understanding 200 science investigations for young ...200 science investigations for young students...
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200 SCIENCEINVESTIGATIONS FOR
YOUNG STUDENTS
Practical Activities for Science 5–11
Martin WenhamUniversity of Leicester
Paul ChapmanPublishing Ltd
Activities CD
Martin WenhamIntroductory material by
Peter Ovens
Understanding Primary science
science Knowledge for teaching
third edition
© martin Wenham and Peter Ovens 2010
First published 2010
apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the copyright, designs and Patents act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the copyright Licensing agency. enquiries concerning reproduction outside those terms should be sent to the publishers.
the cd-rOm may not be reproduced for use by others without prior written permission from sage. the cd-rOm may not be distributed or sold separately from the book without the prior written permission of sage. all material is © martin Wenham and Peter Ovens 2010
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National Curriculum levels
Level 1 Level 2 Level 3
Questioning Respond to suggestions Respond to suggestionsof how to find things and put forwardout and, with help, their own ideasmake their own about how tosuggestions about find an answerhow to collect data to a question.to answer questions.
Observing Describe or Make observations Make relevantrespond related to their task. observations.appropriately to Observe and comparesimple features objects, living thingsof objects, living and events theythings and events observe.they observe.
Measuring Measure using Use a range of simple Select suitableequipment measuring equipment. measuring equipment.provided. Measure length or mass.
Fair testing With help, carry out afair test, recognizingand explaining why itis fair.
Predicting Say whether whathappened was whatthey expected.
Concluding Provide explanationsfor observations andfor simple patterns inrecorded measurements.
Communicating Communicate Describe observations Record observations infindings in simple using scientific a variety of ways.ways: talk, vocabulary and Communicate in adrawings, charts. record using scientific way what
simple tables. they found out.
Using equipment Use simple Use a range of simpleequipment equipment.provided.
Evaluating Suggest improvementsfor their work.
Finding and Use simple texts, Recognize why it isusing with help, to find important to collectinformation information. data to answer
questions. Use simpletexts to findinformation.
Progression in learning SCIENTIFIC ENQUIRY (Sc1) provided in detail forLevels 1 to 3
National Curriculum levels
Level 4 Level 5 Level 6
Questioning Recognize that When trying toscientific ideas answer a scientificare based on question, they identifyevidence. an appropriate
approach.
Observing Make a series of Make a series of Make relevantobservations and observations observations. Selectmeasurements. appropriate to the suitable measuring
task. Begin to repeat equipment to use.observations and offersimple explanationsfor any differencesobserved.
Measuring Select suitable Make a series of Measure a variety ofequipment to observations, quantities withmeasure. Make a comparisons or precision usingseries of measurements to instruments with finemeasurements offer simple scale divisions.adequate for the explanations oftask. differences they
encounter.
Fair testing In own investigative When investigations In their ownwork, decide an involve a fair test, investigative work,appropriate approach, they identify key they use scientificusing a fair test to factors to be knowledge andanswer a question, considered. understanding towhere appropriate, identify anshowing varying one appropriatefactor at a time, approach.while keeping theothers the same.
Predicting Where appropriate, Where appropriate, Identifythey make a make predictions measurements andprediction. Use graphs based on their observations that doto interpret patterns scientific knowledge not fit the mainin data. Begin to relate and understanding. pattern shown.conclusions to these Draw conclusions Draw conclusionspatterns and scientific that are consistent consistent with theknowledge and with the evidence evidence and useunderstanding. and begin to relate scientific knowledge
these to scientific and understandingknowledge and to explain them.understanding. Select and use
Progression in learning SCIENTIFIC ENQUIRY (Sc1) provided in detailfor Levels 4 to 6
National Curriculum levels
Level 4 Level 5 Level 6
Predicting appropriate methods(Cont.) of communicating
qualitative andquantitative datausing scientificlanguage andconventions.
Concluding Use graphs to point Draw conclusions Identifyout and interpret that are consistent measurements andpatterns in their data. with the evidence observations that doBegin to relate and begin to relate not fit the mainconclusions to these these to scientific pattern shown.patterns and to knowledge and Draw conclusionsscientific knowledge understanding. that are consistentand understanding. with the evidence
and use scientificknowledge andunderstanding toexplain them. Selectand use appropriatemethods forcommunicatingqualitative andquantitative datausing scientificlanguage andconventions.
Communicating Communicate findings Describe observations Record observationsin simple ways: talk, using scientific in a variety of ways.drawings, charts. vocabulary and record Communicate in a
using simple tables. scientific way whatthey found out.
Using Select suitable Select apparatus for a Measure a variety ofequipment equipment to use. range of tasks and plan quantities with
to use it effectively. precision usingUse precision instruments withappropriate to the fine scale divisions.task. Repeatobservations andmeasurements,explaining differencesencountered.
Evaluating Suggest improvements Make practical Make reasonablein their work, suggestions about suggestions about
Progression in learning SCIENTIFIC ENQUIRY (Sc1) provided in detailfor Levels 4 to 6 (Continued)
National Curriculum levels
Level 4 Level 5 Level 6
Evaluating giving reasons. how their working how their working(Cont.) methods could be methods could be
improved. improved.
Finding and Select information Describe how Describe evidence forusing from sources provided experimental evidence some acceptedinformation for them. and creative thinking scientific ideas and
have been combined explain how theto provide a scientific interpretations ofexplanation, evidence by scientistse.g. Jenner’s work on lead to thevaccination at KS2. development andSelect from a range acceptance of newof sources of ideas. Select and useinformation. sources of
informationeffectively.
Progression in learning SCIENTIFIC ENQUIRY (Sc1) provided in detailfor Levels 4 to 6 (Continued)
National Curriculum levels
Level 1 Level 2 Level 3
Questioning Respond to Put forward theirsuggestions of own suggestionshow to find about how tothings out. find an answer
to a question.
Observing, Describe or Make Make relevantmeasuring respond observations observations.
appropriately related to theirto simple task. Observe Select suitablefeatures of and compare measuringobjects, living objects, living equipment to use.things and events things and eventsthey observe. they observe.
Measure Use a range ofusing simpleequipment measuringprovided. equipment.
Fair testing With help, carryout a fair test,recognizing andexplaining why itis fair.
Predicting, Say whether Provideconcluding what happened explanations for
was what they observations andexpected. for simple patterns
in recordedmeasurements.
Communicating Communicate Describe Recordfindings in observations observations insimple ways: using scientific a variety oftalk, drawings, vocabulary and ways. Communicatecharts. record using in a scientific way
simple tables. what they found out.
Life processes Use knowledge Use knowledgeabout living and understandingthings to of basic lifedescribe basic processes whenconditions that describinganimals and differencesplants need in between livingorder to survive. and non-livingRecognize things.
Sc1
Progression in learning SCIENTIFIC ENQUIRY (Sc1) throughLIFE PROCESSES AND LIVING THINGS (Sc2) levels 1 to 3
Sc2
National Curriculum levels
Level 1 Level 2 Level 3
Life processes that living things(Cont.) grow and
reproduce.
Human body Recognize Provide simpleand name explanations forexternal parts changes in livingof the body, things, e.g. diete.g. head, arm. affects the health
of humans or otheranimals.
Plants Recognize Provide simpleand name explanations forexternal parts changes in livingof plants, e.g. things, e.g. lackleaf, flower. of light altering
plant growth.
Classification Communicate Sort livingobservations things intoof a range of groups usinganimals and simple features.plants in terms Describe theof features. basis forRecognize groupings, e.g.and identify number of legsa range of or shape of leaf.commonanimals.
Habitats Recognize that Identify waysdifferent living in which anthings are found animal is suitedin different places, to its environment,e.g. ponds or e.g. a fish havingwoods. fins to help it swim.
Sc2
Progression in learning SCIENTIFIC ENQUIRY (Sc1) throughLIFE PROCESSES AND LIVING THINGS (Sc2) levels 1 to 3 (Continued)
National Curriculum levels
Level 1 Level 2 Level 3
Questioning Respond to Put forwardsuggestions of how their ownto find things out. suggestions
about how tofind an answerto a question.
Observing, Describe or Make observations Make relevantmeasuring respond related to their task. observations.
appropriately Observe andto simple compare objects, Select suitablefeatures of living things and measuringobjects, living events they observe. equipment to use.things and eventsthey observe. Use a range of simple
measuring equipment.Measure usingequipmentprovided.
Fair testing With help, carryout a fair test,recognizingand explainingwhy it is fair.
Predicting, Say whether Provideconcluding what happened explanations
was what they for observationsexpected. and for simple
patterns inrecordedmeasurements.
Communicating Communicate Describe Recordfindings in observations using observations insimple ways: scientific vocabulary a variety of ways.talk, drawings, and record using Communicatecharts. simple tables. in a scientific
way what theyfound out.
Properties of Know about a Identify a range of Use theirmaterials range of common materials knowledge and
properties and know some of understanding(e.g. texture, their properties. of materialsappearance) when describingof different Describe similarities a variety of waysmaterials. of sorting them
Progression in learning SCIENTIFIC ENQUIRY (Sc1) throughMATERIALS AND THEIR PROPERTIES (Sc3) levels 1 to 3
Sc1
Progression in learning SCIENTIFIC ENQUIRY (Sc1) throughMATERIALS AND THEIR PROPERTIES (Sc3) levels 1 to 3 (Continued)
National Curriculum levels
Level 1 Level 2 Level 3
Communicate and differences into groupsobservations between materials. according toof the properties their properties.of materials.
Grouping and Sort materials Explain simplyclassifying into groups and why somematerials describe the basis materials are
for their groupings particularlyin everyday suitable forterms (e.g. shininess, specific purposeshardness, smoothness). (e.g. glass for
windows, copperfor electricalcables).
Changing Describe ways Recognize thatmaterials in which some some changes
materials are (e.g. the freezingchanged by of water) can beheating or reversed andcooling, or by some (e.g. theprocesses such as baking of clay)bending or cannot, andstretching. classify changes
in this way.
Sc3
Progression in learning SCIENTIFIC ENQUIRY (Sc1)through PHYSICAL PROCESSES (Sc4) levels 1 to 3
National Curriculum levels
Level 1 Level 2 Level 3
Questioning Respond to suggestionsof how to find thingsout.
Put forward their ownsuggestions about how tofind an answer to a question.
Observing,measuring
Describe or respondappropriately to simplefeatures of objects,living things and eventsthey observe.
Measure usingequipment provided.
Make observationsrelated to their task.Observe and compareobjects, living thingsand events they observe.
Use a range of simplemeasuring equipment.
Make relevantobservations.
Select suitable measuringequipment to use.
Fair testing With help, carry out a fairtest, recognizing andexplaining why it is fair.
Predicting,concluding
Say whether whathappened was whatthey expected.
Provide explanations forobservations and forsimple patterns in recordedmeasurements.
Communicating Communicatefindings in simpleways: talk, drawings,charts.
Describe observationsusing scientificvocabulary and recordusing simple tables.
Record observations in avariety of ways.Communicate in ascientific way what theyfound out.
Physicalprocesses
Electricity
Forces
Communicateobservations ofchanges in light,sound or movementthat result fromactions (e.g. switchingon a simple electricalcircuit, pushing andpuling objects).
Know about a range ofphysical phenomenaand recognize anddescribe similaritiesand differencesassociated with them.
Compare the way inwhich devices (e.g.bulbs) work in differentelectrical circuits.
Use their knowledge andunderstanding of physicalphenomena to link causeand effect in simpleexplanations (e.g. a bulbfailing to light because of abreak in an electricalcircuit, the direction orspeed of movement of anobject changing because ofa push or a pull).
Light andsound
Recognize that soundand light come from avariety of sources andname some of them.
Compare thebrightness of colour oflights and the loudnessor pitch of sounds.
Begin to make simplegeneralizations aboutphysical phenomena (e.g.explaining that sounds theyhear become fainter thefurther they are from thesource).
Forces Compare themovement of differentobjects in terms ofspeed or direction.
Earth andbeyond
Sc4
Sc1
Progression in learning SCIENTIFIC ENQUIRY (Sc1)through MATERIALS AND THEIR PROCESSES (Sc4) levels 4 to 6
National Curriculum levels
Level 4 Level 5 Level 6
Questioning Recognize that scientificideas are based onevidence. In their owninvestigative work, theydecide on an appropriateapproach.
When trying toanswer a scientificquestion, theyidentify anappropriateapproach.
Observing Make a series ofobservations andmeasurements.
Make a series ofobservationsappropriate to thetask. Begin to repeatobservations andoffer simpleexplanations for anydifferences observed.
Make relevant observations.
Measuring Select suitableequipment to measure.Make a series ofmeasurements adequatefor the task.
Make observations,comparisons ormeasurements tooffer simpleexplanations ofdifferences theyencounter.
Select suitable measuringequipment to use. Measure avariety of quantities withprecision using instrumentswith fine scale divisions.
Fair testing In their own investigativework, decide on anappropriate approach,using a fair test to answera question, whereappropriate, showingvariation of one factor ata time, while keeping theothers the same.
When investigationsinvolve a fair test,they identify keyfactors to beconsidered.
In their own investigativework, they use scientificknowledge andunderstanding to identify anappropriate approach.
Predicting,concluding
Where appropriate, theymake a prediction. Usegraphs to interpretpatterns in data.
Begin to relateconclusions to thesepatterns and scientificknowledge andunderstanding.
Where appropriate,make predictionsbased on theirscientific knowledgeand understanding.
Draw conclusionsthat are consistentwith the evidenceand begin to relatethese to scientificknowledge andunderstanding.
Identify measurements andobservations that do not fitthe main pattern shown.
Draw conclusions consistentwith the evidence and usescientific knowledge andunderstanding to explain them.
Select and use appropriatemethods of communicatingqualitative and quantitativedata using scientific languageand conventions.
Communicating Communicate findingsin simple ways: talk,drawings, charts.
Describeobservations usingscientific vocabularyand record usingsimple tables.
Record observations in avariety of ways.Communicate in a scientificway what they found out.
Sc1
Progression in learning SCIENTIFIC ENQUIRY (Sc1)through PHYSICAL PROCESSES (Sc4) levels 4 to 6
National Curriculum levels
Level 4 Level 5 Level 6
Physicalprocesses
Demonstrateknowledge andunderstanding ofphysical processesdrawn from the KS2 orKS3 Programmes ofStudy.
Demonstrateknowledge andunderstanding ofphysical processesdrawn from the KS2 orKS3 Programmes ofStudy.
Use and apply knowledgeand understanding ofphysical processes drawnfrom the KS3 Programme ofStudy.
Electricity Describe and explainphysical phenomena(e.g. how the apparentposition of the Sunchanges over the courseof a day).
Use ideas to explain howto make a range ofchanges (e.g. altering thecurrent in a circuit).
Use abstract ideas in somedescriptions andexplanations (e.g. electriccurrent as a way oftransferring energy).
Recognise, and giveexamples of, the wideapplication of manyphysical concepts (e.g. thetransfer of energy byelectricity).
Forces Make generalisationsabout physicalphenomena (e.g. motionis affected by forces,including gravitationalattraction, magneticattraction and friction).
Use abstract ideas in somedescriptions andexplanations (e.g. the sumof several forcesdetermining the changes inthe direction or speed ofmovement of an object,wind and waves as energysources available for use).
Sound Use physical ideas toexplain simplephenomena (e.g. theformation of shadows,sounds being heardthrough a variety ofmaterials).
Use ideas to explainhow to make a range ofchanges (e.g. alteringthe pitch or loudness ofa sound).
Recognise, and giveexamples of, the wideapplication of many physicalconcepts (e.g. the transfer ofenergy by sound).
Light Use some abstract ideasin descriptions offamiliar phenomena (e.g.objects are seen whenlight from them entersthe eye).
Record observations in avariety of ways.Communicate in a scientificway what they found out.Recognise, and giveexamples of, the wideapplication of manyphysical concepts (e.g. thetransfer of energy by light,the refraction anddispersion of light).Give explanations ofphenomena in which anumber of factors have tobe considered (e.g. therelative brightness ofplanets and stars).
Earth andbeyond
Describe and explainphysical phenomena(e.g. how the apparentposition of the Sunchanges over thecourse of a day).
Use simple models toexplain the effects thatare caused by themovement of the Earth(e.g. the length of a dayor year).
Sc4
Sc4
Progression in learning SCIENTIFIC ENQUIRY (Sc1)through MATERIALS AND THEIR PROCESSES (Sc4) levels 4 to 6
National Curriculum levels
Level 4 Level 5 Level 6
Questioning Recognize that scientificideas are based onevidence. In their owninvestigative work, theydecide on an appropriateapproach.
When trying toanswer a scientificquestion, theyidentify anappropriateapproach.
Observing Make a series ofobservations andmeasurements.
Make a series ofobservationsappropriate to thetask. Begin to repeatobservations andoffer simpleexplanations for anydifferences observed.
Make relevant observations.
Measuring Select suitableequipment to measure.Make a series ofmeasurements adequatefor the task.
Make observations,comparisons ormeasurements tooffer simpleexplanations ofdifferences theyencounter.
Select suitable measuringequipment to use. Measure avariety of quantities withprecision using instrumentswith fine scale divisions.
Fair testing In their own investigativework, decide anappropriate approach,using a fair test to answera question, whereappropriate, showingvariation of one factor ata time, while keeping theothers the same.
When investigationsinvolve a fair test,they identify keyfactors to beconsidered.
In their own investigativework, they use scientificknowledge andunderstanding to identify anappropriate approach.
Predicting,concluding
Where appropriate, theymake a prediction. Usegraphs to interpretpatterns in data.
Begin to relateconclusions to thesepatterns and scientificknowledge andunderstanding.
Where appropriate,make predictionsbased on theirscientific knowledgeand understanding.
Draw conclusionsthat are consistentwith the evidenceand begin to relatethese to scientificknowledge andunderstanding.
Identify measurements andobservations that do not fitthe main pattern shown.
Draw conclusions consistentwith the evidence and usescientific knowledge andunderstanding to explain them.
Select and use appropriatemethods of communicatingqualitative and quantitativedata using scientific languageand conventions.
Communicating Communicate findingsin simple ways: talk,drawings, charts.
Describeobservations usingscientific vocabularyand record usingsimple tables.
Record observations in avariety of ways.Communicate in a scientificway what they found out.
Sc1
Progression in learning SCIENTIFIC ENQUIRY (Sc1)through PHYSICAL PROCESSES (Sc4) levels 4 to 6
National Curriculum levels
Level 4 Level 5 Level 6
Properties ofmaterials
Demonstrate knowledgeand understanding ofmaterials and their prop-erties drawn from theKS2 or KS3 programmesof study.
Demonstrate an in-creasing knowledgeand understanding ofmaterials and theirproperties drawnfrom the KS2 or KS3programmes ofstudy.
Recognize that matter ismade up of particles and de-scribe differences between thearrangement and movementof particles in solids, liquidsand gases.
Classificationof materials
Describe differences be-tween properties of dif-ferent materials andexplain how these differ-ences are used to classifysubstances (e.g. as solids,liquids, gases at KS2).
Describe somemetallic properties(e.g. good electricalconductivity) anduse these propertiesto distinguish metalsfrom other solids.
Make relevant observations.
Changingmaterials
Use scientific terms (e.g.evaporation, condensa-tion) to describe changes.Use knowledge aboutsome reversible and irre-versible changes to makesimple predictions aboutwhether other changesare reversible or not.
Identify a range ofcontexts in whichchanges (e.g. evapor-ation, condensation)take place.
Use knowledge and under-standing of the nature andbehaviour of materials drawnfrom the KS3 Programmes ofStudy, to describe chemicaland physical changes andhow materials can be made.
Identify and describesimilarities between somechemical reactions (e.g. thereactions of acids with metals,the reactions of a variety ofsubstances with oxygen).
Use word equations tosummarize simple reactions.
Relate changes of state toenergy transfers in a range ofcontexts (e.g. the formationof igneous rocks).
Separatingmaterials
Describe some methods(e.g. filtration, distilla-tion) that are used toseparate simple mix-tures.
Use their knowledgeabout how a specificmixture (e.g. saltand water, sand andwater) can be separ-ated to suggest waysin which othersimilar mixturesmight be separated.
sc3
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Sc1
Prog
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inle
arni
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TIF
ICEN
QU
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(Sc1
)th
roug
hLIF
EPR
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AN
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S(S
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bean
dex
plai
nlif
epr
oces
ses
and
feat
ures
ofliv
ing
thin
gs.
Dis
ting
uish
esbe
twee
nre
late
dpr
oces
ses
e.g.
polli
nation
,fer
tiliz
atio
n.
Hum
anbo
dyU
sesc
ient
ific
nam
esfo
rso
me
maj
oror
-ga
nsof
body
syst
emse.
g.th
ehe
artat
KS2
and
iden
tifies
the
position
ofth
ese
orga
nsin
the
hum
anbo
dy.
Des
crib
eth
em
ain
func
tion
sof
som
eor
gans
ofth
ehu
man
body
e.g.
hear
tat
KS2
.Exp
lain
how
thes
efu
nction
sar
ees
sent
ialt
oth
eor
gani
sm.
Use
appr
opri
ate
scie
ntific
term
inol
ogy
whe
nde
scri
bing
life
proc
esse
se.
g.re
spir
atio
nin
anim
als.
Plan
tsId
entify
orga
nsof
differ
entpl
ants
ob-
serv
ede.
g.st
amen
atK
S2.
Des
crib
eth
em
ain
func
tion
sof
som
eor
gans
ofth
epl
ante.
g.st
amen
atK
S2.
Exp
lain
sho
wth
ese
func
tion
sar
ees
-se
ntia
lto
the
orga
nism
.
Use
appr
opri
ate
scie
ntific
term
inol
ogy
whe
nde
scri
bing
life
proc
esse
se.
g.ph
otos
ynth
esis
inpl
ants
.
Cla
ssific
atio
nU
seke
ysba
sed
onob
serv
able
exte
rnal
feat
ures
tohe
lpid
entify
and
grou
pliv
ing
thin
gssy
stem
atic
ally
.
Rec
ogni
zeth
atth
ere
isa
grea
tva
riet
yof
livin
gth
ings
and
unde
rsta
nds
the
impo
rtan
ceof
clas
sifica
tion
.
Des
crib
esi
mpl
ece
llst
ruct
ure
and
iden
tifies
differ
ence
sbe
twee
nsi
mpl
ean
imal
and
plan
tce
lls.
Des
crib
eso
me
ofth
eca
uses
ofva
riat
ion
betw
een
livin
gth
ings
Sc2