Science - Block 3
From the Primary Science Scheme of Work from The Education People.
Embedded Files
Topic 5 - Animals, including humans
Topic 5 - Animals, including humans
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:
What food do humans need?
How can we keep our pets healthy?
Why do humans need a skeleton?
How do muscles work?
Do people who do more physical activity have stronger muscles?
National Curriculum Objectives
National Curriculum Objectives
Children should be taught to:
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.
Key Vocabulary:
Key Vocabulary:
Tier 2
Growth, carbohydrate, fat, protein, dairy, domestic, pet, environment, diet, behaviour, company, health and welfare, skeleton, spine, muscle, relax, contract, physical activity, exercise, muscle growth, strength.
Tier 3
Nutrition, energy, calcium, joints, organs, triceps, bicep.
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: What food do humans need?
Pupils to learn that animals, including humans, cannot produce their own food. Animals get the energy they need to survive from a balanced and varied diet with specific types and amounts of nutrients. Humans need a balanced diet of fruit and vegetables, carbohydrates, protein, dairy and fat to stay healthy.
Children to make identify differences and similarities of different food groups and categorise them by type to demonstrate a balanced and healthy diet. Children to find out about the scientific idea of pasteurisation and how this discovery by Louis Pasteur changed medicine and food hygiene.
Enquiry 2: How can we keep our pets healthy?
Children will learn that to keep pets healthy, provide balanced nutrition, regular exercise, routine veterinary care, proper hygiene and a loving environment.
Children will use straightforward scientific evidence (including known websites or other secondary sources) to research and answer questions about the diets of pets.
Enquiry 3: Why do humans need a skeleton?
Children to learn that:
animals, including humans, need a skeleton for support, protection of organs, and to enable movement,
it is important to eat a healthy diet with enough calcium to help your bones grow.
Children will make systematic and careful observations of the movement of animals with and without skeletons to identify similarities and differences.
Enquiry 4: How do muscles work?
Children to learn that:
muscles often work in pairs, pulling on your bones so that you can move,
your skeleton has joints which allow movement,
when a muscle contracts it gets shorter and then relaxes to return to its normal length,
it is important to eat a healthy diet with enough protein to help your muscles grow properly. We find protein in meat, fish, eggs and beans.
Children to create a model of muscles to develop scientific understanding of how muscles contract and relax.
Enquiry 5: Do people who do more physical activity have stronger muscles?
Children to learn that people who engage in more physical activity often develop stronger muscles because exercise promotes muscle growth and strength.
Children to, with support, set up a simple, comparative practical enquiry which is
a fair test. They will make predictions and test whether these are true by collecting and analysing data. They will also seek to understand the simple scientific ideas and process are continuously developed by scientists such as Charlotte Armah, who tests different foods to see how they can be used to help prevent disease.
Enquiry 6: Reviewing our Learning
Children to revisit the substantive knowledge above.
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