Science

Autumn	Spring	Summer
Light it up To recognise that we need light in order to see things and that dark is the absence of light by taking part in a ‘feely bag’ investigation. To notice that light is reflected from surfaces by choosing the most reflective material for a new book bag. To notice that light is reflected from surfaces by playing mirror games. To recognise that light from the sun can be dangerous and that there are ways to protect our eyes by designing and advertising a pair of sunglasses or a sun hat. Making Shadows To recognise that shadows are formed when the light from a light source is blocked by a solid object Changing Shadows To find patterns in the way that the size of shadows change by investigating what happens when you change the distance between the object and the light source.	Invisible Forces To notice that some forces need contact between two objects by identifying the different types of forces acting on objects. To compare how things move on different surfaces by investigating the speed of a toy car over different surfaces. To notice that magnetic forces can act at a distance and attract some materials and not others by sorting materials. To compare and group materials according to whether they are magnetic by sorting materials. To observe how magnets attract or repel each other and attract some materials and not others by investigating the strength of different magnets. To describe magnets as having two poles and to predict whether two magnets will attract or repel each other, depending on which poles are facing by making a compass to hunt for treasure. To observe how magnets attract or repel each other and attract some materials and not others by making, playing and evaluating a magnetic game. I can observe how magnets attract some materials	Flower Power To identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers by labelling the parts of a plant. To explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) by investigating what plants need to grow well. To record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables by observing and recording plant growth. explanations and presentations of results and conclusions by presenting findings to the class. To investigate the way in which water is transported within plants by observing the transport of food colouring through a flower stem. To explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal by understanding pollination and fertilisation. To explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal by ordering and describing the stages of the life cycle of a flowering plant.
Rock and Roll Compare different kinds of rocks based on their appearance in the context of understanding the difference between natural and human-made rocks. Making systematic and careful observations by examining different types of rocks. Group together different kinds of rocks on the basis of their simple physical properties in the context of natural rocks. Describe in simple terms how fossils are formed when things that have lived are trapped within rock by explaining the fossilisation process and by comparing fossils to the animals they belong to Identifying changes related to simple scientific ideas in the context of theories about fossils. Recognise that soils are made from rocks and organic matter by explaining how soil is formed. Making systematic and careful observations in the context of investigating the permeability of different soils Recording findings using simple scientific language. Reporting on findings from enquiries, including presentations of results and conclusions.	Inside out To sort foods into food groups and find out about the nutrients that different foods provide. Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions. 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. To explore the nutritional values of different foods by gathering information from food labels. Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions. Identify that humans and some other animals have skeletons and muscles for support, protection and movement. To sort animal skeletons into groups, discussing patterns and similarities and differences. To investigate an idea about how the human skeleton supports movement Identify that humans and some other animals have skeletons and muscles for support, protection and movement. Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables. To explain how bones and muscles work together to create movement.	Innovative Inventors To identify differences, similarities or changes related to simple scientific ideas and processes by finding out about the men and women who introduced new plants to our gardens. To explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant by exploring the way that non-native plants have been discovered, transported and introduced. To find out about the way new plants arrived in our country. To identify changes related to scientific ideas by describing Marie Curie’s research into x-rays. To identify that humans have skeletons for support, protection and movement by identifying and explaining the bones shown in x-rays. To explain how Marie Curie’s work on x-rays helps us identify bones To identify changes related to scientific ideas by describing the achievements of George Washington Carver. Exploring William Smith’s principle of fossil succession. Learn about about Inge Lehmann’s discovery of the Earth’s solid core and how this creates igneous rocks.

Autumn

Spring

Summer

Light it up

To recognise that we need light in order to see things and that dark is the absence of light by taking part in a ‘feely bag’ investigation.

To notice that light is reflected from surfaces by choosing the most reflective material for a new book bag.
To notice that light is reflected from surfaces by playing mirror games.
To recognise that light from the sun can be dangerous and that there are ways to protect our eyes by designing and advertising a pair of sunglasses or a sun hat.

Making Shadows

To recognise that shadows are formed when the light from a light source is blocked by a solid object

Changing Shadows

To find patterns in the way that the size of shadows change by investigating what happens when you change the distance between the object and the light source.

Invisible Forces

To notice that some forces need contact between two objects by identifying the different types of forces acting on objects.
To compare how things move on different surfaces by investigating the speed of a toy car over different surfaces.
To notice that magnetic forces can act at a distance and attract some materials and not others by sorting materials. To compare and group materials according to whether they are magnetic by sorting materials.
To observe how magnets attract or repel each other and attract some materials and not others by investigating the strength of different magnets.
To describe magnets as having two poles and to predict whether two magnets will attract or repel each other, depending on which poles are facing by making a compass to hunt for treasure.

To observe how magnets attract or repel each other and attract some materials and not others by making, playing and evaluating a magnetic game.
I can observe how magnets attract some materials

Flower Power

To identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers by labelling the parts of a plant.
To explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) by investigating what plants need to grow well.
To record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables by observing and recording plant growth. explanations and presentations of results and conclusions by presenting findings to the class.
To investigate the way in which water is transported within plants by observing the transport of food colouring through a flower stem.
To explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal by understanding pollination and fertilisation.
To explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal by ordering and describing the stages of the life cycle of a flowering plant.

Rock and Roll

Compare different kinds of rocks based on their appearance in the context of understanding the difference between natural and human-made rocks.
Making systematic and careful observations by examining different types of rocks.
Group together different kinds of rocks on the basis of their simple physical properties in the context of natural rocks.
Describe in simple terms how fossils are formed when things that have lived are trapped within rock by explaining the fossilisation process and by comparing fossils to the animals they belong to
Identifying changes related to simple scientific ideas in the context of theories about fossils.
Recognise that soils are made from rocks and organic matter by explaining how soil is formed.
Making systematic and careful observations in the context of investigating the permeability of different soils
Recording findings using simple scientific language. Reporting on findings from enquiries, including presentations of results and conclusions.

Inside out

To sort foods into food groups and find out about the nutrients that different foods provide.
Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions. 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.
To explore the nutritional values of different foods by gathering information from food labels.
Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions. Identify that humans and some other animals have skeletons and muscles for support, protection and movement.
To sort animal skeletons into groups, discussing patterns and similarities and differences.
To investigate an idea about how the human skeleton supports movement
Identify that humans and some other animals have skeletons and muscles for support, protection and movement. Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables. To explain how bones and muscles work together to create movement.

Innovative Inventors

To identify differences, similarities or changes related to simple scientific ideas and processes by finding out about the men and women who introduced new plants to our gardens.

To explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant by exploring the way that non-native plants have been discovered, transported and introduced.
To find out about the way new plants arrived in our country.
To identify changes related to scientific ideas by describing Marie Curie’s research into x-rays. To identify that humans have skeletons for support, protection and movement by identifying and explaining the bones shown in x-rays.
To explain how Marie Curie’s work on x-rays helps us identify bones
To identify changes related to scientific ideas by describing the achievements of George Washington Carver.
Exploring William Smith’s principle of fossil succession.
Learn about about Inge Lehmann’s discovery of the Earth’s solid core and how this creates igneous rocks.

Science

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