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Year 3

Science Planning Knowledge Content, and Working Scientifically Skills

In Year 3 pupils should be taught

 

Code

Plants

P1

identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

P2

explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

P3

investigate the way in which water is transported within plants

P4

explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

 

Animals including Humans

AH1

identify that animals, including humans, need the right types and amount of nutrition,

and that they cannot make their own food; they get nutrition from what they eat

AH2

identify that humans and some other animals have skeletons and muscles for support, protection and movement.

 

Rocks

R1

compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

R2

describe in simple terms how fossils are formed when things that have lived are trapped within rock

R3

recognise that soils are made from rocks and organic matter.

 

Light

L1

recognise that they need light in order to see things and that dark is the absence of light

L2

notice that light is reflected from surfaces

L3

recognise that light from the sun can be dangerous and that there are ways to protect their eyes

L4

recognise that shadows are formed when the light from a light source is blocked by an opaque object

L5

find patterns in the way that the size of shadows change.

 

Forces and Magnets

FM1

compare how things move on different surfaces

FM2

notice that some forces need contact between two objects, but magnetic forces can act at a distance

FM3

observe how magnets attract or repel each other and attract some materials and not others

FM4

compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials

FM5

describe magnets as having two poles

FM6

predict whether two magnets will attract or repel each other, depending on which poles are facing.

 

Working Scientifically

WS1

asking relevant questions and using different types of scientific enquiries to answer them

WS2

setting up simple practical enquiries, comparative and fair tests

WS3

making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

WS4

gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

WS5

recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

WS6

reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

WS7

using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

WS8

identifying differences, similarities or changes related to simple scientific ideas and processes

WS9

using straightforward scientific evidence to answer questions or to support their findings

 

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