Curriculum Map - Science Year 3: (KS 2)
|
|
- Rose Shelton
- 5 years ago
- Views:
Transcription
1 Curriculum Map - Science Year 3: (KS 2) Month Curriculum Strand Learning Objective Topic/Unit Activities/Teaching Approach Assessment Task Competence Major/Minor Values + My Identity Themes from January onwards September Animals skeleton and nutrition Understand the position and function of major bodily organs. Animals including Humans Draw a life size outline of human body and fill in the organs. Learn about the heart, lungs, digestive organs, brain Chn will independently label main parts of major organs. Care, Self-confidence, Respect. October Animals skeleton and nutrition Explain how nutrients, water & oxygen are transported within animals. Animals including humans Create a fact file and include a diagram of the circulatory system. Complete quiz on transport systems and movement Begin to describe different Drama involving pieces of food (several
2 circulatory systems. chn with arms linked) being broken down. Describe how joints in my skeleton enable movements. muscles work in antagonistic pairs. muscles attached to my bones contract (pull) to create movement Explain that water is also useful as a method of transporting waste materials from our bodies. Investigate the range of movements at different points around their bodies, e.g. legs, abdomen, and turn their attention to the muscles surrounding them. Make an animation of an elbow joint using elastic bands. November Sources of light; shadows and reflections Identify sources of light. Light and Dark Investigate light and dark using a dark box Multiple choice test on light and dark
3 we need light to see things. Explain that some things that reflect light are not sources of light, e.g. the Moon, road signs. darkness is an absence of light. (made from a shoebox). Use internet resources to make careful observations about shiny and dull objects and how much they reflect light. Initiative, Leadership, Problem solving, Teamwork. light is needed to see things. objects can be seen when light is reflected off them. Explain that shiny objects/materials are not light sources. Explain why it is important to wear suitable things in poor Discuss nocturnal animals and their specially adapted eyes. Children can use mirrors to find lines of symmetry in various different shapes, either on paper or when using 2D shapes. A line of symmetry divides a figure into
4 visibility in order to be seen. Explain how a mirror works. Use a mirror to bend a beam of light. Appreciate that human faces are not completely symmetrical. Use mirrors to find lines of symmetry and to draw symmetrical images two mirror image halves. Show children some shapes with/ without a line(s) of symmetry & then challenge them to find all the lines of symmetry in some 2D shapes. Children can use mirrors to experiment with bending a beam of light and note findings December Sources of light; shadows and reflections Explain how shadows caused by the Sun change during the day. Follow instructions to make a sundial. Explain how a sundial works LIGHT PROJECT Light and Dark Give each group of children some Plasticine, a stick, a torch and a large piece of card to explore the principle of sundials. Draw each others shadows at different times of the day. Multiple choice test on light and dark Resilience, Problem solving, Creativity, learning, Initiative.
5 Chn to independently create a light source with a lamp shade around it. January Simple forces including Magnetism a force is a push or a pull. Explain that forces make objects speed up, slow down, change direction or stop; change the shape of objects. Recognise that a force acts in a particular direction, which can be shown on a diagram by an arrow. Forces and Magnets Draw a picture showing one or more activities you might see using pushes and pulls. They should ring the pulls in one colour and pushes in another colour and label them. Predict which surface will allow a vehicle to travel furthest & which the shortest distance & why they think this. Multiple choice test Communication, Teamwork, Problem solving, Resilience, learning.
6 Describe how a range of things move. Carry out an enquiry to find out how things move on different surfaces. Record my findings and draw conclusions They should keep a record of the results. Experiment with objects of different size and weight to test the force of gravity. My Identity Theme : My Values February Simple forces including Magnetism gravity is a force. lodestone is a naturally occurring magnet. Explain that the Earth acts like a giant bar magnet. Name the 4 main points of the compass. Forces and Magnets Children can make their own compass by stroking a needle (straightened paper clip, hair clip or safety pin) with a magnet. Explain naming of North East, South East, South West & North West, then NNE, ENE, etc. Point out Multiple choice test Global and environmental awareness, Digital competence, learning, Initiative.
7 Explain what is meant by the words magnetic and nonmagnetic. not all metals are magnetic. List some common objects that are magnetic. Explain the scientific meaning of words attract and repel. Talk about the forces between magnets, and between magnets and magnetic materials. magnetic forces can act at a distance. that we can navigate using compasses. Investigate objects found around the room to see if they are magnetic or nonmagnetic. Draw pictures of bar magnets with poles labelled showing how they attract or repel. Investigate attract and repel at distance using paperclips. My Identity Theme : My Language
8 March Plants including parts, lifecycle and requirements for life Name the main parts of a plant. Describe the functions of the roots of plants Plants Concentrate on the structure of plants first. Ask a volunteer to draw a simple plant. Chn to correctly label parts of a plant independently. learning, Name the 7 life processes common to all living things. plants make their own food in their leaves. Explain how to make a test fair. Go out into the school grounds and pull up a weed showing how there is resistance, because one function of the root is to anchor the plant in the soil. Short quiz related to plants and lifecyle Environmental awareness, Teamwork. My Identity Theme : My Community there are nutrients in the soil that plants use for healthy growth. Explain how fertilisers can replace or add to the nutrients in the soil Show the children 2 plants as near the same size as possible. Antirrhinum (Snap dragon) seedlings work well but could be tomato, geranium or other. Get children to help you to measure the height of plants. Record on a chart. Tell them we are going to do a test to try and find
9 out whether more water will help them grow. Having light or no light. Match pictures of plants with nutrient deficiencies to descriptions and decide on which nutrient is needed. April Plants including parts, lifecycle and requirements for life List the functions of plant stems. Draw conclusions. Present the findings of an enquiry. Explain what seeds need to germinate and grow. Plants Give each child a magnifying glass, a small slice of celery stem and a piece of leaf that has been in the dye and similar pieces from the control celery and ask them to record what happened. Short quiz related to plants and lifecyle learning, Environmental awareness, Teamwork, Communication. Make a list of each method on the f/c:
10 Describe the different ways in which seeds can be dispersed. Explain why it is important for seeds to be dispersed. Dissect a flower and name the parts. Describe the life cycle of a flowering plant wind, bursting, shakers, catching a lift, animal food, drop and roll, water. Return to the collection of seeds and fruits. Ask volunteers to suggest ways in which they are dispersed and give reasons for their opinions. Draw and label the plant lifecycle. My Identity Theme : My Culture Paper model of dissected flower. May Classification of rock types Find where rocks or materials made from rocks have been used in and around school. Talk about and record why rocks Rocks Be rock detectives and see if we can spot how materials from rocks are used inside, outside and around the school. Collect ideas first, e.g. tiles, toilets, basins, plaster, bricks, roofing materials, playground, Children to label and name types of rocks their formation and uses. Environmental awareness, learning, Respect,
11 are useful in and around school pavements, kerbs, walls, steps, posts, lintels Communication, Teamwork. Explain the three types of rock: metamorphic, sedimentary and igneous My Identity Theme : My Citizenship June Classification of rock types Recognise that there is rock under all surfaces. Describe the internal structure of the Earth in simple terms Explain where in the world volcanoes occur and why they are found there. Rocks Ask What is below the topsoil? Write clay or subsoil (tightly packed, different colour). Continue down with rocky soil (rocks breaking down into soil) then bedrock (just rock). Could continue with crust, mantle, outer core and inner core if chn mention any of this vocabulary. Chn to label parts of inner earth and soil Environmental awareness, learning, Respect, Communication, Teamwork.
12 Describe what happens when a volcano erupts. particular types of rock are formed by volcanoes. Talk about why soil is important to humans. Explain what soil contains (including small pieces of rocks). Build a volcano and watch it erupt! The chemicals will be placed in an empty plastic drinks bottle or a glass jar/beaker and the whole volcano placed on a tray or in a drawer to collect spillages. The chemical reaction is between an acidic liquid like vinegar and bicarbonate of soda and causes carbon dioxide (plus water & sodium acetate) to be produced which makes the solution erupt out of the volcano. Give each pair a soil sample (or different soil samples) to explore. If possible include some rotting vegetation and a My Identity Theme : My History
13 creature or two! Use hand lenses to observe carefully (hold the lens close to your eye). Can children spot small pieces of rock are they all the same. Draw a diagram of your findings.
Primary Curriculum 2014
Primary Curriculum 2014 Suggested Key Objectives for Science at Key Stages 1 and 2 www.primarycurriculum.me.uk , 2014 Year 1 Science Key Objectives 1 Asking simple questions and recognising that they can
More informationYear 3 Science Expectations
Year 3 Science Expectations Term Key Learning Autumn 1 Pupils should explore what happens when light reflects off a mirror or other reflective surfaces, including playing mirror games to help them answer
More informationSkills and Knowledge Progression. Subject: Science KS2 Name: (Child s name) Class: (Child s class) Year 3 Year 4 Year 5 Year 6
Skills and Progression Subject: Science KS2 Name: (Child s name) Class: (Child s class) Year 3 Year 4 Year 5 Year 6 Plants Can identify and describe the functions of different parts of flowering plants:
More informationPrimary Curriculum 2014
Primary Curriculum 201 Suggested Key Objectives for Science at Key Stages 2 Year 3 Science Key Objectives 1 Setting up simple practical enquiries, comparative and fair tests 2 Gathering, recording, classifying
More informationDOSTHILL PRIMARY SCHOOL I am working towards Building Block A1 in Science
I am working towards Building Block A1 in Science 1 I can observe things closely using some simple equipment 2 I can carry out investigations 3 With some help, I can test out some ideas suggested to me
More informationKey Skills (to be covered during the year) (from CQ Milestones)
Science Whole School Unit Overview and Key Skills Checklist Essential Learning Objectives (Chris Quigley): Year 3 National Curriculum Unit To work scientifically Ask relevant questions. Key Skills (to
More informationStamford Green Primary School Science Progression Document. September 2014
Stamford Green Primary School Science Progression Document September 2014 Early Years Early Learning Goals Area of EYFS curriculum Early Learning Goals The World Children know about the similarities and
More informationPage 1 of 5. New: evidence, measure, nutrients, light, soil, transport, volume, water, warmth, insect, pollen, pollinate, nectar.
National Curriculum Objectives: (Statutory requirements) a) Identify and describe the functions of different parts of flowering : roots, stem/trunk, leaves and flowers b) Explore the requirements of for
More informationScience Curriculum Map Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
The objectvies in this curriculum map have been outlined by the National Curriculum and include additonal skill and knowledge based learning objectives grouped by units of work, taken from Hamilton Trust,
More informationBand 1 - Science All. Working Scientifically Animals Including Humans Materials. Plants. Seasonal Changes
Band 1 - Science All Working Scientifically Materials Ask simple questions and recognise that they can be answered in different ways (Year 1 focus). I can ask questions and know they can be answered in
More informationPrimary Science Curriculum Pupil Assessment Record
Year 1 Plants Can identify and name a variety of common plants, including garden plants, wild plants and trees, and those classified as deciduous and evergreen. Can describe the basic structure of a variety
More informationEssential Characteristics of Scientists
SELBY ABBEY CE (VC) PRIMARY SCHOOL SCIENCE CURRICULUM 2018-2019 Essential Characteristics of Scientists The ability to think independently and raise questions about working scientifically and the knowledge
More informationFairlawn Primary School Science Curriculum
Materials Plants Animals and Humans At Fairlawn, we follow the curriculum set out in the Science Bug resource Year 1 SCIENTIFIC KNOWLEDGE Identify and name a variety of common animals including fish, amphibians,
More informationYear 3 - Science Curriculum Overview
Year 3 - Science Curriculum Overview Forces and Magnets Light Rocks * compare how things move on different surfaces * notice that some forces need contact between two objects, but magnetic forces can act
More informationNational Curriculum 2014: Progression in Science
Evaluating Concluding Working Scientifically Measuring and Recording Asking Questions Year 1/2 Year 3/4 Year 5/6 ask simple questions and recognise that they can be answered in different ways ask relevant
More informationScience Curriculum Overview
YEAR 1 Seasonal changes observe changes across the 4 seasons observe and describe weather associated with the seasons and how day length varies Seasonal changes observe changes across the 4 seasons observe
More informationMapping progression across KS1 to KS2. Science. Adapted from Mapping Progression in the Primary Science Curriculum written by Sue Atkinson CYC
Mapping progression across KS1 to KS2 Science Adapted from Mapping Progression in the Primary Science Curriculum written by Sue Atkinson CYC Sc1 Working Scientifically Asking simple questions and recognising
More informationYear 1 Science overview
Year 1 Science overview asking simple questions and recognising that they can be answered in different ways observing closely, using simple equipment performing simple tests identifying and classifying
More informationNursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 N/A N/A N/A
Non Negotiables Science Plants Biology Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Know some names of plants Begin to say how they are different from each other Start to describe the features
More informationScience Curriculum Overview
YEAR 1 Seasonal changes Seasonal changes Seasonal changes observe changes across the 4 seasons observe and describe weather associated with the seasons and how day length varies observe changes across
More informationHfL Science Topic Maps for Years 1-6. Herts for Learning Ltd.
HfL Science Topic Maps for Years 1-6 Year 1 Science Map Working scientifically Everyday materials Different animals asking simple questions and recognising that they can be answered in different ways distinguish
More informationScience subject progression and skills
Science subject progression and skills Year 1 : Identify and name a variety of common animals that are birds, fish, amphibians, reptiles and mammals Identify and name a variety of common animals that are
More informationNational Curriculum 2014 Science Coverage
National Curriculum 2014 Science Coverage Aims: The national curriculum for science aims to ensure that all pupils: FCCE Primary School - National Curriculum 2014 develop scientific knowledge and conceptual
More informationScience Curriculum Map: KS1 & KS
Subject In KS1 pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme content of study content: Key stage Asking simple questions
More informationScience Curriculum Year 3 programme of study Plants Animals, including humans Rocks Light Forces and magnets
Science Curriculum Year 3 programme of study Plants identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers explore the requirements of plants
More informationKNES Primary School Year 3 Science Course Outline:
KNES Primary School Year 3 Science Course Outline: 2017-2018 Term 1 Overview. In the unit Animals, including humans, students will be taught to identify that animals, including humans, need the right types
More informationMowbray School Long Term Science Plan KS1. Two Year rolling programme KS1
Mowbray School Long Term Science Plan KS1 Two Year rolling programme KS1 Pupils should be taught to; Ø develop scientific knowledge and conceptual understanding through the specific disciplines of biology,
More informationComparison of new and current primary science curriculum
Comparison of new and current primary science curriculum Summary of changes A focus on identifying and naming plants and animals at KS1 and KS2 Sound, Light and Forces have been removed from KS1 and moved
More informationLiving Things. Lower KS2 Learning Objective. Ideas for practice. knowledge
Lower KS2 Learning Objective Living Things Plants: 1. Identify and describe the functions of different parts of plants: roots, stem, leaves and flowers 2. Identify the requirements of plants for life and
More informationYear/Cycle Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Y1 Animals, inc humans
Science - Whole School Coverage of the National Curriculum 2018-19 Year/Cycle Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Y1 Animals, inc Everyday Plants identify and name a animals including
More informationGathering and recording data to help in answering questions.
Topic/Step Environmental Review Action Plan Monitoring and Evaluation Biodiversity Healthy Living Marine School Grounds Waste Science Year one Curriculum Link and Ideas Asking simple questions and recognising
More informationNerve cells have many branches that help them send signals throughout the body.
What is your body made of? You might say that you are made of atoms or cells. You might even say you are made of organs, like skin and a heart. These answers are all correct. Each focuses on a different
More informationParkstone Primary School Science Long Term Plan Updated January 2017
Year 1 of cycle Key Stage 1 Autumn Term Spring Term Summer Term Investigation Seasonal Changes (1) Observing over time observe changes across the four seasons observe and describe weather associated with
More informationScience Year 5 and 6
Science Year 5 and 6 The principal focus of science teaching in upper Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through
More informationDAWOOD PUBLIC SCHOOL SCIENCE SYLLABUS CLASS II
1 DAWOOD PUBLIC SCHOOL SCIENCE SYLLABUS 2014-15 CLASS II Book: International primary Science 2 by HO Peck Leng and Workbook Aims The Science Syllabus aims to: Provide students with experiences which build
More informationEvergreen School - Fourth Grade Science Curriculum
Evergreen Elementary School Evergreen School - Fourth Grade Science Curriculum September Animal Growth and Adaptations Bird Beak Investigation Basic Needs of Animals Animal Body Part Adaptations Animal
More informationSubject area. Original row order. 1 Animals (including humans) Sc A 1 Y3. 2 Animals (including humans) Sc A 1 Y4
Subject area Code Original row order 1 Animals (including humans) Sc A 1 Y3 2 Animals (including humans) Sc A 1 Y4 3 Animals (including humans) Sc A 2 Y3 4 Animals (including humans) Sc A 2 Y4 5 Animals
More informationAut1 Aut 2 Spring 1 Spring 2 Summer 1 Summer 2 Kings and Queens Rocks
Curriculum Overview Science Years 3/4 Cycle A 2016/17 Aut1 Aut 2 Spring 1 Spring 2 Summer 1 Summer 2 Rocks living Identify and describe the together different things can be grouped functions of different
More informationSCI-5 Deane_Units1_2_SOL_Practice_Test Exam not valid for Paper Pencil Test Sessions
SCI-5 Deane_Units1_2_SOL_Practice_Test Exam not valid for Paper Pencil Test Sessions [Exam ID:1PEFE2 1 Directions: Type your answer in the box. Use a whole number. What is the mass of the rock shown? g
More informationThe Willows Primary School Science Curriculum
The Willows Primary School Science Curriculum 2014-2015 Curriculum Aims A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology,
More informationTest B. Science test. First name. Last name. School KEY STAGE 2 LEVELS 3 5. For marker s use only TOTAL
Sc KEY STAGE 2 Science test LEVELS 3 5 Test B First name Last name School 2009 For marker s use only Page 5 7 9 11 13 15 17 19 21 TOTAL Marks INSTRUCTIONS Read this carefully. You have 45 minutes for this
More informationScholastic Primary Science Stage 5 Scientific enquiry
Stage 5 Scientific enquiry Ideas and evidence Know that scientists have combined evidence with creative thinking to suggest new ideas and explanations for phenomena. Use observation and measurement to
More informationCharacteristic Description An Animal Example A Plant Example
St.Mary s Catholic High School Science Holiday Home work Name Year 2 Week 1 There are seven ways in which living things, such as plants and animals, are different to non-living things. Write the correct
More informationPhysical Processes A Earth & Beyond / Forces
Upper Key Stage 2 Physical Processes A Earth & Beyond / Forces Introduction This book of Science activities aims to help the busy teacher deliver high quality Science lessons with as much manageable practical
More informationMagnetic Potpourri. Objective: Today we will explore various properties of magnetism through four activities.
Magnetism Date: Period: Magnetic Potpourri Name: Objective: Today we will explore various properties of magnetism through four activities. Procedure: Complete the following steps and questions in your
More informationGRADE 7: Life science 4. UNIT 7L.4 7 hours. Growing plants. Resources. About this unit. Previous learning. Expectations
GRADE 7: Life science 4 Growing plants UNIT 7L.4 7 hours About this unit This unit is the fourth of six units on life science for Grade 7. This unit is designed to guide your planning and teaching of lessons
More information2 nd Grade Science Fair Ideas
2 nd Grade Science Fair Ideas Science Rocks! Suggested Science Fair Project Ideas Reporting Category 1 Matter & Energy (2 nd Grade) Physical Properties: shape, relative mass, relative temperature, texture,
More informationThe City School PAF Chapter Junior Section
The City School PAF Chapter Junior Section Q.1 Choose the correct answer. SCIENCE COMPREHENSIVE WORKSHEET - YEAR 3 1. The more water a plant is given, the better it will grow. Is this statement true or
More informationLife Science. Structure of a plant; Plants are living organisms just like. animals and humans. Like all living. things they need key things to live;
6.6.3 Life Science Structure of a plant; Plants are living organisms just like animals and humans. Like all living things they need key things to live; water, sunlight, oxygen and food. Plants are different
More informationNumber of things. Box A Box B. Time
21 Section B (44 marks) For questions 29 to 41, write your answers in this booklet. The number of marks available is shown in brackets [ ] at the end of each question or part question. 29. Kelvin set up
More informationMAGNETISM. B.Directions: Answer the following questions with a short answer. You may use the back of this sheet if you need more space.
1 Pre-Test A. Directions: Circle the word or phrase that completes the sentence. 1. If two bar magnets are brought near each other and they repel, then the poles of the magnets are the same. the poles
More informationCambridge International Examinations Cambridge Primary Checkpoint
Cambridge International Examinations Cambridge Primary Checkpoint SCIENCE 0846/01 Paper 1 October 2016 MARK SCHEME Maximum Mark: 50 This document consists of 11 printed pages and 1 blank page. IB16 10_0846_01/3RP
More informationCambridge International Examinations Cambridge Primary Checkpoint
Cambridge International Examinations Cambridge Primary Checkpoint SCIENCE 0846/01 Paper 1 October 2015 Candidates answer on the Question Paper. Additional Materials: Pen Calculator Pencil Ruler 45 minutes
More informationScience activities: Fourth Grade
activities: Fourth Grade UNIT CONTENT STANDARD ACTIVITY NAME DESCRIPTION WEEK #1 9/13-9/17 WEEK #2 9/27-10/1 Investigation & experimentatio n 6.c: Formulate and justify predictions based on causeand-effect
More informationTo achieve Step 1 in Science students must master the following skills and competencies.
SCIENCE Step 1 To achieve Step 1 in Science students must master the following skills and competencies. Biology Identify the major organs of the body. Use a microscope to observe cells. Identify the reproductive
More informationWELLESBOURNE PRIMARY AND NURSERY SCHOOL Living to Learn, Learning to Live RESPECT EFFORT ATTEND COOPERATE HONEST SCIENCE CURRICULUM
WELLESBOURNE PRIMARY AND NURSERY SCHOOL Living to Learn, Learning to Live RESPECT EFFORT ATTEND COOPERATE HONEST As emotionally intelligent young people we will listen to and value other opinions. We will
More informationSupply List. Science 300. Released Glynlyon, Inc
N Supply List Science 300 2012 Glynlyon, Inc Released 4-1-12 Table of Contents UNIT 1: YOU GROW AND CHANGE... 1 UNIT 2: PLANTS... 1 UNIT 3: ANIMALS: GROWTH AND CHANGE... 2 UNIT 4: YOU ARE WHAT YOU EAT...
More informationEARTH's Layers LESSON 1. FOCUS QUESTION: What are some characteristics OVERVIEW OBJECTIVES. of the different layers of earth?
LESSON 1 EARTH's Layers FOCUS QUESTION: What are some characteristics of the different layers of earth? OVERVIEW In this lesson, students discover that Earth has four main layers that have different thicknesses
More informationGRADE 7: Physical processes 3. UNIT 7P.3 8 hours. Magnetism. Resources. About this unit. Previous learning. Expectations
GRADE 7: Physical processes 3 Magnetism UNIT 7P.3 8 hours About this unit This unit is the third of five units on physical processes for Grade 7. It builds on Unit 6P.1 and leads on to work on electromagnets
More informationPlant Appearance. Name: Class:
Plant Appearance Name: Class: Directions: Match the words with the big ideas by writing the letter beside the idea. Use the same words in the short article below. Use key words and phrases from the article
More informationHOW DO PLANTS MEET THEIR NEEDS?
Overview INSTRUCTIONS In this lesson students will germinate radish seeds and observe the root hairs on the root. Objectives On successful completion of this unit, students will be able to: germinate seeds;
More informationBrambleside Primary School. Year 3/4 Topic Overview
Brambleside Primary School Year 3/4 Topic Overview CYCLE A National Curriculum ref. Map Reading 1. Locate World s countries with a focus on Europe. 2. Geographical features and changes over time of the
More informationMONTHLY SYLLABUS SESSION CLASS-VII SUBJECT : SCIENCE (PRATIBHA) - Physical changes - Chemical changes - Rusting of Iron - Crystallisation
MONTHLY SYLLABUS SESSION--18 CLASS-VII SUBJECT : SCIENCE (PRATIBHA) MONTHS LESSON DETAILS ACTIVITIES April Ch-3 Fibre to Fabric Animal Fibres- Wool and Silk - Wool - Silk 1. Draw/paste pictures of animals
More information4th Grade Science Practice Test
4th Grade Science Practice Name: Instructions: Copyright 2000-2002 Measured Progress, All Rights Reserved : 4th Grade Science Practice 1. Which planet has gases, land masses, and large amounts of surface
More information2011 Iredell Statesville Schools 4 th Grade Science Q1 Q2 Q3 Q4. Forces and Motion
Essential Standard: 4.P.1 Explain how various forces affect the motion of an object. Forces and Motion Q1 Q2 Q3 Q4 Clarifying Objectives: 4.P.1.1 Explain how magnets interact with all things made of iron
More informationNo previous knowledge of rocks and the use we make of them is required.
GRADE 5: Earth and space 1 Rocks and how we use them UNIT 5E.1 10 hours About this unit This unit is the only unit on Earth and space for Grade 5. The unit is designed to guide your planning and teaching
More informationStudy Plan Grade: 5 Teacher: Ms Saher. Winter Break. Unit 4 The way we see things. 4.1 Light travel from a source
Study Plan 2018-2019 Subject: Science Grade: 5 Teacher: Ms Saher Month Date Week Learning Objectives with Framework code Dec Dec9- Dec 13 Week2 First Term Exam Prior Learning Resources Dec Dec16-03 Week3
More informationParkstone Primary School Science Long Term Plan Updated July 2018
Year 1 of cycle Blue= Ideas to enhance science teaching and learning Yellow = Type of scientific enquiry to be completed that term as a minimum. Additional opportunities for scientific enquiry should be
More informationThe Green Machine curriculum addresses the following California Science Content Standards: KINDERGARTEN
The Green Machine curriculum addresses the following California Science Content Standards: KINDERGARTEN PHYSICAL SCIENCES 1. Properties of materials can be observed, measured and predicted. a. Objects
More informationCore Curriculum/Florida AIMS Education Foundation
Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry...11 Earth Science Constellation Creations... 15 Spatter Paint Stars... 19 Stars in the Sky... 21 The Sun...23 What Goes Up Must Come Down...27
More information1. Which one of the following observations is matched correctly to the characteristic of living things?
Section A (28 x 2 = 56 marks) For each question from 1 to 28, four options are given. One of them is the correct answer. Make your choice (1, 2, 3 or 4). Shade the correct oval (1, 2, 3 or 4) on the Optical
More informationMonth APRIL JUNE. The Orchid School Baner Syllabus Overview Std : I Subject : EVS. Lesson / Content / Name of the Book
Month Lesson / Content / Name of the Book The Orchid School Baner Syllabus Overview 2015-2016 Std : I Subject : EVS Expected Learning Objective Activities/FAs Planned APRIL L-2 My School Identify the different
More informationLesson 2 The Inner Planets
Lesson 2 Student Labs and Activities Page Launch Lab 25 Content Vocabulary 26 Lesson Outline 27 MiniLab 29 Content Practice A 30 Content Practice B 31 School to Home 32 Key Concept Builders 33 Enrichment
More informationYear 7 Science Booklet Name:
Year 7 Science Booklet Name: Acids and Alkalis Use a dictionary or internet to look up the key words and write a definition. Acid Alkali Litmus Fizz Neutral Reactant Product Irritant Harmful indicator
More informationCambridge International Examinations Cambridge Primary Checkpoint
Cambridge International Examinations Cambridge Primary Checkpoint SCIENCE 0846/01 Paper 1 October 2016 Candidates answer on the Question Paper. Additional Materials: Pen Calculator Pencil Ruler 45 minutes
More informationPlant Parts NOTES: Specific Curriculum Outcomes. Performance Indicators
Plant Parts Focus: Students explore the function of plant parts and practise identifying plant parts using the appropriate terminology. Teachers model scientific terminology relating to plants. Specific
More informationCELERY LAB - Structure and Function of a Plant
Name: Date: Period: CELERY LAB - Structure and Function of a Plant Plants are incredible organisms! They can make all their own food from the simple inputs of: Sunlight air (carbon dioxide) water minerals
More informationYear 5. Autumn 1 Forces: Pupils should be taught to: Notes and guidance (non-statutory): Autumn 2 Earth and Space: Pupils should be taught to:
Year 5 Discover Explore Create Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Forces Earth and Space Living things and their habitats Properties and changes of materials Light Animals, including
More informationUNIT AT A GLANCE. Name: Trinh Le Topic: Plants Grade Level: 2
UNIT AT A GLANCE Name: Trinh Le Topic: Plants Grade Level: 2 Introducing the Topic: Activity: Lunch Menu Detectives (Students trace ingredients to plants) Importance of Plants: Read Bits That Grow Big,
More information4. An object vibrating faster will have a higher frequency and a higher: 5. Sound is a wave.
Name : Put a check in the box each time you answer the question correctly Science Review checklist Part Two Cover the right column with a piece of paper or your hand. Answer the question and check your
More informationSCIENCE. Year 9 Examination 2011
NAME: SCIENCE TEACHER: (circle code) 2011 9A 9A SCIENCE Year 9 Examination 2011 9A 40 marks Make sure that you have answered all the questions in paper 9B before you start this paper Time allowed for both
More information2 nd. Science Notebook Insects & Plants. Investigation 2: Brassica Seeds. Name:
2 nd Science Notebook Insects & Plants Investigation 2: Brassica Seeds Name: 1 Alignment with New York State Science Standards & Performance Indicators Standard 1: Mathematical Analysis M1.1 Use mathematical
More informationLesson 2. Objectives: ocus: Subjects: Vocabulary: VOCABULARY
Lesson 2 The Nature of Trees Objectives: 1. To understand what parts make up a tree. 2. To understand what function each part serves. 3. To understand the relationship between the function and parts of
More informationMagnetic fields. Where do we go? 21 October 2015
Magnetic fields Where do we go? 21 October 2015 Starter:1 minute How did ships at sea find their way home before the advent of modern technology? End Aims To identify magnetic materials To learn and explain
More informationQUESTION CUM ANSWER PAPER FOR TERM I : NAME: CLASS /DIV.: 6 A B C D E F SUBJECT : SCIENCE PAPER: I DATE : DURATION : 45 Mins MAX.
CENTRE NUMBER : IN462 QUESTION CUM ANSWER PAPER FOR TERM I : NAME: CLASS /DIV.: 6 A B C D E F ROLL NO.: SUBJECT : SCIENCE PAPER: I DATE : DURATION : 45 Mins MAX.MARKS : 50 READ THE INSTRUCTIONS GIVEN BELOW
More informationGrade 7 Science Curriculum Map - Norwell Middle School SUBJECT: Science Grade Level: 7
Grade 7 Science Curriculum Map - Norwell Middle School SUBJECT: Science Grade Level: 7 Unit: Physical Science (Chemistry) ~ 10 Weeks Ending Near Thanksgiving Science Standard 2: Differentiate between volume
More informationLevel 4 Investigative Skills
John Buchan Middle School Level 4 Investigative Skills 69 min 59 marks John Buchan Middle School 1 1. Travelling sounds (a) Jill investigated whether or not sound travelled through different materials.
More informationSCIENCE REVISION WORKSHEET - JUNE 2018 NAME.. YEAR
SCIENCE REVISION WORKSHEET - JUNE 2018 NAME.. YEAR 5. (Answer on a refill pad sheet) LIVING THINGS AND THEIR HABITAT: 1. Which three things do plants need to make food? 2. The movement of pollen from the
More informationUpper key stage 2 years 5 and 6
Upper key stage 2 years 5 and 6 The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this
More informationTEST B SCIENCE. First Name. Last Name. School LEVELS KEY STAGE TEST B TOTAL. Borderline check
SCIENCE KEY STAGE 2 2004 TEST B LEVELS 3 5 PAGE 5 7 9 11 13 15 17 19 20 TOTAL Borderline check MARKS TEST B First Name Last Name School INSTRUCTIONS Read this carefully. You have 45 minutes for this test.
More informationCURRICULUM UNIT MAP 1 st QUARTER. COURSE TITLE: Science GRADE: 4
1 st Unit: Scientific Method Know the seven steps of the scientific method The students will complete a study guide of and use them to solve scientific problems the 7 steps Identify the problem, form a
More information2nd Grade. Slide 1 / 106. Slide 2 / 106. Slide 3 / 106. Plants. Table of Contents
Slide 1 / 106 Slide 2 / 106 2nd Grade Plants 2015-11-24 www.njctl.org Table of Contents Slide 3 / 106 Click on the topic to go to that section What are plants? Photosynthesis Pollination Dispersal Slide
More informationObserving Daphnia. Student Resources 1.4 Observing Daphnia, Pages 1 and Counting Daphnia Populations Inquiry Focus Observe
Observing Daphnia Observing Daphnia, Page 1 30 minutes Pairs Observe the daphnia in your cup. List two ways you can tell the adults from the babies: 1 Babies are smaller. 2 Babies are brownish. How do
More informationSCIENCE 600 CA SUPPLY LIST
2014-2015 Supply List SCIENCE 600 CA SUPPLY LIST 2014 GLYNLYON, INC. Table of Contents UNIT 1: PLANT SYSTEMS... 1 UNIT 2: WEATHER... 2 UNIT 3: PLANT AND ANIMAL BEHAVIOR... 2 UNIT 4: EARTH IN SPACE... 3
More informationScience Supply List. Science Glynlyon, Inc.
Science Supply List Science 300 2016 Glynlyon, Inc. Table of Contents UNIT 1: YOU GROW AND CHANGE... 1 UNIT 2: PLANTS... 2 UNIT 3: ANIMALS: GROWTH AND CHANGE... 3 UNIT 4: YOU ARE WHAT YOU EAT... 4 UNIT
More informationGrade Six: Earthquakes/Volcanoes Lesson 6.2: Fault Formations
Lesson Concept Link Time Grade Six: Earthquakes/Volcanoes Lesson 6.2: Fault Formations Forces in the Earth (tension, compression, shearing) cause stress at plate boundaries. Lesson 6.2 builds on the earthquake
More informationThe student might demonstrate the ability to achieve this standard by: Making a chart comparing the similar functions of plant and animal cells.
1: Life, Cell Biology: All living organisms are composed of cells, from just one to many trillions, whose details are usually visible only through a microscope. s 1.a) Cells function similarly in all living
More informationEarth s Structure. Earth s Interior. 3. Earth s interior is made of distinct layers.
Earth s Structure Earth s Interior Key Concepts What are the interior layers of Earth? What evidence indicates that Earth has a solid inner core and an outer liquid core? What do you think? Read the two
More informationFoundation Tier 3 6 Test
Foundation Tier 3 6 Test ame Class 1 Blood is pumped around the body by the heart. a Write the following in the order blood passes through them after leaving the heart. veins arteries capillaries First
More informationMonth Essential questions Content Skills Assessment Resources
Name Allison Parker Projected Map for: 3 rd grade science Month Essential questions Content Skills Assessment Resources September What questions do scientists ask? What skills do scientists use? How do
More information