1. The new science curriculum for Years 3 & 4
Led by Naomi Hiscock

2. 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

3. 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

4. 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

5. 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

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

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

8. Primary upd8
Bushtucker challenge

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

10. What can you label?

11. 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

12. How is the food broken down
Mechanical
Mouth
Stomach
what kitchen equipment can you use to demonstrate each?
Chemical
Demonstrate using porridge and digestive enzymes

13. The whole process In graphic detail!

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

15. Use picture books The Gruffalo by Julia Donaldson

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

17. 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

18. Fossil formation
Be a palaeontologist – chocolate chip excavation
Making fossils

19. Odd one out

20. 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.

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

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

23. 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

24. 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

25. 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

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

27. 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?

28. Human circuits
Basic modelling

29. 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

30. 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)