To draw straightforward conclusions from data Ask children to plan a fair test to find out if the solid that lets most water through is the best for presented in various formats growing. Get children to control more than one variable and plan their test fairly. To use observations, measurements or other data to draw conclusions. Get children to plan what data they will record and how they will record it. Once children have To use their scientific knowledge and understanding set up their investigation get them to record their prediction, complete annotated diagrams to explain observations, measurements or other about their work and describe their test. data or conclusions After a period of time get children to collect data from their investigation, record this and present it appropriately drawing conclusions from their work Get children to explore other than plants what lives in the soil (minibeasts) To identify food sources of different animals living Review habitats with children and ask them to say organisms are found in a specific in the soil habitat. Challenge children to identify the food of specific animals, some of which eat plants To identify the structure of a food chain in a specific and some of which eat animals habitat. Extend children’s ideas about the food of animals using secondary sources eg internet/ , That most food chains with a green plant. reference books. Introduce terms and and start by considering pairs eg plant ‘predator’ ‘prey’ and one animal or two animals. Challenge children with the question did the prey get its Recognise the feeding relationship between plants ‘where food?’ Ask children to find out about this using secondary sources eg internet , reference books. and animals in a habitat and describe it a food Show how a food chain is represented. Give children pictures of organisms in a habitat with chain. information about what each eats and ask them to practise writing or sequencing food chains. Where possible relate this to the local habitat. Get children to research and record as many that animals and plants in a local habitat are food chains for creatures that live in the soil and record them with accurate vocabulary interdependent Construct a food chain eg rosebush greenfly ladybird and explain it eg this means th greenflies how animals and plants in a local habitat are suited feed on the rosebush and the ladybirds feed on the greenflies to their environment Explain why plants are essential to food chains eg plants grow using air and water, they don’t eat other things Useful link: Use as link game to reinforce learning about food chains
To draw straightforward conclusions from data presented in various formats To use observations, measurements or other data to draw conclusions. To use their scientific knowledge and understanding to explain observations, measurements or other data or conclusions Ask children to plan a fair test to find out if the solid that lets most water through is the best for growing. Get children to control more than one variable and plan their test fairly. Get children to plan what data they will record and how they will record it. Once children have set up their investigation get them to record their prediction, complete annotated diagrams about their work and describe their test. After a period of time get children to collect data from their investigation, record this and present it appropriately drawing conclusions from their work To identify food sources of different animals living in the soil To identify the structure of a food chain in a specific habitat. That most food chains with a green plant. Recognise the feeding relationship between plants and animals in a habitat and describe it a food chain. that animals and plants in a local habitat are interdependent how animals and plants in a local habitat are suited to their environment Get children to explore other than plants what lives in the soil (minibeasts) Review habitats with children and ask them to say organisms are found in a specific habitat. Challenge children to identify the food of specific animals, some of which eat plants and some of which eat animals Extend children’s ideas about the food of animals using secondary sources eg internet/ , reference books. Introduce terms ‘predator’ and ‘prey’ and start by considering pairs eg plant and one animal or two animals. Challenge children with the question ‘where did the prey get its food?’ Ask children to find out about this using secondary sources eg internet , reference books. Show how a food chain is represented. Give children pictures of organisms in a habitat with information about what each eats and ask them to practise writing or sequencing food chains. Where possible relate this to the local habitat. Get children to research and record as many food chains for creatures that live in the soil and record them with accurate vocabulary Construct a food chain eg rosebush greenfly ladybird and explain it eg this means th greenflies feed on the rosebush and the ladybirds feed on the greenflies Explain why plants are essential to food chains eg plants grow using air and water, they don’t eat other things Useful link: Use as link game to reinforce learning about food chains
Year%203%20Rocks%20and%20soil.docx