That Humans Have Bodies with Similar Parts

Unit 1A. Ourselves

·  that humans have bodies with similar parts

·  that we have five senses which allow us to find out about the world

·  that the term 'animal' includes humans

·  that all animals, including humans, grow and change as they become older

·  to make and communicate observations and comparisons of humans and other animals

·  to match young and adults of the same animals

·  to ask questions and make suggestions about growing and getting older

·  that there are differences between humans

·  to collect and organise data and present it in a chart

·  that animals, including humans, move

·  to make observations and comparisons of the way animals move

·  that animals, including humans, are living

·  to make observations of animals and use these to group them explaining criteria chosen

·  that we need to eat and drink to stay alive

·  to record their ideas about foods using drawings and charts

Unit 1B. Growing plants

·  name some plants found around the school eg daisy, dandelion and name groups of plants eg trees, grass, pondweed, moss

·  describe orally, by drawing or in simple writing, what the plants are like eg trees are tall and have thick branches, dandelions have yellow flowers and green leaves and where they can grow eg there is grass in the path cracks

·  recognise when plants should not be pulled up

·  recognise and say that the plant has grown eg it is taller, it has more leaves, its stem is fatter

·  communicate observations in drawings and descriptions of these eg it had two leaves, now it has many

·  state that humans eat some plants

·  identify the roots of a plant

·  make comparisons, identifying differences and some similarities eg they are both white

·  present results by writing or drawing in a table or chart prepared for them

·  use the results of their experiment to show that plants need water to grow eg by saying the ones we didn't water died but the others stayed green

·  suggest a way eg keeping one plant in a box or cupboard and one in the classroom of finding out whether green plants need light to grow

·  identify differences between the plants eg the one in the dark isn't green and doesn't look healthy

·  draw a conclusion from the results eg the one in the dark didn't look healthy. I think plants like to be in the light

·  state that living plants grow

·  distinguish between a plant that has died and an artificial plant

Unit 1C. Sorting and using materials knowledge

·  use words eg hard, shiny, rough to describe materials and objects

·  ask suitable questions about objects

·  describe materials in terms of senses eg this feels smooth, this rattles when I shake it, I know this is soap because of its smell and feel

·  name several common materials and describe them using terms eg rough, hard, shiny

·  identify different objects made of the same material and name the material

·  describe the object they chose eg I chose this wooden egg, it's smooth, hard and won't break

·  group together objects made of the same material and name the material

·  identify a common characteristic and make a simple record eg grouping and labelling

·  identify and name properties of materials eg transparent, bendy, flexible and sort into groups on the basis of these

·  identify some objects that are attracted to a magnet

·  recognise that objects that are attracted to magnets are made of metal but that not all metal objects are attracted

·  identify reasons for using materials for particular purposes eg wood for doors because it is strong, wool for a scarf because it keeps me warm

·  identify a range of materials and correctly associate them with properties and uses eg glass, transparent, windows

·  recognise that an umbrella would need to be waterproof

·  find a way to decide whether a material is waterproof eg putting a material on a table, adding a few drops of water and seeing if the table is wet, holding the material over a container and dropping water on it and describe this to others

Unit 2D. Grouping and changing materials knowledge

·  identify criteria for sorting, suggest uses for the materials from which objects are made

·  recognise that some materials are naturally occurring and some are not

·  name some naturally occurring materials

·  distinguish between the material and the object made from it eg between wood and a wooden spoon

·  choose natural or manufactured materials for their picture

·  use terms eg squash, bend, twist, stretch

·  identify some materials which can be changed by squashing, bending, twisting and stretching, some that easily change back and some that cannot easily be changed eg stone

·  describe changes that take place when some materials eg clay, bread, potatoes are heated

·  explain that the new materials made are different and often useful

·  explain that water can be changed into ice by cooling

·  describe what happens to some materials when they are cooled and say whether it was what they expected

·  state that common materials eg chocolate, butter, fat become harder when they are cooled but softer when they are warmer again and relate this to what they suggested would happen

·  describe that when water is heated, it boils and turns into steam, but that steam can be turned back into water by cooling

Unit 2E. Forces and movement knowledge

·  describe what they did using words such as twist, squeeze, stretch, pull out and classify actions as pushes or pulls eg stretching is a pull, squeezing is a push

·  describe how to make things speed up or change direction eg by saying when I push the car hard it goes faster and faster, when I hit the ball it went off to the side

·  describe how they can make themselves slow down, eg I held onto the side of the slide and this slowed me down

·  measure distances carefully in appropriate units

·  describe examples where pushes and pulls alter movement

·  state both pushes and pulls are forces

Unit 3C. Characteristics of materials knowledge

·  identify other objects made of a particular material eg glass, plastic, wood and name the material

·  state one or two characteristics of a range of common materials and make comparisons between materials eg wood is usually hard and strong but glass is usually hard and breaks easily

·  identify sensible reasons for using particular materials eg it's useful to see how full the bottle is, the towel needs to soak up water

·  identify alternative materials and explain which property is important eg the plastic bottle is lighter than the glass bottle

·  identify other objects made of a particular material eg glass, plastic, wood and name the material

·  state one or two characteristics of a range of common materials and make comparisons between materials eg wood is usually hard and strong but glass is usually hard and breaks easily

·  identify sensible reasons for using particular materials eg it's useful to see how full the bottle is, the towel needs to soak up water

·  identify alternative materials and explain which property is important eg the plastic bottle is lighter than the glass bottle

Unit 4D. Solids, liquids and how they can be separated knowledge

·  correctly classify materials as liquid or solid eg wood, iron, syrup, shampoo, cooking oil, explaining the reasons for their choices

·  describe similarities between solids eg they don't change shape when you move them and between liquids eg they move when you tilt the bottle and differences between solids and liquids eg you can pour the liquids but not the solids

·  classify items eg rice, sponge as solids

·  measure accurately volumes of liquids and record these and observations of shape in a table

·  describe similarities between powders and liquids eg they both can be sieved through gauze, you can use a stream of salt or sand to turn a wheel like a water wheel

·  explain that the powders flow like liquids because they have very fine particles

·  explain how to turn water to ice and ice to water

·  describe that ice melts when it is left in a room but that some other things have to be warmed to make them melt

·  describe what has to be done to turn a metal or lava into a liquid and to turn it back to a solid and suggest reasons for melting metals

·  separate the mixture

·  explain that mixtures can often be separated because the large grains won't go through the holes but the small ones will

·  describe different types of behaviour when solids are mixed with water eg sand and glass beads settle on the bottom, you can't see salt and sugar any more, the plaster of Paris makes a hard solid with the water

·  explain that the sieves will separate marbles from water but not sand eg the marbles are too big to go through the holes but the sand is small enough

·  explain that filters are like sieves with very small holes which the small pieces of sand and chalk cannot go through

·  explain that sugar or salt can't be seen but are still present eg I can't see the sugar but it still tastes sweet so it must have gone into the water

·  explain why filtering cannot separate dissolved sugars or salt from a solution eg saying the holes in the filter are big enough for the salt to go through

Unit 3B. Helping plants grow well

·  demonstrate they understand the importance of plants growing well eg by saying that plants provide food

·  describe differences in the way the plants grew

·  explain that most plants do not grow well in pots that are too small eg by saying the roots need space to spread out

·  explain why roots need to spread out eg the roots take in water and they need to spread out to get it

·  state that plants need water to grow but too much water may kill them

·  describe what the grass or other plant looks like eg yellow, pale, tall, thin, spindly explaing that this is because it did not have light

·  identify 'warmth' as a factor affecting plant growth

·  explain that some seeds may not grow whatever conditions they are in and so it is necessary to try different conditions on many seeds

Unit 5B. Life cycles

·  recognise that flowering plants produce seeds from their flowers which grow into new plants

·  explain why seeds need to be dispersed eg to have the best chance of growing into a new plant

·  explain that seeds are dispersed by water, wind, explosion and animals eg coconuts are dispersed by seawater and dandelions have parachutes and are dispersed by wind

·  identify by observation how an unfamiliar seed might be dispersed

·  suggest reasons why some seeds may not grow into plants

·  state that water and warmth are also needed for germination

·  explain that pollen has to be transferred from one flower to another during pollination eg by insects, wind

·  name the parts of the flower eg stamen, stigma, style, petal, sepal and explain the function of each

·  explain that seeds are formed after pollination when pollen fertilises the ovum

·  state that pollen can be transferred by different means eg by wind, by insects

·  identify differences between pollen grains and suggest a reason for differences eg pollen from one flower can't pollinate flowers of other types of plant, pollen from some flowers needs to stick to insects' bodies

·  distinguish between pollen dispersal and seed dispersal and the mechanisms for these

·  order correctly the steps in the life cycle of a plant

·  recognise stages in the growth and development of humans

·  describe differences in capabilities of newly born humans and other animals eg in movement, feeding

·  recognise differences in the length of time humans and other animals are dependent upon parents

·  identify one or two species facing extinction and describe a programme eg breeding in captivity which tries to overcome the problem

Unit 5D. Changing state knowledge

·  identify the process that takes place when water changes to a gas as evaporation

·  identify a range of contexts eg water left in an open dish, washing/drying, hair drying, wet hand prints disappearing in which water evaporates

·  describe some contexts in which other liquids evaporate

·  explain that they smell things when they evaporate and gases reach their noses

·  identify factors that could affect how fast water evaporates

·  explain how to make things 'dry' more quickly using ideas about factors affecting evaporation eg the hairdryer warms the hair and blows the evaporated water away