Sc3/1 Working Scientifically
During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
Sc4/1.1 asking relevant questions and using different types of scientific enquiries to answer them
Sc4/1.2 setting up simple practical enquiries, comparative and fair tests
Sc4/1.3 making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
Sc4/1.4 gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
Sc4/1.5 recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
Sc4/1.6 reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
Sc4/1.7 using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
Sc4/1.8 identifying differences, similarities or changes related to simple scientific ideas and processes
Sc4/1.9 using straightforward scientific evidence to answer questions or to support their findings.
Sc4/1.1 asking relevant questions and using different types of scientific enquiries to answer them
Sc4/1.2 setting up simple practical enquiries, comparative and fair tests
Sc4/1.3 making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
Sc4/1.4 gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
Sc4/1.5 recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
Sc4/1.6 reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
Sc4/1.7 using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
Sc4/1.8 identifying differences, similarities or changes related to simple scientific ideas and processes
Sc4/1.9 using straightforward scientific evidence to answer questions or to support their findings.
Sc3/2.1 Plants
Sc3/2.1a identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
Sc3/2.1b explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
Sc3/2.1c investigate the way in which water is transported within plants
Sc3/2.1d explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.
Sc3/2.1b explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
Sc3/2.1c investigate the way in which water is transported within plants
Sc3/2.1d explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.
Sc3/2.2 Animals including humans
Sc3/2.2a identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
Sc3/2.2b identify that humans and some other animals have skeletons and muscles for support, protection and movement.
Sc3/2.2b identify that humans and some other animals have skeletons and muscles for support, protection and movement.
Sc3/3.1 Rocks
Sc3/3.1a compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
Sc3/3.1b describe in simple terms how fossils are formed when things that have lived are trapped within rock
Sc3/3.1c recognise that soils are made from rocks and organic matter.
Sc3/3.1b describe in simple terms how fossils are formed when things that have lived are trapped within rock
Sc3/3.1c recognise that soils are made from rocks and organic matter.
Sc3/4.1 Light
Sc3/4.1a recognise that they need light in order to see things and that dark is the absence of light
Sc3/4.1b notice that light is reflected from surfaces
Sc3/4.1c recognise that light from the sun can be dangerous and that there are ways to protect their eyes
Sc3/4.1d recognise that shadows are formed when the light from a light source is blocked by a solid objectSc3/4.1e find patterns in the way that the size of shadows change.
Sc3/4.1b notice that light is reflected from surfaces
Sc3/4.1c recognise that light from the sun can be dangerous and that there are ways to protect their eyes
Sc3/4.1d recognise that shadows are formed when the light from a light source is blocked by a solid objectSc3/4.1e find patterns in the way that the size of shadows change.
Sc3/4.2 Forces and Magnets
Sc3/4.2a compare how things move on different surfaces
Sc3/4.2b notice that some forces need contact between 2 objects, but magnetic forces can act at a distance
Sc3/4.2c observe how magnets attract or repel each other and attract some materials and not others
Sc3/4.2d compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
Sc3/4.2e describe magnets as having 2 poles
Sc3/4.2f predict whether 2 magnets will attract or repel each other, depending on which poles are facing.
Sc3/4.2b notice that some forces need contact between 2 objects, but magnetic forces can act at a distance
Sc3/4.2c observe how magnets attract or repel each other and attract some materials and not others
Sc3/4.2d compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
Sc3/4.2e describe magnets as having 2 poles
Sc3/4.2f predict whether 2 magnets will attract or repel each other, depending on which poles are facing.