are attracted to a magnet, and identify some magnetic materials describe magnetics as having two poles predict whether two magnets will attract or repel each other, depending on which poles are facing Su Animals including Humans 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 identify that humans and some other animals have skeletons and muscles for support, protection and movement ask relevant questions and use different types of scientific enquiries to answer them gather, record, classify and present data in a variety of ways to help in answering questions record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions identify differences, similarities or changes related to simple scientific and processes use straightforward scientific evidence to answer questions or support findings animals, humans, nutrition, food, eat, skeletons, muscles, support, protection, movement Learn main body parts associated with the skeleton and muscles. Compare and contrast diets of different animals (including pets). Research food groups and how they keep us healthy. Design based on findings. Year 4 Topic Working Scientifically Vocabulary Resources/Ideas A1 Electricity Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors identify differences, similarities or changes related to simple scientific and processes gather, record, classify and present data in a variety of ways to help in answering questions electricity, appliances, series circuit, cell, wire, bulb, switch, buzzer, lamp, light, complete, open, close, conductor, insulator, metals Construct simple series circuits, trying different components. Use circuits to create simple devices. Draw circuits pictorially.
A2 States of matter Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Teachers must using materials where heating is associated with chemical change, e.g. through baking or burning. set up simple practical enquiries, comparative and fair ask relevant questions and use different types of scientific enquiries to answer them gather, record, classify and present data in a variety of ways to help in answering questions record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions identify differences, similarities or changes related to simple scientific ideas and processes use straightforward scientific evidence to answer questions or support findings solid, liquid, gas, change, heat, cool, measure, degrees, Celsius, temperature, evaporation, condensation, water cycle Solids hold their shape; liquids form a pool not a pile; gases escape from an unsealed container. Experiment with changes to water when it is heated and cooled. Group and classify a range of materials. Explore effect of temperature on substances, e.g. chocolate, butter, cream. Year 4 Topic Working Scientifically Vocabulary Resources/Ideas Sp1 Living things and their habitats Recognise that living things can be grouped in a variety of ways Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment Recognise that environments can change and that this can sometimes pose dangers to living things gather, record, classify and present data in a variety of ways to help in answering questions record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables identify differences, similarities or changes related to simple scientific and processes living, environment, habitat, plants, flowering, animals, humans, vertebrate, fish, amphibians, reptiles, birds, mammals, invertebrates, snails and slugs, worms, spiders, insects, nature, garden, pond, population, development, litter, deforestation, danger local environment throughout the year Sort, identify and classify animals and plants.
Sp2 Living Things and their Habitats describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird describe the life process of reproduction in some plants and animals Pupils must also learn about different types of reproduction, including sexual and asexual reproduction in plants, and sexual reproduction in animals. take measurements, a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate record data and results of increasing complexity scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations life cycle, mammal, amphibian, insect, bird, reproduction, plants, animals, sexual, asexual, seeds, stem, roots, tuber, bulb, grow Observe life cycles in a variety of living things in the local environment. Compare life cycles of plants and animals around the world. Try to grow new plants from different parts of the parent plant. Scientists: David Attenborough, Jane Goodall Su Earth and Space describe the movement of the Earth, and other planets, relative to the Sun in the solar system describe the movement of the Moon relative to the Earth describe the Sun, and Moon as approximately spherical bodies use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky Pupils must also learn that it is never safe to look directly at the sun, even when wearing dark glasses. take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate record data and results of increasing complexity scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identify scientific evidence that has been used to support or refute ideas or arguments Earth, Sun, Moon, planets, solar system, day, night, star, rotation, spherical, movement, dwarf planet, celestial, orbit Find out about development of ideas about the solar system from geocentric to heliocentric. Compare time of day at different places on the Earth. Construct simple models of the solar system, shadow clocks and sundials. Scientists: Ptolemy, Alhazen, Copernicus Year 6 Topic Working Scientifically Vocabulary
A1 Living Things and their Habitats describe how living things are classified into groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals give reasons for classifying plants and animals based on specific characteristics record data and results of increasing complexity scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs classification, plants, animals, invertebrates (insects, spiders, snails, worms), vertebrates (fish, amphibians, reptiles, birds, mammals), group, habitat local environment Sub-divide broad groups into smaller groups. Use classification systems and keys. Research unfamiliar animals and plants from a broad range of other habitats and decide how to classify them. A2 Evolution and Inheritance recognise that living things have changed over time and that fossils provide information living things that inhabited the Earth millions of years ago recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identify scientific evidence that has been used to support or refute ideas or arguments change, time, fossils, inhabit, offspring, variation, adapted, environment, habitat, evolution animals Explore: different breeds of dogs and crossing them, how giraffes’ got longer, how artic foxes developed insulating fur, penguins, cacti, camelsm beaks, gills, lungs, flowers, etc. Scientists: Mary Anning, Charles Darwin, Alfred Wallace Year 6 Topic Working Scientifically Vocabulary Resources/Ideas Sp1 Animals including Humans identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function describe the ways in which nutrients and water are transported within animals, including humans identify scientific evidence that has been used to support or refute or arguments body, organs, skeletal, muscular, digestive system, circulatory system, healthy, function, drugs, exercise, substances Explore the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and health.