a light source is blocked by investigate the way in magnets and which are support, protection which water is transported not? and movement a solid object within plants Can they notice that find patterns in the way that explore the part that some forces need thesize of shadows change. flowers play in the life contact between two cycle of flowering plants, objects, but magnetic including pollination, seed forces can act at a formation and seed distance? dispersal. Can they compare and together a variety of everyday materials on the basis of whether they are attracted to a magnet? Can they identify some magnetic materials? Can they describe magnets have having two poles (N & S)? Can they predict whether two magnets will attract or each other depending on which poles are facing? Year 4 States of matter Habitats Animals including humans Electricity Sound Can they explain how the water cycle works? I can group living things in I can identify and name identify common I can describe how I can group materials based on their state of different ways. the parts of the human appliances that run on sound is made. I can use classification keys digestive system. electricity matter (sold, liquid, gas) I can explain how to group, identify and name I can describe the construct a simple series I can describe how some materials can change sound travels from a living things (for others to functions of the organs in electrical circuit, a state source to our ears. use). the human digestive identifying and naming its I can explore how materials change state. I can explain the place I can describe how system. basic parts, including I can measure the temperature at which of vibration in hearing. changes to an environment I can identify and cells, wires, bulbs, switches materials change state. could endanger living describe the different and buzzers I can explore the things. types of teeth in humans. identify whether or not a I can describe the water cycle. correlation between I can describe the lamp will light in a simple I can explain the part played by evaporation pitch and the object functions if different series circuit, based on and condensation in the water cycle. producing a sound. teeth. whether or not the lamp is I can explore the I can use food chains to part of a complete loop correlation between identify producers, with a battery the volume of a sound predators and prey. recognise that a switch I can construct food opens and closes a circuit and the strength of the chains to identify and associate this with vibrations that producers, predators and whether or not a lamp produced it. prey.
a light source is blocked by a solid object find patterns in the way that thesize of shadows change. investigate the way in which water is transported within plants explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. magnets and which are not? Can they notice that some forces need contact between two objects, but magnetic forces can act at a distance? Can they compare and together a variety of everyday materials on the basis of whether they are attracted to a magnet? Can they identify some magnetic materials? Can they describe magnets have having two poles (N & S)? Can they predict whether two magnets will attract or each other depending on which poles are facing? support, protection and movement Year 4 States of matter Can they explain how the water cycle works? I can group materials based on their state of matter (sold, liquid, gas) I can describe how some materials can change a state I can explore how materials change state. I can measure the temperature at which materials change state. I can describe the water cycle. I can explain the part played by evaporation and condensation in the water cycle. Habitats I can group living things in different ways. I can use classification keys to group, identify and name living things (for others to use). I can describe how changes to an environment could endanger living things. Animals including humans I can identify and name the parts of the human digestive system. I can describe the functions of the organs in the human digestive system. I can identify and describe the different types of teeth in humans. I can describe the functions if different teeth. I can use food chains to identify producers, predators and prey. I can construct food chains to identify producers, predators and prey. Electricity 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 Sound I can describe how sound is made. I can explain how sound travels from a source to our ears. I can explain the place of vibration in hearing. I can explore the correlation between pitch and the object producing a sound. I can explore the correlation between the volume of a sound and the strength of the vibrations that produced it.
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