

What do our major organs do?

 Pictures of the major organs.
 Round balloons or long balloons (one per student), tape measures, large sheets of
drawing paper.

What happens if our major organs don't work?

 A talk from a medical professional (perhaps one who specialises in emergency
medicine), any appropriate video about emergency medicine involving major organ
failure, two balloons inflated and tied at the neck.
 CD-ROMS, books, etc. with information regarding emergency medical procedures for
organ failure; visit from a health practitioner; image of stethoscope; image of ECG
 graphs (sitting at rest and during exercise); stopwatches, or clocks or watches with
seconds hand.
 Stopwatches or clocks or watches with seconds hand.
 Flip chart and paper or whiteboard.

Scientific names for the major organs

 Hospital literature, medical literature with scientific names.

2 Reversible and Irreversible Reactions

Reversible and irreversible changes
 No additional resources are needed.
 Small pieces of fuel (paper, small dry twigs, cardboard), candle or other source of
flame, bucket of sand or sand tray.
 No additional resources are needed.
 Small, clear plastic bottles with lids; drinking straws or lengths of tubing; vinegar;
chalk (calcium carbonate); sand tray or bucket of sand; candle or other source of
flame; small, dry twigs; cardboard or paper; tap water.
 Sheets of poster-sized paper, coloured pens.

Can mixtures be separated?

 Mixture of solids, for example rice, flour, pebbles, sugar and sand in equal quantities;
beakers or cups; water; filter paper; filter funnels; sieves with large, medium and
small holes; hand lens.

Adding solids to water

 Sugar, beakers or jars, thermometer, scales, spatulas or spoons, kettle to heat water.
 Plaster of Paris, disposable cup, spoon, water, thermometer, rusting nails or images
of these, goggles, cement powder, gravel, sand (do not use builders’ sand).

Separating solids from solutions

  Sand, salt, newspaper, water, beakers or jars, funnels, dirty water sample made from
soil and water, filter paper, sieves, teaspoons, washing-up bowls or trays.
 Samples to be separated, clear bottles of pure water and salt water, pure sand, soil
mixture, beakers or jars, sieves, filter paper, felt-tip pens and pencils, seawater (with
traces of sand and seaweed if possible).

Investigating solids and solutions

 Soft drink samples (made up using dyes and varying amounts of sugar – ensure that
one of the samples is saturated), beakers, evaporating dishes, heater, oven or warm
place, top-pan balance, hand lens, graph drawing equipment.
 Thermometers, plastic containers or beakers, washing powder, pre-stained pieces of
fabric, food colouring, plastic bottles, modelling clay, straws, graph drawing
equipment.

3 Food Chains
Along the chain we go!
 Students will be creating a food chain. These resources cover most ways of creating
food chains using: pencils, coloured pencils, crayons to create a hand-drawn food
chain; photographs or artwork for cutting and sticking to create a food chain;
coloured card, creative materials and string for making mobiles to hang up in the
classroom.
 Pencils, coloured pencils, crayons to create a hand-drawn food web; photographs or
artwork for cutting and sticking to create a food web; coloured card, creative
materials and string for making mobiles to hang up in the classroom.

It all begins with sunlight

 Pencils, coloured pencils and crayons.
 Small-squared paper for the extension activity.
 Pencils and coloured pencils to draw a pyramid of numbers and create posters.

Producers and consumers

  Coloured pencils and crayons.

Predators and prey

 Images of predator and prey showing adaptations; pencils, coloured pencils and
crayons.

Different habitats, different food chains

 Pencils, coloured pencils and crayons to create a hand-drawn food chain;
photographs or artwork for cutting and sticking to create a food chain; coloured
card, creative materials and string for making mobiles to hang up in the classroom.
 Creative materials for the extension activity.

4 Electrical Conductors and Insulators

 Comb (or plastic rods or balloons) and small pieces of paper.

Good or poor conductors?

 Batteries, wires, crocodile clips, bulbs, range of materials to test: everyday objects,
e.g. pencils and rulers; paper; card; fabric; paper towels; spoons; metal strips;
plastic; wood.
 Pictures and diagrams of components, parts of a circuit, a torch, a short length of
electrical cable with wires showing, electrical appliance.

Choose your conductor

 Wires; batteries; crocodile clips; ammeter; variety of metals and other materials of
varying conductivity, e.g. cutlery, pencil sharpeners, rulers, metal cans, keys, scissors,
graphite (pencil) salt water.

Using metals and plastics

 Images of plugs, copper wires and overhead power cables; computer laptop or
phone charger; open plug.
Making and breaking circuits
 Batteries, wires, crocodile clips, bulbs, nichrome wire, ruler, ammeter (if available).

Using circuit diagrams

 Drawing equipment; A4 and A3 plain paper; coloured pencils; pencils; stencils;
images of symbols for cell, battery, bulb, wire; examples of circuit diagrams and
broken circuit diagrams.
 Drawing equipment; A4 and A3 plain paper; coloured pencils; pencils; stencils;
images of symbols for cell, battery, bulb, wire; examples of circuit diagrams and
broken circuit diagrams, batteries; wires; crocodile clips; bulbs; switches; buzzers. If
available, an underground railway map.
 Drawing equipment; A4 and A3 plain paper; coloured pencils; pencils; stencils;
images of symbols for cell, battery, bulb, wire; examples of circuit diagrams and
broken circuit diagrams; batteries; wires; crocodile clips; bulbs; switches; buzzers.

5 Caring for the Environment

Looking after our world
 No additional resources are needed.
 Access to local habitat; identification keys to common species found in a local
habitat; pens, paper, graph paper, rulers, crayons, etc.; photographs of local
endangered species. Ask students to bring in pictures of plants and animals before
the unit. Health and safety: ensure any necessary risk assessments are completed in
line with school policy and that parental permission has been given if you are
organising field trips away from the school premises.
 No additional resources are needed.
 Pictures of building materials such as bricks, plaster, stone, concrete, cement, steel.

Caring for the environment

 No additional resources are needed.
  Litter bin with clean waste to include items that can be recycled and items that
cannot be recycled – this can be prepared in advance of the unit; disposable gloves;
graph paper, pencils, coloured pencils and rulers to create a bar chart.
 No additional resources are needed.
 Pre-prepared packages of information about each of the projects identified in the
Student Workbook; additional stimulus materials to capture the imagination of the
students; access to the Internet where possible; access to specialist speakers where
possible; paper, pens and crayons for producing leaflets; magazines with suitable
images to cut and stick on the leaflets.

6 Mass and Weight

 Video of astronauts in space and/or walking on the Moon (if available), images of old
cars, image of modern Formula 1 racing car.

Things that go up always come down

 Bean bag, toy car, pile of books.
 Two jars of the same size; marbles or beads; forcemeters; variety of objects to
measure mass and weight, e.g. bean bags, pencil cases, books, toys, or any small
object in the classroom; apple.

Investigating mass and weight

 Images or video clip of astronauts walking on the Moon, graph paper, sharp pencils,
rulers, erasers.
 Small spring, card, tape, ruler, felt-tip or marker pen, 1 kg mass, various objects to
measure, weighing scale in Newtons.

Investigating forces
 Weighing scales, elastic bands, springs, magnets, pins or paper clips, washing-up
bowl or container of water, various objects to sink or float.
 Washing-up bowl or container of water, objects to sink or float, different sizes of tin
lids to fit inside bowl of water, pins or paper clips to add mass.
  No additional resources are needed.

Balanced and unbalanced forces

 1-metre ramps made of wood or card, toy cars, stopwatches, calculators,
protractors, metre stick, pieces of carpet or fabric.
 Images of cyclists or runners.

Friction can be useful

 A4 paper, stopwatches, 1-metre sticks.
 Materials to make a parachute – plastic sheets and tissue paper, small, empty,
plastic food cartons, small toys or paperclips, string, scissors, sticky tape, ruler, 1-
metre stick, stopwatches.