Curriculum Map - Science Year 3: (KS 2)

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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.

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