Science

Autumn 2 - Healthy Humans

Above is the knowledge oragniser your child has been given to take home. We have asked the children to read through the key words we will be using throughout our Science topic.

Autumn 2

Our theme is… Healthy Humans

Our Key Questions are:

- How do our choices impact on our lifestyle?

- Are the diets different between animals and humans?

- What are the essential elements of a balanced meal?

Why do we need a skeleton and are all skeletons the same?

Children will understand the effect of a balanced diet and how this impacts on our lifestyle.

Children will begin to ask and answer simple scientific questions such as ‘What if we only eat sugar?’

We investigated the amount of sugars and fats in our everyday foods by exploring the packaging and the nutrition labels.

We then looked at a fast food website. We looked at the nutrition in the food they make.

The children were shocked with the amount of fat and sugar in their favourite foods.

They will understand that although some animals and humans are mammals, they need a different diet. Children will be able to explain the difference between Herbivores, Omnivores and Carnivores.

They will be able to name some of the bones in the body and how why the skeleton is important.

Children will use classify to identify different groups e.g. classify animals based on their diet, identify and group animals such as vertebrates and invertebrates.

Children will be able to recognise the difference between vertebrates and invertebrates and understand the importance of exoskeletons.

Children will understand where food comes from and discuss what food they can get at particular times of the year.

Spring 1 -Rock and Roll

Above is the knowledge oragniser your child has been given to take home. We have asked the children to read through the key words we will be using throughout our Science topic.

Our theme is :Rocks and soils

Our Key Questions are:

How are fossils formed?

Are all rocks the same?

What can fossils tell us about the past?

Children will compare and group together different kinds of rocks on the basis of their appearance and simple physical properties.

Children will describe in simple terms how fossils are formed when things that have lived are trapped within rock.

Children will recognise that soils are made from rocks and organic matter.

The children have been looking carefully at different rocks and trying to name them.

The Children wrote a descrition and drew each of the rocks.

We then set up an investigation to see How hard rocks are?

We talked about what hardness and durable means. We then looked at things we can change, things we can observe and things we need to keep the same to ensure it is a fair test.

We scratched each rock once with: 1. fingernails    2.  a paperclip   3. A coin.

We observed if this then left scratches on the rocks or made them crumble.

We learnt about how fossils were formed and what they can tell us about the past. The children loved trying to identify what the fossils were. 

  Spring 2 - Forces and Magnets 

Below is the knowledge oragniser your child has been given to take home. We have asked the children to read through the key words we will be using throughout our Science topic.

Our Key Questions are:

Do all objects use the same force?

How can the strength of a force be changed?

Are all materials magnetic?

Do all mangets have the same strength?

How do magnets work?

Do all objects use the same force?

    

 

KL: Pattern seeking

   

KL: Are all materials magnetic?

  

KL: Pattern seeking

KL: Do all magnets have the same strength?

  

Summer 1

Science- Lights 

What do we need light for?

We need light to see things. Without light it would be dark. Darkness is the absence of light. Within our lesson we explored different light sources.

Click on the link to Explore light in more detail

How is light reflected?

Click on the link to find out how light is reflected

We used touches to explore which surfaces reflected the light the best.

Click on the link to find out how light is reflected for safety

KL: What do we need light for?

kL: Research

KL: how can sunlight be dangerous?

KL: research 

The children in 3LV put on different spf's on beads to see if the sunlight changed the colour on them.

KL: design a poster on sun safety

Summer 2 - Plants

We will be : 

Exploring the different features of a plant and how they help the plant to survive, grow and reproduce. Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers. Investigate the way in which water is transported within plants. 

Investigating  what plants need to grow healthily- plants need light, water, carbon dioxide and warmth. Investigations into sunlight and water. 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

Looking at how plants produce new plants?- explore seed dispersal (wind, animals, explosion) Germination (when seeds start to grow)  Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

KL: identify and researching.

KL: name the parts of a plant and explain their functions.

Kl: experiment 

Year 3LV experimented with some flowers and some celery sticks. We decided to pour some blue food dye into the water to see if the flowers or the celery changed colour.

We left 4 sets of each plant and celery in 4 different locations. We left one on the class room window ledge, one in a dark cupboard, one in the fridge and one outside for a week. The following pictures were the outcome. 

KL: comparitive and fair testing.

Kl: what do plants need to grow well?