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Key Stage 2 Science.

KS 2 Science Home Page

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Here is a list of the Key Stage 2 Science topics which have available resources so far...

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Unit 3b Helping Plants.

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Unit 4b Habitats.

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Unit 5b Life Cycles.

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National Curriculum Reference

Teachers Notes:

.

Knowledge, skills and understanding:

Sc2 Life processes and living things.

Source: QCA Statutory content

Life processes

  • That the life processes common to humans and other animals include nutrition, movement, growth and reproduction.

  • That the life processes common to plants include growth, nutrition and reproduction.

  • To make links between life processes in familiar animals and plants and the environments in which they are found.

Humans and other animals

Nutrition

  • About the functions and care of teeth.

  • About the need for food for activity and growth, and about the importance of an adequate and varied diet for health

Circulation

  • That the heart acts as a pump to circulate the blood through vessels around the body, including through the lungs.

  • About the effect of exercise and rest on pulse rate

Movement

  • That humans and some other animals have skeletons and muscles to support and protect their bodies and to help them to move.

Growth and reproduction

  • About the main stages of the human life cycle

Health

  • About the effects on the human body of tobacco, alcohol and other drugs, and how these relate to their personal health.

  • About the importance of exercise for good health.

Green plants

Growth and nutrition

  • The effect of light, air, water and temperature on plant growth.

  • The role of the leaf in producing new material for growth.

  • That the root anchors the plant, and that water and minerals are taken in through the root and transported through the stem to other parts of the plant

Reproduction

  • About the parts of the flower [for example, stigma, stamen, petal, sepal] and their role in the life cycle of flowering plants, including pollination, seed formation, seed dispersal and germination.

Variation and classification

  • To make and use keys.

  • How locally occurring animals and plants can be identified and assigned to groups.

  • That the variety of plants and animals makes it important to identify them and assign them to groups.

Living things in their environment.

  • About ways in which living things and the environment need protection Adaptation.

  • About the different plants and animals found in different habitats.

  • How animals and plants in two different habitats are suited to their environment

Feeding relationships

  • To use food chains to show feeding relationships in a habitat.

  • About how nearly all food chains start with a green plant.

Micro-organisms.

  • That micro-organisms are living organisms that are often too small to be seen, and that they may be beneficial [for example, in the breakdown of waste, in making bread] or harmful [for example, in causing disease, in causing food to go mouldy ].

KS 3 Curriculum Opportunities

This provides the following Curriculum Opportunities in the new programme of study:

C) Use real-life examples as a basis for finding out about science

D) Study science in local, national and global contexts, and appreciate the
connections between these

E) Experience science outside the school environment, including in the
workplace, where possible

Breadth of Study

Source: QCA Web site

KS 1+2

During the key stage, pupils should be taught the Knowledge, skills and understanding through:

  1. A range of domestic and environmental contexts that are familiar and of interest to them.

  2. Looking at the part science has played in the development of many useful things.

  3. Using a range of sources of information and data, including ICT-based sources.

  4. Using first-hand and secondary data to carry out a range of scientific investigations, including complete investigations.

During the key stage, pupils should be taught to:

Communication

  • Use simple scientific language to communicate ideas and to name and describe living things, materials, phenomena and processes

Health and safety

  • Recognise that there are hazards in living things, materials and physical processes, and assess risks and take action to reduce risks to themselves and others.

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