The new science curriculum for Years 3 & 4 Led by Naomi Hiscock naomi@primary-science.co.uk www.primary-science.co.uk

Aims To be familiar with the changes in the new curriculum and how these affect current curriculum maps To explore in more detail working scientifically and on going provision To identify areas for support in the next session

Gap tasks Explore your local area and identify good spots for your ongoing unit Begin to get outside on a regular basis When planning consider the type of enquiry that children will be using Exploration Classifying Comparative/fair testing Observing over time Pattern seeking Researching

Nutrition (year 3) Year 2 describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. Year 3 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

Nutrition We get different nutrients from food. Often food will contain several different nutrients Carbohydrates Protein Dietary fibre Fats Vitamins and minerals Liquid Sorting activity

Sarah Outen Home page - http://www.sarahouten.com/ Resources - http://www.sarahouten.com/schools-hq/resources/ Video of healthy living and food

Digital Explorer http://digitalexplorer.com/ Slideshow – How many calories?

Primary upd8 Bushtucker challenge

Digestive system (year 4) Draw round a person and annotate to show happens to your food inside your body

What can you label?

What’s happening to the food? Mouth - teeth break food down, and saliva is added Oesophagus – carries food to the stomach Stomach – churned and acids added to break food down further Small intestines – nutrients are absorbed Large intestines – water is absorbed Rectum - remaining food is stored Anus – remaining food passes out of the body

How is the food broken down Mechanical Mouth Stomach what kitchen equipment can you use to demonstrate each? Chemical http://www.youtube.com/watch?v=8aS54pPiE8g Demonstrate using porridge and digestive enzymes

The whole process In graphic detail! http://www.youtube.com/watch?v=0gY-zXsUYgs

Food chains (year 4) Digital Explore Slideshow Use factsheet 1 to create food chains Create a food web mobile using pencils and string

Use picture books The Gruffalo by Julia Donaldson http://www.the-best-childrens-books.org/food-chains-food-webs.html

Rocks (Year 3) Describe in simple terms how fossils are formed when things that have lived are trapped within rock

Preservation ‘Preservation’ results in the whole organism being preserved as if it had just dropped there. This means that you can see many of the tissues that the organism was made of, such as skin or flowers. This happens when the organism falls into somewhere where there is no oxygen, such as a tar pit or resin which is fossilised to form amber. Toy animal in jelly

Fossil formation http://www.planet-science.com/categories/under-11s/our-world/2011/10/what-makes-fossils.aspx Be a palaeontologist – chocolate chip excavation Making fossils http://www.wikihow.com/Make-a-Fossil-Out-of-a-Sponge

Odd one out

Electricity (year 4) Pupils should be taught to: identify common appliances that run on electricity construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers 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 recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit recognise some common conductors and insulators, and associate metals with being good conductors.

Classifying Could focus on everyday objects, toys, light sources etc. Focus down to sorting by electrical /non electrical batteries/mains

Problem solving Can you make these appliances work? Inserting the batteries correctly Health and safety – on going

Exploration Can you make the bulb light? Use all the resources What is the least number of resources you need? What does this additional component do? 1.5V battery, 2.5V bulb and 6 leads and crocodile clips Add in the switch

Making a circuit work Help the children to establish the following three points That a cell (battery) is required That the circuit must be unbroken That all the components have two ‘ends’ or ‘places for connections’ (terminals) and that both of these must be in the loop

Further circuits With these additional resources, what can you do? Use a diagram to record your circuits and write a sentence to describe what it does NB Only give children one type of component at a time

Wireless circuits Can you make a circuit without any wires? Insulators and conductors

Switches Making switches Can you make a basic on/off switch? Can you make a pressure switch? When would you need to use these different switches? Can you think of switches that work in different ways?

Human circuits Basic modelling

Teaching tips Teach the children to problem solve systematically if something appears to not be working Only give children one component at a time Give them experience of using cells and bulbs without the holders

Important things to know Cells and batteries (explicit vocabulary) Cells and bulbs do not need to be in holders The purpose of plastic coating on wires and crocodile clips is not to stop us being electrocuted Cells need to be joined correctly (+ to -) Buzzers only work if connected the correct way to the cell Bulbs have a limiting voltage. If it goes beyond this the bulb blows (3.5V bulbs are fine with three cells)