# data[].attributes.body
Scientific attitudes

pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility

understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review

evaluate risks

Experimental skills and investigations

ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience

make predictions using scientific knowledge and understanding

select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables

use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety

make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements

apply sampling techniques

Analysis and evaluation

apply mathematical concepts and calculate results

present observations and data using appropriate methods, including tables and graphs

interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions

present reasoned explanations, including explaining data in relation to predictions and hypotheses

evaluate data, showing awareness of potential sources of random and systematic error

identify further questions arising from their results

Measurement

understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature

use and derive simple equations and carry out appropriate calculations

undertake basic data analysis including simple statistical techniques

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reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta

reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms

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aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the other chemical processes necessary for life

a word summary for aerobic respiration

the process of anaerobic respiration in humans and micro-organisms, including fermentation, and a word summary for anaerobic respiration

the differences between aerobic and anaerobic respiration in terms of the reactants, the products formed and the implications for the organism

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the structure and functions of the gas exchange system in humans, including adaptations to function

the mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume

the impact of exercise, asthma and smoking on the human gas exchange system

the role of leaf stomata in gas exchange in plants

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the effects of recreational drugs (including substance misuse) on behaviour, health and life processes

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the reactants in, and products of, photosynthesis, and a word summary for photosynthesis

the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere

the adaptations of leaves for photosynthesis

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the content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed

calculations of energy requirements in a healthy daily diet

the consequences of imbalances in the diet, including obesity, starvation and deficiency diseases

the tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalysts)

the importance of bacteria in the human digestive system

plants making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from the soil via their roots

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the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops

the importance of plant reproduction through insect pollination in human food security

how organisms affect, and are affected by, their environment, including the accumulation of toxic materials

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the structure and functions of the human skeleton, to include support, protection, movement and making blood cells

biomechanics – the interaction between skeleton and muscles, including the measurement of force exerted by different muscles

the function of muscles and examples of antagonistic muscles

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heredity as the process by which genetic information is transmitted from one generation to the next

a simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model

differences between species

the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation

the variation between species and between individuals of the same species meaning some organisms compete more successfully, which can drive natural selection

changes in the environment which may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction

the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material

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cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope

the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts

the similarities and differences between plant and animal cells

the role of diffusion in the movement of materials in and between cells

the structural adaptations of some unicellular organisms

the hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms

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the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure

changes of state in terms of the particle model

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chemical reactions as the rearrangement of atoms

representing chemical reactions using formulae and using equations

combustion, thermal decomposition, oxidation and displacement reactions

defining acids and alkalis in terms of neutralisation reactions

the pH scale for measuring acidity/alkalinity; and indicators

reactions of acids with metals to produce a salt plus hydrogen

reactions of acids with alkalis to produce a salt plus water

what catalysts do

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the varying physical and chemical properties of different elements

the principles underpinning the Mendeleev periodic table

the periodic table: periods and groups; metals and non-metals

how patterns in reactions can be predicted with reference to the periodic table

the properties of metals and non-metals

the chemical properties of metal and non-metal oxides with respect to acidity

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the order of metals and carbon in the reactivity series

the use of carbon in obtaining metals from metal oxides

properties of ceramics, polymers and composites (qualitative)

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the composition of the Earth

the structure of the Earth

the rock cycle and the formation of igneous, sedimentary and metamorphic rocks

Earth as a source of limited resources and the efficacy of recycling

the composition of the atmosphere

the production of carbon dioxide by human activity and the impact on climate

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energy changes on changes of state (qualitative)

exothermic and endothermic chemical reactions (qualitative)

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the concept of a pure substance

mixtures, including dissolving

diffusion in terms of the particle model

simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography

the identification of pure substances

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a simple (Dalton) atomic model

differences between atoms, elements and compounds

chemical symbols and formulae for elements and compounds

conservation of mass changes of state and chemical reactions

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changes with temperature in motion and spacing of particles

internal energy stored in materials

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the differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and density; the anomaly of ice-water transition

atoms and molecules as particles

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conservation of material and of mass, and reversibility, in melting, freezing, evaporation, sublimation, condensation, dissolving

similarities and differences, including density differences, between solids, liquids and gases

Brownian motion in gases

diffusion in liquids and gases driven by differences in concentration

the difference between chemical and physical changes

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magnetic poles, attraction and repulsion

magnetic fields by plotting with compass, representation by field lines

Earth’s magnetism, compass and navigation

the magnetic effect of a current, electromagnets, DC motors (principles only)

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separation of positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objects

the idea of electric field, forces acting across the space between objects not in contact

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electric current, measured in amperes, in circuits, series and parallel circuits, currents add where branches meet and current as flow of charge

potential difference, measured in volts, battery and bulb ratings; resistance, measured in ohms, as the ratio of potential difference (p.d.) to current

differences in resistance between conducting and insulating components (quantitative)

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the similarities and differences between light waves and waves in matter

light waves travelling through a vacuum; speed of light

the transmission of light through materials: absorption, diffuse scattering and specular reflection at a surface

use of ray model to explain imaging in mirrors, the pinhole camera, the refraction of light and action of convex lens in focusing (qualitative); the human eye

light transferring energy from source to absorber, leading to chemical and electrical effects; photosensitive material in the retina and in cameras

colours and the different frequencies of light, white light and prisms (qualitative only); differential colour effects in absorption and diffuse reflection

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pressure waves transferring energy; use for cleaning and physiotherapy by ultrasound; waves transferring information for conversion to electrical signals by microphone

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frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound

sound needs a medium to travel, the speed of sound in air, in water, in solids

sound produced by vibrations of objects, in loudspeakers, detected by their effects on microphone diaphragm and the ear drum; sound waves are longitudinal

the auditory range of humans and animals

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gravity force, weight = mass x gravitational field strength (g), on Earth g=10 N/kg, different on other planets and stars; gravity forces between Earth and Moon, and between Earth and sun (qualitative only)

our sun as a star, other stars in our galaxy, other galaxies

the seasons and the Earth’s tilt, day length at different times of year, in different hemispheres

the light year as a unit of astronomical distance

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waves on water as undulations which travel through water with transverse motion; these waves can be reflected, and add or cancel – superposition

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forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only)

change depending on direction of force and its size

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opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface

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atmospheric pressure, decreases with increase of height as weight of air above decreases with height

pressure in liquids, increasing with depth; upthrust effects, floating and sinking

pressure measured by ratio of force over area – acting normal to any surface

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forces as pushes or pulls, arising from the interaction between 2 objects

using force arrows in diagrams, adding forces in 1 dimension, balanced and unbalanced forces

moment as the turning effect of a force

forces: associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water

forces measured in newtons, measurements of stretch or compression as force is changed

force-extension linear relation; Hooke’s Law as a special case

work done and energy changes on deformation

non-contact forces: gravity forces acting at a distance on Earth and in space, forces between magnets, and forces due to static electricity

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speed and the quantitative relationship between average speed, distance and time (speed = distance ÷ time)

the representation of a journey on a distance-time graph

relative motion: trains and cars passing one another

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energy as a quantity that can be quantified and calculated; the total energy has the same value before and after a change

comparing the starting with the final conditions of a system and describing increases and decreases in the amounts of energy associated with movements, temperatures, changes in positions in a field, in elastic distortions and in chemical compositions

using physical processes and mechanisms, rather than energy, to explain the intermediate steps that bring about such changes

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simple machines give bigger force but at the expense of smaller movement (and vice versa): product of force and displacement unchanged

heating and thermal equilibrium: temperature difference between 2 objects leading to energy transfer from the hotter to the cooler one, through contact (conduction) or radiation; such transfers tending to reduce the temperature difference; use of insulators

other processes that involve energy transfer: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels

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Calculation of fuel uses and costs in the domestic context

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Calculation of fuel uses and costs in the domestic context

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comparing energy values of different foods (from labels) (kJ)

comparing power ratings of appliances in watts (W, kW)

comparing amounts of energy transferred (J, kJ, kW hour)

domestic fuel bills, fuel use and costs

fuels and energy resources

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Comments and asks questions about aspects of their familiar world such as the natural world, making observations and drawing pictures of animals and plants. Talks about why things happen and how things work. Looks closely at similarities, differences, patterns and change. Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Explore and talk about different forces I can feel – gravity, push and pull toys.

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https://pstt.org.uk/unique-resources/a-scientist-just-like-me/

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A Scientist Just Like Me is designed to raise awareness of diversity in science-related jobs and to provide illustrated examples of a wide range of science-based careers. It consists of a series of short slideshows, each one 'telling the story' of a particular scientist or person working in a science-related job.

The slideshows are intended to be used as discussion prompts, guided by a teacher. They can be used in different ways and for different purposes, for example:

to show children an example of someone from a particular ethnic background working in a science job

to challenge gender stereotypes about science jobs

as part of a science topic that relates to the work of the scientist

as stand-alone fifteen-minute discussion activities

with a small group or the whole class, or in a whole school assembly

The A Scientist Just Like Me resource was created by PSTT Fellows, Kulvinder Johal, Alison Trew and Ali Eley during 2021.

Acknowledgements
We are extremely grateful to all the scientists featured in this resource; we thank them for their time, for sharing their information, and most of all for the enthusiasm and commitment to the aims of the resource.

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A Scientist Just Like Me - Primary Science Teaching Trust

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Introducing children to a diverse range of scientists and people who work in science-related jobs.

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https://nustem.uk/careers/

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Most of NUSTEM's programmes and activities portray STEM skills and knowledge in the context of the workplace, building students' vocabulary and confidence. Incorporating a careers-linked approach brings real benefit to your students, and helps you align your teaching with the Gatsby Careers Benchmarks.

For Secondary Schools we've developed a guide (and CPD) on careers-linked teaching approaches, including links to the key strategy and advice documents.

For Primary Schools we've worked with the NELEP to develop 'Careers in Initial Teacher Education'. This is a three session short course suitable for trainee and qualified teachers.

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Most of NUSTEM's programmes and activities portray STEM skills and knowledge in the context of the workplace, building students' vocabulary and confidence. Incorporating a careers-linked approach brings real benefit to your students, and helps you align your teaching with the Gatsby Careers Benchmarks.

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https://ltl.org.uk/free-resources/

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Outdoor learning ideas | Learning through Landscapes

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Hundreds of free lesson ideas and activities for every age and subject area — ideal for curriculum-led outdoor learning and Forest School.

# data[].attributes.body
Plan
Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.

Do
Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where appropriate.
Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.

Review
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.
Use test results to make predictions to set up further comparative and fair tests.
Identifying scientific evidence that has been used to support or refute ideas or arguments.

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Plan
Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.

Do
Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where appropriate.
Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.

Review
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.
Use test results to make predictions to set up further comparative and fair tests.
Identifying scientific evidence that has been used to support or refute ideas or arguments.

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STEM Ambassadors are volunteers from a wide range of science, technology, engineering and mathematics related jobs across the UK. They offer their time and enthusiasm to help bring STEM subjects to life.

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Plan
Ask relevant questions and use different types of scientific enquiries to answer them.
Set up simple practical enquiries, comparative and fair tests.

Do
Make systematic and careful observations and where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.
Gather, record, classify and present data in a variety of ways to help in answering questions.
Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.

Review
Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
Identify differences, similarities or changes related to simple scientific ideas and processes.
Use straightforward scientific evidence to answer questions or to support their findings.
Use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.

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- Describe the simple functions of the basic parts of the digestive system in humans.
- Identify the different types of teeth in humans and their simple functions.
- Construct and interpret a variety of food chains, identifying producers, predators and prey.

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- Recognise that living things can be grouped in a variety of ways
- Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
- Recognise that environments can change and that this can sometimes pose dangers to living things

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- Compare and group materials together, according to whether they are solids, liquids or gases
- 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)
- Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature

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- Identify common appliances that run on electricity
construct a simple series circuit identifying and naming its basic parts and their purposes, including cells, wires, bulbs, switches and buzzers
- Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
- Recognise some common conductors and insulators, and associate metals with being good conductors

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- Identify how sounds are made, associating some of them with something vibrating
- Recognise that vibrations from sounds travel through a medium to the ear
- Find patterns between the pitch of a sound and features of the object that produced it
- Find patterns between the volume of a sound and strength of the vibrations that produce it
- Recognise that sounds get fainter as the distance from the sound source increases

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DK Find Out! | Fun Facts for Kids on Animals, Earth, History and more!

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Visit DK Find Out! to learn about dinosaurs, space, animals, nature & more. Fun learning activities for kids with videos, quizzes & galleries at DKFindOut.com

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Weekly science news including embedded Kahoot quizzes.

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Twig Science Reporter is a weekly science news service for your K-8 classroom.

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Explorify is an exciting programme of free activities for primary school teachers. | Spark Curiosity | Develop Thinking Skills | Increase Your Impact.

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Learning materials for Primary Science

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We created Wow Science to help children discover and enjoy learning. The resources are carefully selected and tested to make sure your child can enjoy the best science resources available on the website.

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Plan
Ask relevant questions and use different types of scientific enquiries to answer them.
Set up simple practical enquiries, comparative and fair tests.

Do
Make systematic and careful observations and where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
Gather, record, classify and present data in a variety of ways to help in answering questions
Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

Review
Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
Identify differences, similarities or changes related to simple scientific ideas and processes.
Use straightforward scientific evidence to answer questions or to support their findings.
Use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.

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Identify that animals, including humans, need the right types of and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat.
Identify that humans and some other animals have skeletons and muscles for support, protection and movement.

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Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers.
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.
Investigate the way in which water is transported within plants.
Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

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Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties.
Describe in simple terms how fossils are formed when things that have lived are trapped within rock.
Recognise that soils are made from rocks and organic matter.

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Compare how things move on different surfaces.
Notice that some forces need contact between two objects but magnetic forces can act at a distance.
Observe how magnets attract or repel each other and attract some materials and not others.
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
describe magnets as having two poles.
Predict whether two magnets will attract or repel each other, depending on which poles are facing.

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Recognise that they need light in order to see things and that dark is the absence of light.
Notice that light is reflected from surfaces.
Recognise that light from the sun can be dangerous and that there are ways to protect their eyes.
Recognise that shadows are formed when the light from a light source is blocked by a solid object.
Find patterns in the way that the size of shadows change

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Plan
Ask simple questions and recognise that they can be answered in different ways.

Do
Observe closely, using simple equipment.
Perform simple tests.
Identify and classify
Gather and record data to help in answering questions.

Review
Use their observations and ideas to suggest answers to questions

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- observe and describe how seeds and bulbs grow into mature plants
- find out and describe how plants need water, light and a suitable temperature to grow and stay healthy
- find out about animals, including humans
- notice that animals, including humans, have offspring which grow into adults
- find out about and describe the basic needs of animals, including humans, for survival (water,
food, air)
- describe the importance for humans of exercise, eating the right amounts of different types of
food and hygiene

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- explore and compare the differences between things that are living, dead, and things that have never been alive
- identify that most living things live in habitats to which they are suited
- describe how different habitats provide for the basic needs of different kinds of animals and plants and how they depend on each other
- identify and name a variety of plants and animals in their habitats, including micro-habitats
- describe how animals obtain their food from plants and other anim

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- identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
- find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

# data[].attributes.body
Plan
Ask simple questions and recognise that they can be answered in different ways.

Do
Observe closely, using simple equipment.
Perform simple tests.
Identify and classify
Gather and record data to help in answering questions.

Review
Use their observations and ideas to suggest answers to questions

# data[].attributes.body
- to identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
- to identify and describe the basic structure of a variety of common flowering plants, including trees, animals, including humans
- to identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
- to identify and name a variety of common animals that are carnivores, herbivores and omnivores
- to describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)
- to identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

# data[].attributes.body
- distinguish between an object and the material from which it is made
- identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock
- describe the simple physical properties of a variety of everyday materials
- compare and group together a variety of everyday materials on the basis of their simple physical properties

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- observe changes across the four seasons
- observe and describe weather associated with the seasons and how day length varies

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Animals, including humans
- identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
- recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
- describe the ways in which nutrients and water are transported within animals, including humans

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Plant seeds and care for growing plants. Understand the key features of the life cycle of a plant. Developing an understanding of growth, decay and changes over time

Identify similarities and differences in relation to living things

# data[].attributes.body
- Describe the changes as humans develop to old age
- Use scientific names for major organs of body systems, including the circulatory system and identify these organs in the human body

# data[].attributes.body
- Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
- Describe the life process of reproduction in some plants and animals
- Use keys based on observable external features to help them identify and group living things systematically
- Recognise that feeding relationships exist between plants and animals in a habitat, and describe these relationships, using food chains

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Light
- Recognise that light appears to travel in straight lines
- 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
- 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
- Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

Electricity
- Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
- 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.
- Use recognised symbols when representing a simple circuit in a diagram.

Living things and their habitats
- 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
- Give reasons for classifying plants and animals based on specific characteristics

Evolution and inheritance
- Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
- Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
- Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

# data[].attributes.body
- 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
- Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
- Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
- Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
- Demonstrate that dissolving, mixing and changes of state are reversible changes
- 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

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- Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
- Identify the effects of air resistance, water resistance and friction, that act between moving surfaces
- Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect

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- Describe the movement of the Earth, and other planets, relative to the Sun in the solar system
- Describe the movement of the Moon relative to the Earth
- Describe the Sun, Earth and Moon as approximately spherical bodies
- Use the idea of the Earth’s rotation to explain day and night and that apparent movement of the sun across the sky

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Understand the life cycle of a human. Begin to understand the need to respect and care for the natural environment and all living things. Talk about the features of their own immediate environment and how environments might vary from one another.

Identify which dinosaurs are meat or plant eaters

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Identify similarities and differences in relation to materials.

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Simulations

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Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

# data[].attributes.body
- describe the changes in light, sound or movements, which result from actions such as switching on a simple electrical circuit, or pushing and pulling
- build a simple series circuit and 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
- compare the movement of different objects in terms of speed or direction