States of matter set up simple practical enquiries, comparative solid, liquid, gas, Solids hold their shape; Compare and group materials together, and fair change, heat, cool, liquids form a pool not according to whether they are solids, liquids or ask relevant questions and use different types of measure, degrees, a pile; gases escape gases scientific enquiries to answer them Celsius, temperature, from an unsealed Observe that some materials change when gather, record, classify and present data in a evaporation, container. they are heated or cooled, and measure or variety of ways to help in answering questions condensation, water Experiment with research the temperature at which this happens record findings using simple scientific language, cycle changes to water when in degrees Celsius (°C) drawings, labelled diagrams, keys, bar charts and it is heated and cooled. A2 Identify the part played by evaporation and tables Group and classify a condensation in the water cycle and associate the report on findings from enquiries, including oral range of materials. rate of evaporation with temperature and written explanations, displays or Explore effect of presentations of results and conclusions temperature on Teachers must using materials where heating identify differences, similarities or changes substances, e.g. is associated with chemical change, e.g. through related to simple scientific ideas and processes chocolate, butter, baking or burning. use straightforward scientific evidence to answer cream. questions or support findings Topic Working Scientifically Vocabulary Resources/Ideas Year 4 Living things and their habitats gather, record, classify and present data in a living, environment, local environment Recognise that living things can be grouped in a variety of ways to help in answering questions habitat, plants, throughout the year variety of ways record findings using simple scientific language, flowering, Sort, identify and Explore and use classification keys to help group, drawings, labelled diagrams, keys, bar charts and animals, classify animals and identify and name a variety of living things in tables humans, vertebrate, plants. their local and wider environment identify differences, similarities or changes fish, amphibians, Recognise that environments can change and related to simple scientific and processes reptiles, birds, Sp1 that this can sometimes pose dangers to living mammals, things invertebrates, snails and slugs, worms, spiders, insects, nature, garden, pond, population, development, litter, deforestation, danger
A2 States of matter Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Teachers must using materials where heating is associated with chemical change, e.g. through baking or burning. set up simple practical enquiries, comparative and fair ask relevant questions and use different types of scientific enquiries to answer them gather, record, classify and present data in a variety of ways to help in answering questions record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions identify differences, similarities or changes related to simple scientific ideas and processes use straightforward scientific evidence to answer questions or support findings solid, liquid, gas, change, heat, cool, measure, degrees, Celsius, temperature, evaporation, condensation, water cycle Solids hold their shape; liquids form a pool not a pile; gases escape from an unsealed container. Experiment with changes to water when it is heated and cooled. Group and classify a range of materials. Explore effect of temperature on substances, e.g. chocolate, butter, cream. Year 4 Topic Working Scientifically Vocabulary Resources/Ideas Sp1 Living things and their habitats Recognise that living things can be grouped in a variety of ways Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment Recognise that environments can change and that this can sometimes pose dangers to living things gather, record, classify and present data in a variety of ways to help in answering questions record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables identify differences, similarities or changes related to simple scientific and processes living, environment, habitat, plants, flowering, animals, humans, vertebrate, fish, amphibians, reptiles, birds, mammals, invertebrates, snails and slugs, worms, spiders, insects, nature, garden, pond, population, development, litter, deforestation, danger local environment throughout the year Sort, identify and classify animals and plants.
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