Science - Block 2

From the Primary Science Scheme of Work from The Education People.

Topic 3 - Electricity

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:

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

02. Living and non-living things can be grouped in a variety of ways.

09. Energy makes things happen and can be seen by its effects (light, sound, electricity); it can be transferred but is not used up.

Examples of Core Component Questions:

Where does electricity come from and what is it used for?

How can we light a bulb using a simple series electrical circuit?

How does a simple switch work?

What material is the best conductor of electricity?

What components are needed to make a working circuit?

National Curriculum Objectives

Children should be taught to:

identify common appliances that run on electricity;
construct a simple series electrical circuit, identifying and naming its basic parts, 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.

Key Vocabulary

appliance

mains electricity

battery

power station

electrical energy

pylon

plug and socket

circuit

component

bulb / lamp

buzzer

cell

battery

wire

crocodile clip

conductor

insulator

Disciplinary:

analyse

bar chart

classify

comparative test

conclusion

chart

diagram

data

data logger

diagram

equipment

enquiry

explain

fair test

findings

gather

group

identify

measure

observe

pattern

predict

present

process

practical activity

question

record

relationship

results

secondary source

thermometer

Tier 3 / Disciplinary

Overview of Intended Learning:

Enquiry 1: Where does electricity come from and what is it used for?

Children to learn that:

Electricity can be dangerous, and we need to know how to work safely with it.

Some appliances require mains electricity and some require batteries to operate. Appliances convert electrical energy into other types of energy.

The children will ask relevant questions, using scientific enquiry to answer them, about how appliances convert electrical energy. They will sort and classify devices according to whether they use mains or battery electricity. They will identify changes related to simple scientific ideas and processes.

Enquiry 2: How can we light a bulb using a simple, series electrical circuit?

This enquiry introduces pupils to the idea of the simple, series electrical circuit and investigate what components are needed to light a bulb.

The children will learn that a circuit always needs a power source, such as a battery, with wires connected to both the positive (+) and negative (-) ends. They will also explore how a circuit can also contain other electrical components, such as wires, bulbs, buzzers or motors, which allow electricity to pass through. They will understand that electricity will only travel around a circuit that is complete.

With increased independence, the children will set up a simple, practical investigation – using all components to light a bulb and verbally report on findings. They will learn that scientists use their knowledge to form hypotheses and then test them out - investigate questions e.g. does the order of the components matter?

Enquiry 3: How does a simple switch work?

The children will learn that when a switch is open (off), there is a gap in the circuit and when a switch is closed (on), it makes the circuit complete. The children will use scientific evidence to answer questions and support findings.

Enquiry 4: What material is the best conductor of electricity?

Children will learn about conductors and insulators - that some materials let electricity pass through them easily, electrical conductors. They will also learn that some materials do not allow electricity to pass through them and these materials are known as electrical insulators.

They will then set up a comparative test to identify which materials make good electrical conductors and which make good electrical insulators. The children will use knowledge of how scientists work to make a prediction, investigate, and use results to draw simple conclusions, make links and identify patterns. They will learn how scientists have explored, sought proof and used electricity (Benjamin Franklin) and how this has helped people (attracting lightning).

Enquiry 5: What components are needed to make a working circuit?

The children will learn that an electrical circuit always needs a power source, such as a battery, with wires connected to both the positive (+) and negative (-) ends. They will also learn that a circuit can contain other electrical components, such as wires, bulbs, buzzers or motors, which allow electricity to pass through.

The children will use scientific language and knowledge of circuits to produce diagrams and create functional objects. They will use a range of equipment (e.g. bulb/lamp, bulb/lamp holder, buzzer, cell, battery, wire, crocodile clip) to make a working circuit. They will draw simple conclusions, suggest improvements and raise further questions based on their investigations.

Enquiry 6: Children to recap their learning through describing how a torch works to light up a dark night, using electricity.

Topic 4 - Animals, including humans

Primary Science Teaching Trust Graphic of Enquiry Types

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:

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

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.

05. Living things have common life processes to survive; lifestyle choices impact survival and health.

07. Living things depend on each other and on the environment; this can be positive or negative.

Examples of Core Component Questions:

Why do we have different shaped teeth?
What can we tell about an animal from looking at its teeth?
What happens to our food when we eat it?
Can models help us understand human processes?
Why are food chains important?

National Curriculum Objectives

Children should be taught to:

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.

Key Vocabulary

Tier 2

Teeth, digestive system, mouth, tongue, stomach, adaptation, energy,

prey, predator.

Tier 3

Incisor, canine, molar, carnivore, omnivore, herbivore,

oesophagus, small and large intestine, food chain, producer,

primary/secondary/ tertiary consumer.

Disciplinary (non-statutory)

Analyse, bar change, chart, classify, comparative test, conclusion, data,

data logger, diagram, display, enquiry, equipment, evidence, explain, fair test, findings, gather, group, identify, key, measurement, note, observe,

pattern, predict, process, question, record, relationship,

results, secondary source, similarity, sort,

table, thermometer, value.

Overview of Intended Learning:

Enquiry 1: Why do we have different shaped teeth?

Children to learn that humans have three types of teeth. These are:

1. Molars - used for grinding food;

2. Incisors - for cutting food;

3. Canines - for tearing food.

Children to learn that scientists make careful observations over time to monitor changes and draw conclusions. They collectively set up and monitor an experiment to see how different liquids affect our teeth, observe this over time and draw conclusions.

Enquiry 2: What can we tell about an animal from looking at its teeth?

Different animals have different teeth based on their

diet. For example: herbivores eat plants, so they need flat molars to grind food. Carnivores eat meat, so they need sharp canines for tearing food. Omnivores (who eat both plants and meat) have both due to our varied diet.

Children to recognise when and how secondary sources might help them to answer questions that cannot be answered through practical investigations. They will draw conclusions about an animal's diet by looking at its teeth.

Enquiry 3: What happens to our food when we eat it?

Children to learn about the digestive system, which is made up of different organs, such as the stomach and gut. The organs break down the food so it can be absorbed into our blood and give our body the nutrition and energy it needs.

Children to create a model of the stomach to see the properties a stomach must have if the capacity needs to increase.

Enquiry 4: Can models help us to understand human processes?

Children to continue their learning on digestion and the digestive system.

Children to set up a simple practical enquiry that supports systematic and careful observations. They will create a model to show and explain a process (the digestive system).

Enquiry 5: Why are food chains important?

All living things need energy from food to grow, repair themselves and reproduce. Animals need to eat plants or other animals to get their energy. The flow of energy from one living thing to another is shown in the arrows in a food chain.

The children are to construct and interpret a variety of food chains, identifying producers, predators and prey; know that arrows show the movement of energy (food) through the food chain. They will then sort living things according to their role in a food chain and then according to their habitat.

Enquiry 6: Children to recap their learning through investigating a food chain in the local area.

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