| Sc3/1 Working Scientifically |
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| Sc3/1.1 asking relevant questions and using different types of scientific
enquiries to answer them |
- Forces
and Magnets - Activity 1, 3, 4
- Fossils -
Activity 3, 6
-
Light, Shadows &
Reflections - Activity 1, 2, 3, 4, 7, 9
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My Skeleton - Activity 1, 4, 5, 6, 7,
8
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Rocks & Soil - Activity 1, 2, 3, 4,
6
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| Sc3/1.2 setting up simple practical enquiries, comparative and fair tests |
- Forces
and Magnets - Activity 1, 3, 4
-
Light,
Shadows & Reflections - Activity 1, 2, 3, 4, 9
-
My
Skeleton - Activity 1, 5
-
Rocks
& Soil - Activity 2, 3, 5, 6
|
| Sc3/1.3 making systematic and careful observations and, where appropriate,
taking accurate measurements using standard units, using a range of equipment,
including thermometers and data loggers |
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| Sc3/1.4 gathering, recording, classifying and presenting data in a variety of
ways to help in answering questions |
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| Sc3/1.5 recording findings using simple scientific language, drawings, labelled
diagrams, keys, bar charts, and tables |
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| Sc3/1.6 reporting on findings from enquiries, including oral and written
explanations, displays or presentations of results and conclusions |
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| Sc3/1.7 using results to draw simple conclusions, make predictions for new
values, suggest improvements and raise further questions |
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| Sc3/1.8 identifying differences, similarities or changes related to simple
scientific ideas and processes |
|
| Sc3/1.9 using straightforward scientific evidence to answer questions or to
support their findings |
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| Sc3/2.1 Plants |
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| Sc3/2.1a identify and describe the functions of different parts of flowering
plants: roots, stem/trunk, leaves and flowers |
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| 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 |
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| Sc3/2.1c investigate the way in which water is transported within plants |
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| Sc3/2.1d explore the part that flowers play in the life cycle of flowering
plants, including pollination, seed formation and seed dispersal |
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| Sc3/2.2 Animals including humans |
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| 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 |
|
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Sc3/2.2b identify that humans and some other animals have skeletons and
muscles
for support, protection and movement
|
|
| Sc3/3.1 Rocks |
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| Sc3/3.1a compare and group together different kinds of rocks on the basis of
their appearance and simple physical properties |
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| Sc3/3.1b describe in simple terms how fossils are formed when things that have
lived are trapped within rock |
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| Sc3/3.1c recognise that soils are made from rocks and organic matter |
|
| Sc3/4.1 Light |
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| Sc3/4.1a recognise that they need light in order to see things and that dark is
the absence of light |
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| Sc3/4.1b notice that light is reflected from surfaces |
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| Sc3/4.1c recognise that light from the sun can be dangerous and that there are
ways to protect their eyes |
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| Sc3/4.1d recognise that shadows are formed when the light from a light source is
blocked by a solid object |
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| Sc3/4.1e find patterns in the way that the size of shadows change |
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| Sc3/4.2 Forces and Magnets |
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| Sc3/4.2a compare how things move on different surfaces |
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| Sc3/4.2b notice that some forces need contact between 2 objects, but magnetic
forces can act at a distance |
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| Sc3/4.2c observe how magnets attract or repel each other and attract some
materials and not others |
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| 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
|
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| Sc3/4.2e describe magnets as having 2 poles |
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| Sc3/4.2f predict whether 2 magnets will attract or repel each other, depending
on which poles are facing |
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