Science Support - Year 4

Science planning support – Year 4 Whole school science overview Year 1 Throughout year: questions, tests, observing and comparing Plants – what they are and examples Living things - types of animals (e.g. carnivore) Animals/humans - basics of the human body (e.g. arm, head, eye) Materials – compare and identify (e.g. wood, metal) Seasons and day/night

Year 2 Throughout year: questions, tests, observing and comparing Living things - living/dead, habitats and food chains Plants - growth Animals/humans – health, growth and offspring Materials – uses and actions on them (e.g. twisting, compressing)

Year 3 Throughout year: enquiries, using equipment, presenting data and drawing conclusions Plants – functions, requirements and reproduction Animals – nutrition and skeletons Rocks – types and formation Light – shadows, reflections and dangers Forces – friction and magnets

Year 4 Throughout year: enquiries, using equipment, presenting data and drawing conclusions Living things – grouping and changing environments

Animals/humans – digestion and food chains Materials – solids, liquids & gases; changes between them; and the water cycle Sound – vibrations, pitch and volume Electricity – appliances, simple circuits and basic component names

Year 5 Throughout year: enquiries controlling variables, choosing/using equipment, presenting data, drawing conclusions and discussing/refuting arguments Living things – life cycles and reproduction Animals/humans – aging Materials – properties (e.g. electrical conductivity) and reversible/irreversible changes Space – solar system and orbits of Earth and moon Forces – gravity, friction and mechanisms (e.g. pulleys)

Year 6 Throughout year: enquiries controlling variables, choosing/using equipment, presenting data, drawing conclusions and discussing/refuting arguments Living things – classification (e.g. taxonomy and keys) Animals/humans – health, drugs and the circulatory system Evolution – fossils and natural selection Light – how it travels and how shadows change Electricity – varying circuits and component names/symbols

THE BIG IDEAS OF SCIENCE Physics P1: The universe follows unbreakable rules that are all about forces, matter and energy.

P2: Forces are different kinds of pushes and pulls that act on all the matter that is in the universe. Matter is all the stuff, or mass, in the universe.

P3: Energy, which cannot be created or destroyed, comes in many different forms and tends to move away from objects that have lots of it.

Chemistry C1: All matter (stuff) in the universe is made up of tiny building blocks.

C2: The arrangement, movement and type of the building blocks of matter and the forces that hold them together or push them apart explain all the properties of matter (e.g. hot/cold, soft/hard, light/heavy, etc).

C3: Matter can change if the arrangement of these building blocks changes.

Biology B1: Living things are special collections of matter that make copies of themselves, use energy and grow.

B2: Living things on Earth come in a huge variety of different forms that are all related because they all came from the same starting point 4.5 billion years ago.

B3: The different kinds of life, animals, plants and microorganisms, have evolved over millions of generations into different forms in order to survive in the environments in which they live.

Earth science E1: The Earth is one of eight planets that orbit the sun.

E2: The Earth is tilted and spins on its axis leading to day and night, the seasons and the climate.

E3: The Earth is made up of several layers, including a relatively thin rocky surface which is divided into tectonic plates, and the movement of these plates leads to many geologic events (such as earthquakes and volcanoes) and geographical features (such as mountains.)

Whole school definition of science Foundation and Key Stage 1: Science is a way to understand our world by looking at it.

Key Stage 2: Science is a way to understand our world by carefully thinking about it and testing our guesses with observations and experiments.

Curriculum content Living things and their habitats recognise that living things can be grouped in a variety of ways (B2) explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment (B2) recognise that environments can change and that this can sometimes pose dangers to living things (B3) Explorify starters BP Science - https://bpes.bp.com/changing-environments-video-and-comprehension - changing environments effects on living things – video and activities BP Science - https://bpes.bp.com/human-impact-on-the-environment-starter-idea - human impacts on environment BP Science - https://bpes.bp.com/plants-practical-investigation - changes to environment enquiry and lots of resources BP Science - https://bpes.bp.com/school-environment-survey - survey of school grounds – changes to environment and the effect on living things Linnean Society - https://www.linnean.org/learning/teaching/primary-resources - lessons, activities, APPLY FOR THEM TO SEND A KIT! Cross curricular maths opportunities: sorting diagrams Links to prior learning: Y1: identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals Y1: identify and name a variety of common animals that are carnivores, herbivores and omnivores Y1: describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets) Y2: explore and compare the differences between things that are living, dead, and things that have never been alive Y2: identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other Y2: identify and name a variety of plants and animals in their habitats, including microhabitats Y2: describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food Animals, including humans

describe the simple functions of the basic parts of the digestive system in humans (B3) identify the different types of teeth in humans and their simple functions (B3) construct and interpret a variety of food chains, identifying producers, predators and prey (B3) Explorify starters BP Science - https://bpes.bp.com/food-chains-poster - poster and powerpoint on food chains Links to prior learning: Y1: identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense Y2: notice that animals, including humans, have offspring which grow into adults Y2: find out about and describe the basic needs of animals, including humans, for survival (water, food and air) Y2: describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene Y3: 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 Y3: identify that humans and some other animals have skeletons and muscles for support, protection and movement States of matter compare and group materials together, according to whether they are solids, liquids or gases (C1 and C2) observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) (C3) identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature (C3) Explorify starters James Dyson Foundation PDF: Science Challenge 8 – Non-Newtonian fluids James Dyson Foundation PDF: Science Challenge 11 – Inertial Eggs (Solids and liquids explored) BP Science - https://bpes.bp.com/melting-ice-experiment-activity BP Science - https://bpes.bp.com/the-water-cycle-online-experiment https://bpes.bp.com/water-cycle-vocabulary-starter-idea - Water cycle enquiry and vocabulary starter Cross curricular maths opportunities: sorting diagrams; mental and written calculations; time; negative numbers (temperature) Links to prior learning:

Y1: describe the simple physical properties of a variety of everyday materials Y1: compare and group together a variety of everyday materials on the basis of their simple physical properties

Sound identify how sounds are made, associating some of them with something vibrating (P3) recognise that vibrations from sounds travel through a medium to the ear (P3) find patterns between the pitch of a sound and features of the object that produced it (P1) find patterns between the volume of a sound and the strength of the vibrations that produced it (P1) recognise that sounds get fainter as the distance from the sound source increases (P1) Explorify starters Don’t Eat Your slime PDF: Experiment 6 – Make your own flutes BP Science - https://bpes.bp.com/design-a-guitar-activity – make a guitar enquiry, videos, worksheets, etc Electricity identify common appliances that run on electricity (P3) construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers (P3) 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 (P1) recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit (P3) recognise some common conductors and insulators, and associate metals with being good conductors (P3 and C2) Explorify starters BP Science - https://bpes.bp.com/electricity-treasure-hunt-activity - Appliances activity and video Cross curricular maths opportunities: sorting diagrams

Topic links

Science links to Romans topic - http://www.rsc.org/learn-chemistry/resource/res00002190/scienceideas-web-the-romans

Enquiry ideas - Year 4 Area of science

Small question

Enquiry

Big idea

Enquiry type

Living things and their habitats

Are some animals more alike than others?

Children to use pictures and descriptions to put animal into groups in different ways (e.g. where they live, what they eat, how they move, how many legs, etc) moving on to using keys to differentiate between closely related animals.

Following learning about human teeth, chn use information and pictures of different teeth from dinosaurs to try to work out what they might have eaten, justifying their answers. (Use language of carnivore, omnivore and herbivore.)

Chn make cornflour slime and discuss the properties to determine whether it is a solid, liquid or a gas.

B2: Living things on Earth come in a huge variety of different forms that are all related because they all came from the same starting point 4.5 billion years ago.

grouping and classification

B3: The different kinds of life, animals, plants and microorganisms, have evolved over millions of generations into different forms in order to survive in the environments in which they live. (e.g. the right teeth for their food.)

finding out using secondary sources

Animals including humans

States of matter

How can we know things about a dinosaur when they have been extinct for 65 million years?

Is it always easy to tell the difference between solids, liquids and gases?

C1 and C2: All matter (stuff) in the universe is made up of tiny building blocks.

The arrangement, movement and type of these building blocks and the forces that hold them together or push

Working scientifically skills Sc4/1.4 Sc4/1.7 Sc4/1.8

grouping and classification

grouping and classification

Sc4/1.4 Sc4/1.7 Sc4/1.8 Sc4/1.9

Sc4/1.2 Sc4/1.4 Sc4/1.5 Sc4/1.6

States of matter

Does water always melt at the same speed?

Chn to observe and record as ice melts in different conditions (e.g. outside vs radiator, wrapped in insulation vs not)

them apart explain all the properties of matter (e.g. hot/cold, soft/hard, light/heavy, etc).

C3: Matter can change if the arrangement of the building blocks, of which is is made, changes.

observing over time comparative test (beginning to include elements of fair testing)

Sc4/1.1 Sc4/1.2 Sc4/1.3 Sc4/1.4 Sc4/1.5 Sc4/1.6 (enquiry write up) Sc4/1.7 Sc4/1.8

Sound

How do instruments make different sounds?

Chn to make a basic guitar or flute with different notes possible to show how different vibrations make notes of different pitch.

P3: Energy, which cannot be created or destroyed, comes in many different forms and tends to move away from objects that have lots of it.

(Sound is one form of energy.)

noticing patterns

Sc4/1.9 Sc4/1.1 Sc4/1.2 Sc4/1.3 Sc4/1.4 Sc4/1.5 Sc4/1.6 Sc4/1.7

Electricity

Does electricity flow easily through all objects?

Chn to create a small circuit to test whether objects are conductors or insulators (e.g. circuit with bulb

P3: Energy, which cannot be created or destroyed, comes in many different forms and tends to move away from objects

grouping and classification comparative test

Sc4/1.9 Sc4/1.1 Sc4/1.2 Sc4/1.3 Sc4/1.4

which lights when a gap in the circuit is bridged.)

that have lots of it.

(Electrical energy in this case ‘moves away from’ the battery.)

Sc4/1.5 Sc4/1.6 (enquiry write up) Sc4/1.7 Sc4/1.8 Sc4/1.9

Sc4/1 Working Scientifically During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: Sc4/1.1 asking relevant questions and using different types of scientific enquiries to answer them Sc4/1.2 setting up simple practical enquiries, comparative and fair tests Sc4/1.3 making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers Sc4/1.4 gathering, recording, classifying and presenting data in a variety of ways to help in answering questions Sc4/1.5 recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables Sc4/1.6 reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions Sc4/1.7 using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions Sc4/1.8 identifying differences, similarities or changes related to simple scientific ideas and processes Sc4/1.9 using straightforward scientific evidence to answer questions or to support their findings