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.

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

Enquiry 1: How many states of matter are there?

Children to know that solids, liquids and gases are called states of matter and that each has its own set of properties, including:

• solids say in one place, can be held and keep their shape;

• liquids flow or can be poured easily, changing their shape depending on the container they are in;  

• gases are often invisible, and fill up whatever container they are in and can be squashed. 

Children will make systematic and careful observations to group and classify a variety of different materials according to whether they are a solid, liquid or a gas, exploring a variety of different liquids, solids and gases.  They will report on findings about the properties of gases, using simple scientific definitions. 

Enquiry 2: Can temperature change the state of an object?

Pupils to learn that when some solids are heated they melt and turn into a liquid.  The temperature at which this happens is called the melting point and is measured in degrees Celsius (°C).

Children to set up a comparative test to explore how temperature effects substances, by investigating the temperature at which a range of solds change state and become liquids.  They will take accurate measurements and a range of equipment (e.g. thermometers and data loggers), to measure temperature. They will gather and record data in a table, including the unit of measurement.  They will report on findings in the form of a written conclusion.  They will also consider future questions that could be asked, e.g. what further experiments could be done to explore the changing state of these items?

They should also explore astronomer Anders Celsius, who created the temperature scale divided into small parts called degrees. 

Enquiry 3: Can all liquids be frozen into solids?

Children to learn that when a liquid is cooled, it freezes and turns into a solid. Freezing happens at the same temperature as the melting point.

Children will set up a simple practical enquiry, ensuring it is a fair test, to find out the answer to whether all liquids can change state to become a solid.  They will then choose an appropriate way to gather and record data to help in answering questions and draw simple conclusions.  This will link to understanding on how scientific ideas and processes are used in different industries, for example how understanding of chemistry is used in cooking. 

Enquiry 4: What are the stages of the water cycle?

Children to learn that when water (a liquid) is heated, it turns into water vapour (a gas) and evaporates.  They will also undestand that when water vapour (a gas) is cooled, it condenses and changes back into water (a liquid).

Childre will create a model of the water cycle. 

Enquiry 5: Does temperature/location affect rates of evaporation?

Children will learn that higher temperatures speed up evaporation and lower humidity (dry air) helps things dry faster.

Children will set up comparative and fair tests to determine the effect of temperature on rates of evaporation, making careful observations and accurate measurements.  They will gather and record data in a table and a graph, to show changes over time.  They will then use their graphs to make simple conclusions about their experiment. 

Enquiry 6: Children to recap their learning through a series of quizzes.