Living Things and their Habitats record data and results of increasing complexity classification, local environment describe how living things are classified into scientific diagrams and labels, classification plants, Sub-divide broad groups according to common observable keys, tables, scatter graphs, bar and line graphs animals, invertebrates groups into smaller characteristics and based on similarities and (insects, spiders, snails, groups. differences, including micro-organisms, plants worms), vertebrates Use classification and animals (fish, amphibians, systems and keys. A1 give reasons for classifying plants and animals reptiles, birds, Research unfamiliar based on specific characteristics mammals), group, animals and plants habitat from a broad range of other habitats and decide how to classify them. Evolution and Inheritance record data and results of increasing complexity change, time, fossils, animals recognise that living things have changed over using scientific diagrams and labels, classification inhabit, offspring, Explore: time and that fossils provide information keys, tables, scatter graphs, bar and line graphs variation, adapted, different breeds of living things that inhabited the Earth millions of report and present findings from enquiries, environment, habitat, dogs and crossing years ago including conclusions, causal relationships and evolution them, how giraffes’ recognise that living things produce offspring of explanations of and degree of trust in results, in got longer, how the same kind, but normally offspring vary and oral and written forms such as displays and other artic foxes developed A2 are not identical to their parents presentations insulating fur, identify how animals and plants are adapted to identify scientific evidence that has been used to penguins, cacti, suit their environment in different ways and that support or refute ideas or arguments camelsm beaks, gills, adaptation may lead to evolution lungs, flowers, etc. Scientists: Mary Anning, Charles Darwin, Alfred Wallace Topic Working Scientifically Vocabulary Resources/Ideas Year 6 Animals including Humans identify scientific evidence that has been used to body, organs, skeletal, Explore the work of identify and name the main parts of the human support or refute or arguments muscular, digestive scientists and scientific circulatory system, and describe the functions of system, circulatory research about the the heart, blood vessels and blood system, healthy, relationship between Sp1 recognise the impact of diet, exercise, drugs and function, drugs, diet, exercise, drugs, lifestyle on the way their bodies function exercise, substances lifestyle and health. describe the ways in which nutrients and water are transported within animals, including humans
A1 Living Things and their Habitats describe how living things are classified into groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals give reasons for classifying plants and animals based on specific characteristics record data and results of increasing complexity scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs classification, plants, animals, invertebrates (insects, spiders, snails, worms), vertebrates (fish, amphibians, reptiles, birds, mammals), group, habitat local environment Sub-divide broad groups into smaller groups. Use classification systems and keys. Research unfamiliar animals and plants from a broad range of other habitats and decide how to classify them. A2 Evolution and Inheritance recognise that living things have changed over time and that fossils provide information living things that inhabited the Earth millions of years ago recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identify scientific evidence that has been used to support or refute ideas or arguments change, time, fossils, inhabit, offspring, variation, adapted, environment, habitat, evolution animals Explore: different breeds of dogs and crossing them, how giraffes’ got longer, how artic foxes developed insulating fur, penguins, cacti, camelsm beaks, gills, lungs, flowers, etc. Scientists: Mary Anning, Charles Darwin, Alfred Wallace Year 6 Topic Working Scientifically Vocabulary Resources/Ideas Sp1 Animals including Humans identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function describe the ways in which nutrients and water are transported within animals, including humans identify scientific evidence that has been used to support or refute or arguments body, organs, skeletal, muscular, digestive system, circulatory system, healthy, function, drugs, exercise, substances Explore the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and health.
Science-Curriculum-2014.docx