Science - Block 2
From the Primary Science Scheme of Work from The Education People.
Embedded Files
Topic 3 - Rocks
Topic 3 - Rocks
Working Scientifically Skills
Working Scientifically Skills
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
- asking simple questions and recognising that they can be answered in different ways,
- observing closely, using simple equipment,
- performing simple tests,
- identifying and classifying,
- using their observations and ideas to suggest answers to questions,
- gathering and recording data to help in answering questions.
Big Ideas & Core Questions
Big Ideas & Core Questions
01. There is a relationship between how things are (structure) and the way things work (function).
02. Living and non-living things can be grouped in a variety of ways.
08. Living things have changed over time.
Examples of Core Component Questions:
What is rock and how can it be grouped?
How were rocks formed?
Why are different rocks suited for different purposes?
How are fossils made? What is soil and how is it made?
National Curriculum Objectives
National Curriculum Objectives
Children should be taught to:
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.
Key Vocabulary
Key Vocabulary
rock,
material,
Earth,
remains,
heat,
pressure,
durable,
absorb,
preserve,
decay,
earthworm,
leaves,
fossil,
soil.
Tier 3:
Mineral,
formation,
physical properties,
metamorphic,
sedimentary,
igneous,
grains,
molten,
magma,
lava,
crystals,
permeable,
impermeable,
sediment,
palaeontologist.
Key Vocabulary
Key Vocabulary
Disciplinary:
analyse
bar chart
classify
compare
comparative test
conclusion
data
data logger
diagram
equipment
enquiry
evidence
explain
fair test
findings
gather
group
identify
measure
observe
pattern
predict
process
practical activity
question
record
relationship
results
test
secondary source
sort
thermometer
Tier 3 / Disciplinary
Overview of Intended Learning:
Overview of Intended Learning:
Enquiry 1: What is a rock and how can it be grouped?
Pupils to learn that:
- rock, or stone, is a hard material.
- different groups of rock have their own unique appearance and set of physical properties. To extend learning they could learn that rock makes up the outer layer of Earth, called the crust.
Children to make careful observations to identify rocks using a hand lens or magnifying glass. They will classify rocks according to whether they have grains, crystals or layers. Scientists, such as Sanjeev Gupta, use their knowledge of rocks to understand how landscapes are formed on Earth and other planets.
Enquiry 2: How were rocks formed?
Children will learn that:
- sedimentary rocks are laid down in layers which are made from broken up bits of other rocks and remains of animals and plants that have been squashed together. They can be soft and wear away easily. Examples include sandstone, limestone and chalk.
- igneous rocks are made when molten rock (lava or magma from a volcano) cools down. They are very hard and do not wear away easily. Examples include granite.
- metamorphic rocks are rocks that have been changed over time by intense heat and pressure deep underground. They are hard and can be polished.
Children will use a physical model to represent the process of rock formation for the three different rock types. They will record findings from ‘The Chocolate Rock Cycle’ using simple scientific language and labelled diagrams.
Enquiry 3: Why are different rocks suited for different purposes?
Children to know that:
- Some rocks are more durable than others. These rocks are good for building as they last a long time without breaking or getting weaker.
- Some rocks, such as sandstone or chalk, let water soak through them. They are called permeable rocks.
- Other rocks, such as slate, do not let water soak through them. They are called impermeable rocks.
Children will, with support, carry out a comparative test to find out which rocks are durable and/or permeable (absorb water) or impermeable (do not absorb water). They will use a stopwatch to time the length the rocks are in the water. They will make careful observations on the properties of different rocks to draw conclusions about which is best suited for a given purpose.
Enquiry 4: How are fossils made?
Children to learn that:
- fossils are the preserved remains of a dead plant or animal.
- fossils come in all shapes and sizes.
- fossils are formed through a process of called fossilisation, which takes place over many, many years.
Children to record the process of fossilisation using a storyboard which includes simple scientific language and drawings. Children to create a model of a fossil to help understand the process of fossilisation.
Enquiry 5: What is soil and how is it made?
Children will learn that soil is made from organic matter - dead rotting plants, rock, air and water. They will also learn that soil also contains lots of animals, for example, earth worms and micro-organisms too tiny to see with the naked eye.
Children to make detailed observations to compare soil types using hand lenses or magnifying glasses. They will set up a simple, comparative test and use a simple yes/no classification key to identify soil samples.
Enquiry 6: Reviewing our Learning
Children to revisit the substantive knowledge above.
Topic 4 - Plants
Topic 4 - Plants
Primary Science Teaching Trust Graphic of Enquiry Types
Working Scientifically Skills
Working Scientifically Skills
During year 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
During year 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
asking relevant questions and using different types of scientific enquiries to answer them,
setting up simple practical enquiries, comparative and fair tests,
making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers,
gathering, recording, classifying and presenting data in a variety of ways to help in answering questions,
recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables,
reporting on findings from enquiries, including oral/written explanations, displays or presentations of results and conclusions,
using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions,
identifying differences, similarities or changes related to simple scientific ideas and processes,
using straightforward scientific evidence to answer questions or to support their findings.
Big Ideas & Core Questions
Big Ideas & Core Questions
01. There is a relationship between how things are (structure) and the way things work (function).
05. Living things have common life processes to survive; lifestyle choices impact survival and health.
Examples of Core Component Questions:
How are seeds dispersed?
What are the main functions of the different parts of a flowering plant?
How do plants make food and how is water transported?
What does a plant need to stay alive?
Why does a plant need flowers?
National Curriculum Objectives
National Curriculum Objectives
Children should be taught to:
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.
Key Vocabulary
Key Vocabulary
Tier 2
Seed, parent plant, roots, stem, leaves, trunk/branches, flowers, transport, absorb, tubes, air, light, temperature, flower, pollen, nectar, attract.
Tier 3
Dispersal, germination, root hair, function, nutrients, carbon dioxide, nutrient, drought, climate, pollination, reproduce.
Disciplinary (non-statutory)
analyse, chart, classify, test, conclusion, data, data logger, diagram, enquiry, equipment, explain, fair test, findings, group, identify, measurement, observe, pattern, predict, process, question, record, results, similarity, sort, table, thermometer, value.
Overview of Intended Learning:
Overview of Intended Learning:
Enquiry 1: How are seeds dispersed?
Children will learn that:
plants spread their seeds in lots of different ways and that this is called seed dispersal;
some seeds are transported by the wind and are shaped to float, glide or spin through the air;
this is important to prevent seeds from needing to compete for space, light, water and nutrients.
Pupils will make systematic and careful observations of seeds to look for properties that will help us to sort into groups according to dispersal method.
Enquiry 2: What are the main functions of the different parts of a flowering plant?
Children will learn that:
Roots: keep the plant steady and upright in the soil. Root hairs absorb water and nutrients (food) from the soil.
Stem: carries water and nutrients to different parts of the plant. The stem of a tree is called its trunk. This often divides into smaller branches.
Leaves: Use light from the Sun, along with carbon dioxide from the air and water to make food for the plant.
Flowers: are involved in plant reproduction and produce seeds from which new plants grow.
Children will use equipment to make systematic and careful observations of flowering plants (eg magnifiers, digital microscope). They will take accurate measurements using standard units (eg a ruler measuring in cm). They will set up a simple fair test to find out how quickly the roots of a seed grow.
Enquiry 3: How do plants make food and how is water transported?
Children to know that plants need water to make their own food. Water is absorbed and transported through the stem, leaves and roots.
Children will set up a simple practical enquiry to show water transport through a stem, marking the changes on a jar. They will report findings from the enquiry, calculating the growth rate, and answer questions about it
Enquiry 4: Do all plants need the same things to stay alive?
Children to know all plants are alive. They need air (carbon dioxide), light, water, nutrients, and the right temperature to grow and stay healthy.
Children to set up a comparative test to see how plants in different situations grow. They will make systematic and careful observations of the plants each week for changes in condition, measuring different changes (eg height and number of leaves) over time and record this in a table. They will then report on their findings, making comparisons over time, and draw simple conclusions.
Enquiry 5: Why does a plant need flowers?
Children will learn many plants rely on animals and insects (like bees) to reproduce, as to make a seed, a flower needs to be pollinated. This means that pollen from one flower needs to travel to another. Bees and other animals move pollen from plant to plant. This is called pollination.
Children to make systematic and careful observations of flowers, gathering, recording and presenting data in a graph that shows the frequency of different colours in the plants. They will use results to draw simple conclusions and make predictions eg which colours are most common and why might that be?
Enquiry 6: Reviewing our Learning
Children to revisit the substantive knowledge above.
Children to conduct investigations to demonstrate their understanding of why plants flower and how seeds disperse.
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