Science Portfolio
Evidence from the EYFS curriculum
Understanding the World, The World Nursery enjoyed an Autumn hunt. They explored and investigated the changes happening in the environment. We talked about how the seasons change. The children could make simple predictions about why the leaves are falling off the trees and could describe the hanging colours of the leaves.
Reception: Understanding the World - The World
40-60m: Looks closely at similarities, differences, patterns and change.
Reception made their own fireworks in an exciting experiment. They measured the materials, predicted what would happen when the materials were combined and observed the changes they saw.
Please see our evidence for each Science National Curriculum Programme of Study below.
Working Scientifically:
KS1 - Ask simple questions and recognise that they can be answered in different ways
KS1 - Observe closely, using simple equipment
KS1 - Perform simple tests
Year One: The children investigated camouflage by taking part in a ‘butterfly hunt’. The children split into two groups: the first group quickly collected one ‘butterfly’ each from the school field or yard, and bring them back to the teacher, and the second group then did` the same. The children looked at the two groups of butterflies and decided how they are similar or different. They found out which group has more of the brightly-coloured butterflies. The children then had a go at creating their own camouflage butterfly.
KS1 - Identify and classify
Year One: The children were encouraged to look at different pictures of animal droppings and were encouraged to decide which animal it may belong to. The children were able to answer various questions to figure out the answers.
KS1 - Use their observations and ideas to suggest answers to questions
Year One: During our investigation 'Whose Poo?' we investigated dinosaur poo. We looked at the features of it and which animal the dropping may have come from. The children completed an investigation sheet to share their observations.
KS1 - Gather and record data to help in answering questions
Year One: The children were encouraged to investigate variation amongst classmates. They would encouraged to the think about different body parts and common features . The children worked as a team to investigate hair colour and they then sat with a friend to look at their similarities and differences. The children were able to talk about thir body parts and features.
LKS2 - Ask relevant questions and using different types of scientific enquiries to answer them
LKS2 - Set up simple practical enquiries, comparative and fair tests
Year 4 have been learning about setting experiments up. We wanted to know about the viscosity of a range of different liquids. Year 4 learnt about how to make a fair test and worked together as a team to conduct their experiment. They learnt about making predictions and how to record results.
LKS2 - Make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
Year 4 learnt how to measure the temperature of liquid using a thermometer. They learnt how to hold a thermometer properly and how to read the scale. They made systematic observations over the afternoon to learn about what happens to liquid when stood at room temperature.
LKS2 - Gather, record, classify and present data in a variety of ways to help in answering questions
LKS2 - Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
LKS2 - Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
LKS2 - Use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
LKS2 - Identify differences, similarities or changes related to simple scientific ideas and processes
LKS2 - Use straightforward scientific evidence to answer questions or to support their findings
UKS2 - Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
UKS2 - Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
UKS2 - Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
UKS2 - Use test results to make predictions to set up further comparative and fair tests
UKS2 - 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
UKS2 - Identify scientific evidence that has been used to support or refute ideas or arguments
Plants:
Year 1 - Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
Year 1 - Identify and describe the basic structure of a variety of common flowering plants, including trees
Year 2 - Observe and describe how seeds and bulbs grow into mature plants
Year 2 - Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy
Year 3 - Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
Year 3 - 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
Year 3 - Investigate the way in which water is transported within plants
Year 3 - Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal
Animals Including Humans:
Year 1 - Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
Year 1 - Identify and name a variety of common animals that are carnivores, herbivores and omnivores
Year One: The children looked at herbivores, omnivores and carnivores and were encouraged to identify the differences between each one. The children looked at common animals and dinosaurs and looked at which group they belonged to. The children are able to talk about what a herbivore, carnviore and omnivore is.
Year 1 - Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)
Year 1: The children described and compared the six main animal groups. They looked at simularities and differences and compared the structure and appearance of the different animals. The children worked as a class to sort the animals into different sorting hoops and by the end of the session they were able to identify the various groups.
Year 1 - Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
Year 2 - Notice that animals, including humans, have offspring which grow into adults
Year 2 - Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
Year 2 - Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene
Year 3 - 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
Year 3 - Identify that humans and some other animals have skeletons and muscles for support, protection and movement
Year 4 - Describe the simple functions of the basic parts of the digestive system in humans
Year 4 explored the different parts of the digestive system. We learnt about the jobs each of the parts of the system do and why we need all of the organs to support the process.
Year 4 researched different animal's digestive systems. We compared these to humans to see why they might be the same or different. We presented this information however we liked.
Year 4 conducted an experiment to answer the question 'what is spit for?' The children chewed pieces of cracker for agreed lengths of time before adding water and iodine to measure the starch levels. This helped us to see that saliva in the mouth starts the digestive process and begins by breaking down foods.
Year 4 replicated the digestive system using household items to represent the different organs. They began by chopping up the food, mashing the food and then transferring this to the stomach (bag). They mixed the food in the stomach with bile (orange juice) and churned it up. They then passed this through the intestines (tights) and allowed all the nutrients to go into the body (tray). At the end, they were left with the waste which needed to be excreted. Year 4 LOVED learning about the digestive system.
Year 4 - Identify the different types of teeth in humans and their simple functions
Year 4 looked at a range of images of decayed teeth - you can see their reaction in the second photo! They didn't really enjoy this but it helped them realise why we must take care and look after our teeth. The children then made images of their own teeth discoloured, broken, bleeding and missing and talked about how this made them feel.
Year 4 conducted an experiment to see the importance of brushing your teeth properly. First they brushed their teeth. Next they chewed a plaque disclosing tablet and looked at the plaque left on their teeth. They compare their results with each other. Lastly, they brushed their teeth again focusing on the leftover plaque.
Year 4 had a really fun afternoon eating lots of different foods. We did this to explore which teeth we used to eat different textured foods. This helped us to learn the jobs of the different teeth and realise they work as a team.
Year 4 - Construct and interpret a variety of food chains, identifying producers, predators and prey
Year 5 - Describe the changes as humans develop to old age
Year 5 were asked to bring in some photos from home of themselves between birth and now. They needed to identify whether it was birth & infancy or early childhood. They then labelled the photos to show how they had changed and what they were able to do at that age.
Year 6 - Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
The children learnt what the different parts of the circulatory system are.
During this lesson, the children learnt about how blood flows around the body.
The children learnt about the journey of a blood cell. They were given ownership as to how to set it out.
The children learnt that people have different types of blood, what blood transfusions are and who Karl Landsteiner is.
Year 6 - Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
The children researched and learnt how a lifestyle of alcohol and smoking affects the body.
Year 6 - Describe the ways in which nutrients and water are transported within animals, including humans
Everyday Materials:
Year 1 - Distinguish between an object and the material from which it is made
Year 1 - Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
Year 1 - Describe the simple physical properties of a variety of everyday materials
Year 1 - Compare and group together a variety of everyday materials on the basis of their simple physical properties
Year 2 - Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
Year 2 - Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching
Seasonal Changes:
Year 1 - Observe changes across the four seasons
Year 1 - Observe and describe weather associated with the seasons and how day length varies
Living Things and their Habitats:
Year 2 - Explore and compare the differences between things that are living, dead, and things that have never been alive
LQ: How do you explore and compare the differences between things that are living, dead, and things that have never been alive?
The children discussed what each word meant in the lesson. We spoke about how things are alive and their features through animals, humans and plants. The children then discussed what it meant if something had once been alive. The chidlren were able to use the vocabulary linked to this lesson such as Alive, Once Alive and Never Alive. By the end of the lesson, the children were able to sort out different pictures into the correct section and talk about why they have put it in that box.
Year 2 - Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
Year 2 - Identify and name a variety of plants and animals in their habitats, including microhabitats
Year 2 - Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food
Year 4 - Recognise that living things can be grouped in a variety of ways
Year 4 - Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
Year 4 - Recognise that environments can change and that this can sometimes pose dangers to living things
Year 5 - Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
Year 5 - Describe the life process of reproduction in some plants and animals
Year 6 - Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
Year 6 - Give reasons for classifying plants and animals based on specific characteristics
Rocks:
Year 3 - Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
Year 3 - Describe in simple terms how fossils are formed when things that have lived are trapped within rock
Year 3 - Recognise that soils are made from rocks and organic matter
Light:
Year 3 - Recognise that they need light in order to see things and that dark is the absence of light
Year 3 - Notice that light is reflected from surfaces
Year 3 - Recognise that light from the sun can be dangerous and that there are ways to protect their eyes
Year 3 - Recognise that shadows are formed when the light from a light source is blocked by a solid object
Y3 investigated how shadows are formed by making a tinfoil figure, then using a light source to cast shadows. Children noted how the angle of the light source and the distance the object, created different sizes of shadow,clarity of shadow and direction of 'shadow fall'
Year 3 - Find patterns in the way that the size of shadows change
Year 6 - Recognise that light appears to travel in straight lines
Year 6 - Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
Year 6 - Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
Year 6 - Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them
Forces and Magnets:
Year 3 - Compare how things move on different surfaces
Year 3 - Notice that some forces need contact between two objects, but magnetic forces can act at a distance
Year 3 - Observe how magnets attract or repel each other and attract some materials and not others
Year 3 - 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
Year 3 - Describe magnets as having two poles
Year 3 - Predict whether two magnets will attract or repel each other, depending on which poles are facing
States of Matter:
Year 4 - Compare and group materials together, according to whether they are solids, liquids or gases
25/11/2020: In Science, we explored the three states of solids, liquids and gases through balloons. We described what we could see and feel and learnt about the make up of the particles in each state of matter.
Year 4 - Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
24/11/2020: In Science, we learnt about how different products react to each other and what they produce when they are mixed together. We combined bicarbonate of soda with vinegar and it blew up our balloon - we were all AMAZED!
15-16/12/2020: In Science, we made bathbombs. We learnyt about combining different substances to make a solid and then observed what happened when this solid was dropped into water.
Year 4 - Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
Sound:
Year 4 - Identify how sounds are made, associating some of them with something vibrating
Year 4 - Recognise that vibrations from sounds travel through a medium to the ear
Year 4 - Find patterns between the pitch of a sound and features of the object that produced it
Year 4 - Find patterns between the volume of a sound and the strength of the vibrations that produced it
Year 4 - Recognise that sounds get fainter as the distance from the sound source increases
Electricity:
Year 4 - Identify common appliances that run on electricity
Year 4 - Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
Year 4 - 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
Year 4 - Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
Year 4 - Recognise some common conductors and insulators, and associate metals with being good conductors
Year 6 - Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
Year 6 - Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
Year 6 - Use recognised symbols when representing a simple circuit in a diagram
Properties and Changes of Materials:
Year 5 - Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
Year 5 learnt about the properties of a range of materials found on Alchemy Island. They tested these for hardness, transparency, magnetism and electrical conductivity.
Year 5 - Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
Year 5 - Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
Year 5 - Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
Year 5 - Demonstrate that dissolving, mixing and changes of state are reversible changes
Year 5 - Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda
Earth and Space:
Year 5 - Describe the movement of the Earth, and other planets, relative to the Sun in the solar system
Year 5 - Describe the movement of the Moon relative to the Earth
Year 5 - Describe the Sun, Earth and Moon as approximately spherical bodies
Year 5 - Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky
Forces:
Year 5 - Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
Year 5 - Identify the effects of air resistance, water resistance and friction, that act between moving surfaces
Year 5 - Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect
Evolution and Inheritance:
Year 6 - Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
Year 6 - Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
Year 6 - Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution