1. Use guides and keys to identify local small invertebrates
Autumn Term 2
Who Am I?
Children will:
Classify animals into major groups such as vertebrates (animals with backbones) into fish amphibians, reptiles, birds and mammals: invertebrates into snails and slugs, worms, spiders and insects.
Use guides and keys to identify local small invertebrates
Make a guide to local living things HT
Animals including Humans
Where does all that food go?
Children will:
describe the simple functions of the basic parts of the digestive system in humans and explore main body parts associated with this.
identify and compare the different types of teeth in humans and their simple functions.
Explore how teeth are damaged.
construct and interpret a variety of food chains, identifying producers, predators and prey. HT
Human Impact
Children will:
explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.
recognise that environments can change and that this can sometimes pose dangers to living things.
Understand human impact (both positive and negative) on environments.
Autumn Term 1
Good Vibrarions – Exploring Sound
Children will:
identify how sounds are made, associating some of them with something vibrating
recognise that vibrations from sounds travel through a medium to the ear
find patterns between the pitch of a sound and features of the object that produced it
find patterns between the volume of a sound and the strength of the vibrations that produced it
recognise that sounds get fainter as the distance from the sound source increases. HT
Switched ON!
Chn will:
Identify common appliances that run on electricity
construct an electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
predict 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 the role of a switch within a circuit.
Recognise and associate materials with common conductors and insulators. HT
In a state – Exploring States of Matter
Children will:
compare and group materials, to whether they are solids, liquids or gases.
observe that some materials change state when they are heated or cooled, and research the temperature at which this happens.
identify the part played by evaporation and condensation in the water cycle inc the rate of evaporation with temperature.
observe water as a solid, a liquid and a gas note the changes to water when it is heated or cooled.
Scientific enquiry
Science enquiry unpins all of the learning areas.
Key skills:
To encourage curiosity and exploration.
Exploration leading to fair test and pattern seeking.
Learning how to classifying, Identify and sort data and objects.
Research using secondary sources to compare and contrast data.
Make links to why things happens based upon investigations and the children’s knowledge of the world.
Our Changing World
Children will:
They should identify how the local habitat changes throughout the year
Plants are more difficult to classify, but can be grouped into categories such as trees, grasses, flowers, and non -flowering plants such as ferns and mosses