Year 3 - Science

Introduction

At Eastfield we use an adapted version of ‘The Association for Science Education’ (ASE) planning documents. This approach creates consistent engaging approach to teaching and learning in Science. Within our learning scientific skills and vocabulary play a central role in pupils Learning.

Light

Keywords we used:

light light source dark absence of light

transparent translucent opaque

shiny matt surface shadow

reflect mirror sunlight dangerous

We started our topic by regonising that we need light in order to see things and that dark is the absence of light. We also discovered that light is reflected from surfaces.

We placed different objects inside shoeboxes with just a small eye hole to see inside. Children had to predict which objects would be easier to see with less light and state why. First, the children made predictions about which object they thought would be easier to see. Then, they made notes for whether they could see the object with very little light or with a little more light. Then, the children had to explain why they thought some of the objects were easier to see than others.

Light Sources

What is light?

Key vocabulary

reflect

When something bounces back without absorbing it. In this case, light.

reflective

Something that reflects light.

dull

Something that lacks brightness and does not reflect light.

opaque

An object that you are not able to see through.

transparent

Allowing light but not detailed shapes to pass through an object.

translucent

Allowing light to pass through so that objects behind them can be seen clearly.

Fun Fact!

Although we can see the Moon at night, it is not a light source. The Moon gets it light from the Sun. The Moon reflects the Sun's light, making it appear bright in our sky.

Children then completed a cloze procedure activity to claritfy thoughts.

Light Reflections

The children were introduced to the words 'reflect, reflective, dull and light sources. The children were then given five objects. The children had to describe the objects using key vocabulary (shiny, reflective, dull, smooth, flexible) Children gave each object a rating of how reflective it was out of five. They shined torches at the objects to decide.

Shadows

The children were introduced to the words 'opaque, transparent and translucent'. Children walked around the classroom to find objects that would fall into these categories. Children drew their own table to record their results.

Clarify their findings

Finally, children used sentence starters and a subject specific word bank to clarify what they had learnt about shadows and opaque, translucent and transparent objects.

Animals including Humans

Keywords we used:

skeleton skeletal bones muscles ribs spine support joints movement protection

nutrients protein carbohydrates energy water fats sugars fibre minerals

digest organs system process classifying

Researching Nutrients

Children identified 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.

The children were given the keywords - carbohydrates, proteins, fats, fibre, minerals and vitamins to research. After their research the children were asked to complete the appropriate nutrient into the first column of the table.

The children were provided with QR codes with links to information and videos about different food groups.

Nutrients

Carbohydrates

Fibres

Fats

Vitamins and Minerals

Proteins

Water

Nurtrients in our favourite meals

Children identified 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. The children were asked to draw their favourite meal and then annotate it to show what nutrients they would gain from each food item.

Skeletons

This week, the children were looking at skeletons. We explored the purpose of skeletons and what the skeleton does. Then, we explored the difference between animals that have a spine animals that do not.

Exoskeletons, Endoskeletons and Hydro-Static Skeletons!

Watch to find out more!

Endoskeleton

Skeletons on the inside of the body

Exoskeleton

Skeletons on the outside of the body

Hydro-static Skeletons

No bones!

Rocks

Keywords we used:

skeleton skeletal bones muscles ribs spine support joints movement protection

nutrients protein carbohydrates energy water fats sugars fibre minerals

digest organs system process classifying

Rock Detectives!

Children began their learning by comparing and grouping rocks together, based on their appearance and simple properties. They used word banks and magnifying glasses to help them and turned into true detectives!

Rock Investigation

We heard that Mr Statham wanted to build a statue of himself in the playground, so we thought we'd help him to decide what rock to make the statue out of by testing the properties of rocks. We began carried out the investigation by first predicting which rock we thought would be the best and then how we were going to ensure that it was a fair test. After carrying out the investigation, we reflected on our finds in the conclusion.

Fossils

We then learnt about the process of fossilisation. We were able to make our own fossils in the afternoon by using using shells to make imprints into the saltdough.

We finished off our unit by exploring soils and learnt that soils are made from rocks and organic matter. We even got to watch the different components of soils separate!

Plants

Keywords we used:

plant flower function root stem growth

air light nutrients water soil

seed dispersal pollination germination growth absorption

We started off our learning by exploring the functions of different parts of plants. We used research to find out this information.

We then learnt about the requirements plants need to be able to grow. We carried out an investigation over a whole week, with 6 different plants. We took one condition away from each plant to see what would happen and whether it would continue to grow healthily or not.

These are our findings:

We measured, described and drew the plants to observe them over five days. We found that the plants did change over time, depending on the condition that was taken away.

We then finished off our wonderful Topic Day by exploring the life cycle of flowering plants. We used keywords like fertilisation, pollination and germination when learning about this process.

Forces and Magnets

Keywords we used:

force push pull twist contact force non-contact force gravity magnetic force

magnet strength bar magnet button magnet horseshoe magnet

attract repel magnetic material metal iron steel

poles north pole south pole

We started our learning by exploring magnetic and non-magnetic materials around the classroom. It was fun to be able to use different magnets to work out if materials are magnetic or not.

We then went to learn about what types of materials are magnetic. We found out that magnetic materials are always metal but not all metals are magnetic.

Which materials are magnetic?Which metals are magnetic? Find out which metals are attracted to magnets with this BBC Bitesize KS2 Science Explainer.

Have a go at the BBC Bitesize quiz!

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