vibrations, echoes, ear ear drum, hammer, anvil, stirrup, cochlea, pitch, amplitude, communicate, frequency, sound waves, ultrasound, oscilloscope. I can explore how animals make sounds to communicate. I can explain how sound vibrations travel differently through air, water and other media. Second Level By exploring reflections, the formation of shadows and the mixing of coloured lights, I can use my knowledge of the properties of light to show how it can be used in a creative way. SCN 2-11b Key Words and Phrases sun, source, daytime, shadows, blocked, direction, length, shape, reflected, mirror, prism, lenses, convex, concave opaque, eye, focus, lens, cast, reflection, sight, seeing, concave, convex, source of light, light beam/ray, shiny objects, bounces off, straight lines, invert, mirrors, angles, transparent, opaque, translucent, cyan, magenta. Step 1 I can give different examples of a light source and explain how light travels from that source enabling us to see. I can investigate the properties of light. I can investigate the mixing of coloured lights. I can explain how shadows are formed and can give examples of materials that block light. I can state the factors which affect the size of shadows. I can explain how humans and animals can detect light. Step 2 I can explore how lenses affect the direction of light. I can state that light is a form of energy that travels in a straight line. I can explain that changes direction when it is reflected. Step 3 I can demonstrate how white light can be split into the colours of the visible spectrum. I can explore how a variety of materials reflect light differently. I can apply my knowledge of the properties of light to demonstrate how it can be used creatively e.g. light show, lasers, shadow puppets. See also the SALs of Inquiry and Investigative Skills/ Scientific and Analytical Skills/ Skills and Attitudes of Scientifically Literate Citizens as a vehicle for learning and teaching
Sources of sound; ways of making sounds. originates from vibrations; vibrations and pitch of sound. as a longitudinal wave; transmission through air, water and other media. Use of sound to for communication. wave patterns; pitch, volume and tone of sounds. Communication in animals. Use of sound signals in sound engineering. reflection, shadow formation and colour mixing. Light; refraction when passing through materials, lenses and prisms. Practical applications of the use of lenses to bend light rays. The electromagnetic spectrum and radiations beyond the visible. Advantages and limitations of applications of these radiations. The electromagnetic spectrum and comparisons of radiations beyond the visible. Impact on society of the use of such radiations.
Core learning for Significant Aspects of Learning: Biological Systems: Body systems and cells First Second Third Fourth Names of parts of the body and what they do. The main bones of the skeleton; major organs of the body; position, name and functions. Body systems; structure and function, causes and prevention of potential problems. Organ structures and systems; functions and processes to sustain life. Body responses to external and internal stimuli to maintain stable conditions. Senses and their use in exploring surroundings. The reliability and limitations of senses in responding to the environment. The structure and function of sensory organs; responses to external stimuli. Role of sense organs in survival. Use of technology to monitor health and improve quality of life. Changes in learned behaviour due to stimuli contribute to the survival of the species. Behavioural adaptations in animals. Common diseases caused by microorganisms. Microorganisms and the spread and prevention of disease. Microorganisms in the production of and breaking down of materials. Beneficial and harmful microorganisms. Cells; variety, structure and functions of cell components. Cell division; role in growth and repair. Therapeutic use of cells. Different types of microorganisms; controlling growth of microorganisms Body defences against disease. Protection by vaccination. Microorganisms and enzymes; properties and industrial uses. Controversial biological procedures; moral and ethical issues. Core learning for Significant Aspects of Learning: Biological Systems: Inheritance First Second Fourth Differences; the characteristics of individuals in different generations of and animal families. Inheritance of characteristics. Life cycles and stages of development in plants and animals. Inherited and non-inherited characteristics. Fertilisation, embryonic development and risks to the embryo DNA; extraction and function. Benefits and risks of DNA profiling. Sexual and asexual reproduction. Comparison and importance for survival of species. Inherited characteristics; DNA, and chromosomes.
Materials - Properties and uses of substances Properties and uses of substances By exploring the properties of different substances and how they can be changed, learners gradually develop their understanding of the connection between structure and properties. They explore the development of new substances which have useful properties, and begin to relate physical and chemical properties to models of atomic structure. Learners begin to use symbols and chemical formulae as a way of communicating information about elements and compounds. (Also refer to Topical Science) Level Through creative play, I explore different materials and can share my reasoning for selecting materials for different purposes. SCN 0-15a Key Words and Phrases materials, hard, soft, weak, strong. Step 1 I can explore and talk about the properties of a variety of materials and sort them according to strength, hardness, resistance to water. I can discuss the materials that common objects are made from using appropriate vocabulary. I can explore and talk about the fact properties of materials can change in some circumstances e.g. gloop, cooking. Step 2 I can select a suitable material for a particular purpose and to give reasons for the choice e.g. waterproof. I can sort different materials/objects into groups by properties. I can name what some common objects are made from. See also the SALs of Inquiry and Investigative Skills/ Scientific and Analytical Skills/ Skills and Attitudes of Scientifically Literate Citizens as a vehicle for learning and teaching First Level
Core learning for Significant Aspects of Learning: Materials: Properties and uses of substances Early Early Early Early Materials; characteristics and selection for a purpose. Properties and sources of materials for a purpose and practical use. Substances can change and such changes their characteristics. The periodic table of elements; properties and uses of elements relative to their positions in the table. The structure of the atom; bonding of atoms; relationship of structure to properties of a substance. Making and breaking down compounds; properties of elements and compounds. Dissolving: solids dissolving in water. Substances can be pure or mixtures Separating mixtures of substances; common everyday examples. Pure substances and mixtures; physical ways of separating mixtures into their component substances. materials; scientific basis of properties and potential impact on society. Conditions which affect how much of a substance dissolves or the speed with which it dissolves. Solubility of substances in different solvents Concentration of solutions. Practical applications of solubility. Conservation of mass in chemical reactions. surface; comparisons of the characteristics and uses of some component substances. The formation, extraction, characteristics and uses of soils, minerals and basic types of rocks. Extraction of useful substances from natural resources. Crude oil; materials derived from crude oil and their uses. The importance of carbon compounds. properties, uses and importance of conservation. Methods of cleaning water. Acids and bases; comparison of properties. PH; measuring and adjusting, indicators, neutralisation and formations of salts. Word and formula equations. Measuring pollution in the environment. Using scientific knowledge and processes to monitor and protect the environment. Chemical reactions; reactions in which a change takes place and different materials are formed. Chemical reactions; indicators of chemical reaction and control of the rate of reaction. Chemical reactions; energy changes and their importance. Chemical reactions of materials from the crust and applications of these reactions. Collaborate to find and present information on innovative research and development carried out by scientists. of reactivity of metals. Uses of reactivity series.
Core learning for Significant Aspects of Learning: Topical Science Early First Second Third Fourth Talk about science stories and science ideas. Contribute to discussion of current scientific news Research and discuss individuals who are making scientific discoveries or inventions. Comment on the impact of discoveries on society. Collaborate to find and present information on how scientists have contributed to innovative research and development. Research new developments in science and explain how current or future applications impact on modern life. Report and comment on current scientific news items. Demonstrate knowledge and understanding of topical science issues. Contribute to the evaluation of news in terms of the scientific content and ethical implications. For a selected topical scientific critically analyse issues and develop an informed argument.
Inquiry and investigative skills (continued) First Level Plan and design scientific investigations and inquiries. Step 1 I can collaborate with others to raise questions to find out more about a specific scientific concept, idea or issue. Step 2 I can recognise when a test is unfair. Step 3 I can suggest how to make a test fair. I can contribute to the design of procedures. I can make predictions. Carry out practical activities. Step 1 I can use simple equipment with adult support. I can begin to measure using standard units. Step 2 I can use simple equipment provided showing awareness of risks. I can measure with increasing accuracy standard units. Step 3 I can identify risks and hazards and ensure safe use of all tools, equipment and procedures. I can observe, collect information and measurements, using appropriate equipment and units. e.g. temperature, weight, speed, time, distance etc. Analyse, interpret and evaluate scientific findings. Step 1 I can use labelling and scales. I can organise data or information using a range of methods including tables, charts and diagrams. I can identify significant patterns and relationships. Step 2 I can interpret findings and discuss links to an original question. I can make decisions about and report back upon limitations of their investigation. I can make decisions and explain how to improve an investigation. Step 3 I can present data and information a range of methods including: tables, charts and diagrams. I can relate my findings to everyday experiences. I can identify and discuss additional knowledge or understanding through my learning. Present scientific findings. Step 1 With support, I can report on my findings orally. Step 2 I can report on my findings in writing, orally or visually using a variety of media. I can, with support, structure a simple presentation or report to present findings in coherent and logical way. Step 3 I can report on my predictions in writing, orally or visually a variety of media. Inquiry and investigative skills (continued)
Core learning for Significant Aspects of Learning: Inquiry and Investigative Skills First Second Third Fourth Explore and observe through play. Ask questions arising from play activities. With support, identify initial knowledge/understanding and question is to be explored. Make simple predictions of what might happen. In collaboration with others raise questions to find out more about a specific scientific concept, idea or issue. Make predictions. More independently formulate questions and predictions based on observations and information. Show initiative and independence in identifying a number of key questions and in formulating hypotheses and predictions based on information, observations and knowledge. Independently and in more complex and less familiar contexts formulate hypotheses and predictions based on observations and knowledge. Make suggestions about what to do to answer the selected question. Contribute to the design of procedures. Identify factors that can be changed. Identify the factors to be investigated and observed or measured, and those that are to be kept constant. Design procedures to test an hypothesis, controlling and varying an increased number of more complex variables. Identify appropriate dependent and independent variables together with to be kept unchanged. Design a control if appropriate. With support discuss obvious risks and take appropriate steps to protect themselves and others. Identify risks and hazards and ensure safe use of all tools, equipment and procedures. Anticipate and apply safety measures to control all risks and hazards. Anticipate and apply safety measures to control all risks and hazards. Anticipate and apply safety measures to control all risks and hazards Independently plan and carry out all procedures. Collect complex data and information using data loggers and software analysis tools. ideas and make choices and decisions Collaborate in investigations Contribute to carrying out all the procedures Make observations Increasingly take initiative in decision making about samples, measurements, Demonstrate precision in use of terminology, units and scales.
Respond to questions about the exploration. With support structure a presentation or report to present findings in coherent and logical way. Collate, organise and summarise findings. Use appropriate scientific vocabulary and acknowledge sources. Use headings/questions to structure presentation of findings Present findings in appropriate modes and formats for audiences which may consist of adults from out with the school and/or may be addressed through communications technology. Provide supporting evidence and quote and acknowledge sources. Present findings in appropriate and formats for audiences which may consist of adults from out with the school and/or may be addressed through communications technology. Provide supporting evidence and and acknowledge sources.
I can demonstrate my reasoning skills and draw upon my understanding of science concepts to make and test predictions. I can provide explanations, supported by the evidence around me. Second Level Develop a range of analytical thinking skills. Step 1 I can use a simple classification key to identify different animals and plants. I can, with increasing independence, apply my analytical thinking skills in science when I am working on unfamiliar, more complex contexts. Step 2 I can create a classification key. I can demonstrate my development of creative thinking to the processes of design, construction, testing and modification. Step 3 I can analyse, synthesise and integrate learning in the sciences through my application to unfamiliar concepts. I can apply my understanding of an increasing range of science concepts to solve new problems and provide solutions to questions.