Making waves

• To describe and explain sound sources by identifying and explaining sound sources around school.
• To find patterns between the volume of a sound and the strength of the vibrations that produced it.
• To explain how different sounds travel.
• To recognise that vibrations from sounds travel through a medium to the ear.
• To explore ways to change the pitch of a sound.
• To recognise that sounds get fainter as the distance from the sound source increases, by exploring how sounds change over distance.
• To investigate ways to absorb sound.
• To make a musical instrument to play different sounds.

What is the matter?

• To compare and group materials together, according to whether they are solids, liquids or gases by sorting and describing materials into solids, liquids and gases
• Investigate gases and their uses.
• To observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) by investigating how heating and cooling can change a material’s state.
• To observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) by exploring how water can change its state to a solid, liquid or a gas.
• To associate the rate of evaporation with temperature by investigating the effect of temperature on drying washing.
• To make systematic, careful and accurate observations and measurements and report on findings from enquiries by displaying results and conclusions by investigating the effect of temperature on drying washing.
• To identify the part played by evaporation and condensation in the water cycle by creating a model of the water cycle.

Wriggle and crawl

• To recognise that living things can be grouped in a variety of ways by sorting living things into a range of groups.
• Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.
• To explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment by generating questions to sort vertebrates and invertebrates in a classification key. 
• Identifying differences, similarities or changes related to simple scientific ideas and processes by identifying vertebrates by their similarities and differences.
• Using straightforward scientific evidence to answer questions by explaining how they have identified an invertebrate.
• To recognise that environments can change and that this can sometimes pose dangers to living things i.e. endangered species and changes in our local environment.
• Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and table by recording observations on a map and in a table.
• Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions by writing about and orally presenting findings from research.

Food glorious food!

• To describe the simple functions of the basic parts of the digestive system in humans in the context of identifying and explaining the parts of the digestive system.
• To identify the different types of teeth in humans and their simple functions by learning about different types of teeth.
• To identify differences, similarities or changes related to simple scientific ideas and processes by comparing human and animal teeth.
• To ask relevant questions and use different types of scientific enquiries to answer them by distinguishing between scientific and non-scientific questions and choosing between types of scientific enquiry.
• To set up simple practical enquiries, comparative and fair tests by setting up an enquiry or test to understand what causes tooth decay.
• To make systematic and careful observations by observing the changes that occur in their enquiry or test.
• To use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions By presenting findings, making predictions and raising questions about results.
• To construct and interpret a variety of food chains, identifying producers, predators and prey by understanding food chains and the role of different plants and animals within them.

Bright sparks!

• Identify common appliances that run on electricity.
• Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.
• Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.
• Making systematic and careful observations, using a range of equipment.
• Recording findings using labelled diagrams.
• 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.
• Setting up simple practical enquiries, comparative and fair tests.
• Making systematic and careful observations, using a range of equipment.
• Using results to draw simple conclusions.
• Recognise some common conductors and insulators, and associate metals with being good conductors.
• Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.
• Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
• Using straight forward scientific evidence to answer questions or to support their findings.
• Identifying differences, similarities or changes related to simple scientific ideas and processes.

Spectacular scientists

• To recognise that environments can change and that this can sometimes pose dangers to living things by exploring Gerald Durrell’s conservation work in Madagascar.
• To set up simple practical enquiries and report on findings from enquiries in the context of soil erosion and nutrient loss.
• To recognise that vibrations from sounds travel through a medium to the ear in the context of Alexander Graham Bell’s invention of the telephone.
• To report on findings, including oral and written presentations and displays.
• Make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers in the context of building a solar oven.
• Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit in the context of creating a traffic light.
• To compare and group materials together according to whether they are solids, liquids or gases by exploring the discovery of oxygen.
• To identify changes relating to simple scientific ideas and processes by exploring the discovery of oxygen and the theory of phlogiston.
• To observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) by exploring Kelvin’s discovery of absolute zero.
• To take accurate measurements using standard units and a range of equipment, including thermometers by comparing the Kelvin scale with Celsius.
• To identify changes related to scientific ideas and processes by exploring Thomas Edison's and Lewis Latimer's work with electricity.
• To identify common electrical appliances that run on electricity by exploring Thomas Edison's and Lewis Latimer's work with electricity.
• To identify the different types of teeth in humans and their functions by finding out about the invention of toothpaste.
• To use scientific evidence from comparative tests to support their findings by comparing different toothpastes.