Questions Questions Questions Questions Questions How can we tell the time What are the effects of How can we sort the different the best place to place a Do shadows get shorter or Where’s without clocks? What are using two cells in a species of pond animals using a rear view mirror? Why do objects longer after mid-day? the differences of teeth circuit? classification key? How can we look bent in water? Skills between carnivores and create a food chain? Identify simple patterns Skills Skills herbivores? between 2 sets of data Skills Make systematic and Comparative Test: recognise or from a survey. Skills Plan simple tests to answer yes/no accurate observations. which questions can be Interpret data from a Asking relevant questions about properties and answered scientifically. Identify Consider what changes data-logger, table, bar questions about enquiry. ways to answer questions. behaviours e.g. whether a rock is they are expecting to chart or scatter graph. Fair Test: With help, identify Recognise some permeable or not. see. Use correct Use a prepared format several variables and plan what questions Ask a sequence of yes/no can’t be scientific language. or ICT to draw a scatter will be changed, measured and answered practically. questions to sort and identify Use equipment graph. Suggest controlled. Use secondary sources; Use keys for identification accurately to take improvements e.g. the Construct and record results in information books, measures to scale. Use formal classification criteria size or composition of tables, scatter graphs, and bar people and ICT. to group e.g. solid, liquid and gas; Know when readings the sample. Suggest charts. Interpret results from data Communicate and mammal, fish, bird etc. in addition need to be repeated. additional values within loggers. Identify simple causal present findings and to their own. Present data using or beyond their data. consider usefulness of relationships from fair test data Find patterns in their classified time graph. With help, recognise source. if a test was fair. Ask further data e.g. only some metals are when readings need to questions. Use comparative test magnetic be repeated. data to make recommendations Years 3 and 4 Science Enquiry
Questions How can we tell the time without clocks? What are the differences of teeth between carnivores and herbivores? Skills Asking relevant questions about enquiry. Recognise some questions can’t be answered practically. Use secondary sources; information books, people and ICT. Communicate and present findings and consider usefulness of source. Questions What are the effects of using two cells in a circuit? Skills Make systematic and accurate observations. Consider what changes they are expecting to see. Use correct scientific language. Use equipment accurately to take measures to scale. Know when readings need to be repeated. Present data using time graph. Questions How can we sort the different species of pond animals using a classification key? How can we create a food chain? Skills Plan simple tests to answer yes/no questions about properties and behaviours e.g. whether a rock is permeable or not. Ask a sequence of yes/no questions to sort and identify Use keys for identification Use formal classification criteria to group e.g. solid, liquid and gas; mammal, fish, bird etc. in addition to their own. Find patterns in their classified data e.g. only some metals are magnetic Questions Where’s the best place to place a rear view mirror? Why do objects look bent in water? Skills Comparative Test: recognise which questions can be answered scientifically. Identify ways to answer questions. Fair Test: With help, identify several variables and plan what will be changed, measured and controlled. Construct and record results in tables, scatter graphs, and bar charts. Interpret results from data loggers. Identify simple causal relationships from fair test data if a test was fair. Ask further questions. Use comparative test data to make recommendations Questions Do shadows get shorter or longer after mid-day? Skills Identify simple patterns between 2 sets of data or from a survey. Interpret data from a data-logger, table, bar chart or scatter graph. Use a prepared format or ICT to draw a scatter graph. Suggest improvements e.g. the size or composition of the sample. Suggest additional values within or beyond their data. With help, recognise when readings need to be repeated. Years 3 and 4 Science Enquiry
Enquiry-For-Books-3-and-4.docx