Knowledge

Biology – 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 part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Biology – Animals Including Humans

• Identify that animals, including humans, need the right types of 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.

Chemistry – Rocks

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

Physics – 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 light from the sun can be dangerous and that there are ways to protect their eyes.
• Recognise that shadows are formed when the light from a light source is blocked by a solid object.
• Find patterns in the way that the size of shadows change.

Physics – Forces and Magnets

• Compare how things move on different surfaces.
• Notice that some forces need contact between two objects but magnetic forces can act at a distance.
• Observe how magnets attract or repel each other and attract some materials and not others.
• 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.

Working Scientifically

Plan

• Ask relevant questions and use different types of scientific enquiries to answer them
• Set up simple practical enquiries, comparative and fair tests

Do

• 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

Review

• 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 to support their findings
• Use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

Investigation/Experiments

• A Healthy Plate - Pupils design and create a healthy plate considering the importance of a balanced diet to do so.
• Building a working Human Hand - Pupils create a working hand using strings and straws to work as the skeleton, ligaments and muscles to grip.
• Chocolate Rocks - Chocolate is used by pupils to show the different processes which create metamorphic, sedimentary and igneous rocks.
• Roots of a Plant - Pupils will examine the root system of a plant by unearthing one and then photographing and labelling key parts.
• Shadow Puppet Theatres - Pupils use their knowledge of Light and Shadow to create shadow puppet theatres.
• Floating Compass - Pupils will use their knowledge of magnetism to create a floating compass that can help them navigate their Eggy Challenge Boat.