Monday, 18 December 2017

Science

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Science Curriculum

At St Patrick’s we aim to develop children’s understanding and appreciation of the world around through the delivery of the National Curriculum for Science. We ensure that skills, outlined in the Working Scientifically strand of the curriculum, are incorporated into all science that takes place and that these build as the progress through school.

Please follow the links to view our action plan, our topic coverage by year group and photos of the fantastic science taking place, both in school and at home.

 


 

Year 1

Year 2

Year3

Year 4

Year 5

Year 6

Working scientifically

Working scientifically

Working scientifically

Working Scientifically

Working scientifically

Working scientifically

Living things and their habitats

Living things and their habitats

Living things and their habitats

Living things and their habitats

Plants

Plants

Plants

Animals, including humans

Animals, including humans

Animals, including humans

Animals, including humans

Animals, including humans (Circulation..)

Animals, including humans (Puberty, reproduction)

Evolution and inheritance

Everyday materials

Uses of every day materials

Rocks

States of matter

Properties and changes of materials

Light

Light                 

Sound

Forces and magnets

Forces

Seasonal Changes

Earth and Space

Electricity

Electricity

 


 Soil Cocktails

Science1 Science2  Science3 

 Our whole school experiments with....... nappies!!!!

Science4 Whats inside a babies nappy?Science5 

The history of nappy use... lots of research going on.

Science6

Planning our experiments

Science8

Lets look inside......how do they work?

Science9

Science11


KS 1

Year 1         

Work

Scientifically

Plan

Do

Record

Review

  • asking simple questions and recognising that they can be answered in different ways
  • perform simple tests
  • identify and classify

  • gather and recording data to help in answering questions

  • use their observations and ideas to suggest answers to questions

Animals, including humans

  • identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals  including pets)
  • identify and name a variety of common animals that are carnivores, herbivores and omnivores

Plants

  • identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
  • identify and describe the basic structure of a variety of common flowering plants, including trees

Properties of materials

  • distinguish between an object and the material from which it is made
  • compare and group together a variety of everyday materials on the basis of their simple physical properties
  • describe the simple physical properties of a variety of everyday materials
  • identify and compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock,  paper and cardboard for particular uses

Seasonal Changes

 

 

Year 2

KS 1

Expected (KS1 children can…) 

Work

Scientifically

Plan

Do

Record

Review

  • asking simple questions and recognising that they can be answered in different ways
  • perform simple tests
  • identify and classify

  • gather and recording data to help in answering questions

  • use their observations and ideas to suggest answers to questions

Changing materials

  • Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

  • find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

Animals, including humans

  • notice that animals, including humans, have offspring which grow into adults
  • find out about and describe the basic needs of animals, including humans, for survival (water, food, air)
  • describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

habitats

  • explore and compare the differences between things that are living, dead, and things that have never been alive
  • identify and name a variety of plants and animals in their habitats, including micro-habitats
  • identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
  • describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

Plants

  • find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

 

Year 3

LKS 2

Expected (LKS2 children can…)

Work

Scientifically

Plan

Do

Record

Review

  • ask relevant questions and using different types of scientific enquiries to answer them
  • set up simple practical enquiries, comparative and fair tests
  • make systematic and careful observations and , where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • 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, include oral and written explanations, displays or presentations of results and conclusions
  • use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • identify differences, similarities or changes related tosimple scientific ideas and processes
  • use straightforward scientific evidence to answer questions or to support their findings.

Properties of materials

  • compare and group together different kinds of rocks on the basis of their simple physical properties
  • recognise that soils are made from rocks and organic matter
  • describe in simple terms how fossils are formed when things that have lived are trapped within rock

Keeping fit and healthy

  • 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

Plants

  • identify and describe the functions of different parts of flowering plants: roots, stem/trunk leaves and flowers

  • 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
  • investigate the way in which water is transported within plants
  • explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Forces and Movement

  • compare how things move on different surfaces
  • notice that some forces need contact between two objects but magnetic forces act at a distance
  • 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
  •  describe magnets as having two poles
  • predict whether two magnets will attract or repel each other, depending on which poles are facing.

Light

  • recognise that they need light in order to see things and that dark is the absence of light
  • notice that light is reflected from surfaces
  • recognise that shadows are formed when a light source is blocked by a solid object
  • find patterns in the way that the size of shadows change
  • recognise that light from the Sun can be dangerous and that there are ways to protect our eyes

 

Year 4

LKS 2

Expected (LKS2 children can…)

Work

Scientifically

Plan

Do

Record

Review

  • ask relevant questions and using different types of scientific enquiries to answer them
  • set up simple practical enquiries, comparative and fair tests
  • make systematic and careful observations and , where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • 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, include oral and written explanations, displays or presentations of results and conclusions
  • use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • identify differences, similarities or changes related tosimple scientific ideas and processes
  • use straightforward scientific evidence to answer questions or to support their findings.

sound

  • identify how sounds are made, associating some of them with something vibrating
  • recognise that vibrations from sound travel through a medium to the ear
  • recognise that sounds get fainter as the distance from the sound source increases
  • find patterns between the pitch of a sound and features of the object that produced it
  • find patterns between the volume of a sound and the strength of the vibrations that produced it.

Electricity

  • identify common appliances that run on electricity
  • construct a simple series electrical circuit identifying and naming  the basic parts of a simple electrical circuit, 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

Keeping fit and healthy

  • describe the simple functions of the basic parts of the digestive system in humans
  • identify the different types of teeth in humans and their simple functions.
  • Construct and interpret a variety of food chains, identifying producers, predators and prey

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 constantly changing and that this can sometimes pose dangers to specific habitats

Changing materials

  • compare and group materials together, according to whether they are solids, liquids or gases

  • identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature

 

Year 5

UKS 2

Expected (UKS2 children can…)

Work

Scientifically

Plan

Do

Record

Review

  • plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • use test results to make predictions to set up further comparative and fair tests
  • 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 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  results, 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.    

Properties and changes of materials

  • compare and group together everyday materials based on evidence from comparative and fair tests, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
  • know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
  • use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
  • give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
  • demonstrate that dissolving, mixing and changes of state are reversible changes
  • explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, include changes associated with burning and the action of acid on bicarbonate of soda

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 (including the pulse and clotting).
  • 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

Living things and their habitats

  • describe the difference 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

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, Earth 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

Forces

  • explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

  • identify the effect of  air resistance, water resistance and friction, that act between moving surfaces

  • recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect

 

Year 6

UKS 2

Expected (UKS2 children can…)

Work

Scientifically

Plan

Do

Record

Review

  • plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • use test results to make predictions to set up further comparative and fair tests
  • 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 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  results, 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.    

Living things and their habitats

  • describe how living things are classified into broad 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

Evolution and inheritance

  • recognise that living things have changed over time and that fossils provide information about 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

Animals,including humans

  • describe the changes as humans develop  to old age

Light

  • recognise that light appears to travel in straight lines
  • use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
  • explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
  • use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

Electricity

  • associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
  • compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
  • use recognised symbols when representing a simple circuit in a diagram