What should I try to do next?

Level / Description / Example
3 /
  • I can use simple science to explain why some things happen
  • I am beginning to see that some of the science I learn can also apply to other situations
/
  • I think that the plant died because it did not have enough light and water
  • I think that all sounds become fainter the further you are from the source

4 /
  • I know and can use most of the scientific words for this unit
  • I know and understand most of the scientific knowledge for this unit
  • I cansee that some of the science I learn can also apply to other situations
  • I can use the correct scientific words, knowledge and understanding to describe and explain why some things happen
  • I can use the correct scientific words, knowledge and understanding to make predictions
/
  • The motion of a car is affected by friction. This could also mean that the motion of a car should be affected by other forces e.g. gravity
  • Shadows are made because light travels in straight lines, and some objects do not let light pass through them
  • The reaction between magnesium with Hydrochloric acid is an irreversible change. I therefore predict that the reaction between Zinc and hydrochloric acid will also be irreversible.

5 /
  • I know and understand nearly all the scientific knowledge for this unit
  • I am beginning to apply my scientific knowledge & understanding to situations I have not come across before
  • I am beginning to describe and use some simple scientific models and theories
/
  • I can use my knowledge of how to separate salt, sand and water to separate other mixtures
  • The movement of the earth can be used to explain the length of a day or year

Level / Description / Example
6 /
  • I can use my scientific knowledge & understanding to describe and explain situations I have not come across before
  • I can describe some scientific models and theories
  • I can use some scientific models and theories to explain why things happen
/
  • I can use my knowledge of energy transfer to explain how igneous rocks are formed
  • I can describe how matter is made up of particles
  • I can explain how solids melt in terms of the arrangement and movement of particles

7 /
  • I can link together scientific knowledge and ideas from different topics to explain why things happen
  • I can use patterns, models & theories to make predictions
  • I can use some mathematical equations
/
  • I can explain photosynthesis and respiration in terms of chemical reactions
  • I can construct a food web and explain how the feeding relationships can affect the size of each population
  • I can use the formula for pressure with the correct units

8 /
  • I have an extensive knowledge & understanding of the unit and can use this to explain a wide range of observations
  • I can give detailed mathematical interpretations of graphs and confidently use mathematical equations
  • I can confidently use a range of scientific models and theories to explain why things happen
/
  • I can explain how characteristics are inherited in selective breeding
  • I can use the speed equation to interpret speed-time graphs
  • I can use the particle model to explain why sweating helps me to cool down