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.

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?

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.

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. 

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.

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

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?

Pupils should be taught to:

• recognise that living things can be grouped in a variety of ways,

• explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment,

• recognise that environments can change and that this can sometimes pose dangers to living things.

Enquiry 1: Is it helpful to group living things?

Children to learn that classification is putting things into groups. Living things can be divided into these groups or ‘classified’ by looking at similarities and differences between the way they look and behave.  For example: animals are divided into two main groups: 1) animals that have a backbone (spine) are called vertebrates, and 2) animals that do not have a backbone are called invertebrates.

Children to use classification diagrams and careful observation to group living things according to their characteristics.  They will reflect on why this (classification) is a process followed in the world of science.

Enquiry 2: What types of animals and plants live and grow in the local area?

Children to learn that classification keys, also known as an identification key or dichotomous key, are tools used by scientists and naturalists to help identify and categorise living things.

Children to learn that Carl Linnaeus devised the modern method of classifying living things by grouping similar things together. Children to use dichotomous keys to identify living things and draw conclusions about what they are. They will use observation and equipment, such as magnifying glasses/specimen pots, to identify living things in the local area.

Enquiry 3: What is special about our local environment?

Children will learn that environment refers to the surroundings or conditions in which living things exist and interact. This can be made up of natural and human-made features.  They will identify and conclude, from observation and wider reading, how environments change over time. 

Enquiry 4: What dangers are posed to habitats and the environment?

Children to learn that humans affect the environment in many ways for many different reasons. Changes to environments can damage habitats and cause danger to animals and plants that live in them, including us. For example, cutting down trees and littering have a negative effect on animals and plants, whereas protecting endangered species and cleaning lakes and seas has a positive effect on the environment.

Children to use research and findings from the scientific community to understand how humans are impacting the planet.

Enquiry 5: How can we develop the local area to protect living things?

Children to learn that conservation is the careful protection and management of our natural environment to keep it healthy and balanced for the benefit of all living things (plants, animals, including humans), now and in the future.

The children to use data collection techniques to explore the local area, using knowledge of pollution and urbanisation, to identify issues that need resolving. They will devise a plan of action to protect living things in the local area.

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