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Year 4

Knowledge, Skills and Understanding breakdown for

Working Scientifically

 

Year 4

 

Planning

Obtaining and presenting

Considering evidence and

 

evidence

evaluating

 

 

 

•  Can they set up a simple fair test

•  Can they take measurements

•  Can they find any patterns in their

 

to make comparisons?

using different equipment and

evidence or measurements?

 

•  Can they plan a fair test and

units of measure and record what

•  Can they make a prediction

 

isolate variables, explaining why it

they have found in a range of

based on something they have

 

was fair and which variables have

ways?

found out?

 

been isolated?

•  Can they make accurate

•  Can they evaluate what they

 

•  Can they suggest improvements

measurements using standard

have found using scientific

 

and predictions?

units?

language, drawings, labelled

 

•  Can they decide which

•  Can they explain their findings in

diagrams, bar charts and tables?

 

information needs to be collected

different ways (display,

•  Can they use straightforward

 

and decide which is the best way

presentation, writing)?

scientific evidence to answer

 

for collecting it?

 

questions or to support their

 

•  Can they use their findings to draw

 

findings?

 

a simple conclusion?

 

•  Can they identify differences,

 

 

 

similarities or changes related to

 

 

 

simple scientific ideas or

 

 

 

processes?

 

 

 

 

 

 

Year 4 (Challenging)

 

 

 

 

 

 
 
  • Can they plan and carry out an investigation by controlling variables fairly and accurately?

 

  • Can they use test results to make further predictions and set up further comparative tests?
 
  • Can they record more complex data and results using scientific diagrams, classification keys, tables, bar charts, line graphs and models?

 

  • Can they report findings from investigations through written explanations and conclusions?

 

  • Can they use a graph or diagram to answer scientific questions?
 

 

 

Living Things, their Habitats and Animals, including humans

 

 

Animals, including humans

Living Things and their Habitats

 

 

•  Can they identify and name the basic parts of the

•  Can they recognise that living things can be

digestive system in humans?

grouped in a variety of ways?

•  Can they describe the simple functions of the basic

•  Can they explore and use a classification key to

parts of the digestive system in humans?

group, identify and name a variety of living things?

•  Can they identify the simple function of different

(plants, vertebrates, invertebrates)

types of teeth in humans?

•  Can they compare the classification of common

•  Can they compare the teeth of herbivores and

plants and animals to living things found in other

carnivores?

places? (under the sea, prehistoric)

•  Can they explain what a simple food chain shows?

•  Do they recognise that environments can change

•  Can they construct and interpret a variety of food

and this can sometimes pose a danger to living

chains, identifying producers, predators and prey?

things?

 

 

 

Year 4 (Challenging)

 

 

  • Can they classify living things and non-living things by a number of characteristics that they have thought of?
  • Can they explain how people, weather and the environment can affect living things?
  • Can they explain how certain living things depend on one another to survive?
  • Can they give reasons for how they have classified animals and plants, using their characteristics and how they are suited to their environment?
  • Can they explore the work of pioneers in classification? (e.g. Carl Linnaeus)
  • Can they name and group a variety of living things based on feeding patterns? (producer, consumer, predator, prey, herbivore, carnivore, omnivore)
 

States of Matter

 

  • Can they compare and group materials together, according to whether they are solids, liquids or gases?

 

  • Can they explain what happens to materials when they are heated or cooled?

 

  • Can they measure or research the temperature at which different materials change state in degrees Celsius?
  • Can they use measurements to explain changes to the state of water?

 

  • Can they identify the part that evaporation and condensation has in the water cycle?

 

  • Can they associate the rate of evaporation with temperature?

 

Year 4 (Challenging)

 

  • Can they group and classify a variety of materials according to the impact of temperature on them?
  • Can they explain what happens over time to materials such as puddles on the playground or washing hanging on a line?
  • Can they relate temperature to change of state of materials?

 

 

Sound and Electricity

 

Year 4

 

Sound

Electricity

•  Can they describe a range of sounds and explain how

•  Can they identify common appliances that run on

they are made?

electricity?

•  Can they associate some sounds with something

•  Can they construct a simple series electric circuit?

vibrating?

•  Can they identify and name the basic part in a series

•  Can they compare sources of sound and explain how the

circuit, including cells, wires, bulbs, switches and buzzers?

sounds differ?

•  Can they identify whether or not a lamp will light in a

•  Can they explain how to change a sound (louder/softer)?

simple series circuit, based on whether or not the lamp is

•  Can they recognise how vibrations from sound travel

part of a complete loop with a battery?

through a medium to a ear?

•  Can they recognise that a switch opens and closes a

•  Can they find patterns between the pitch of a sound and

circuit?

features of the object that produce it?

•  Can they associate a switch opening with whether or not

•  Can they find patterns between the volume of the sound

a lamp lights in a simple series circuit?

and the strength of the vibrations that produced it?

•  Can they recognise some common conductors and

•  Can they recognise that sounds get fainter as the distance

insulators?

from the sound source increases?

•  Can they associate metals with being good conductors?

•  Can they explain how you could change the pitch of a

 

sound?

 

•  Can they investigate how different materials can affect

 

the pitch and volume of sounds?

 

 

Year 4 (Challenging)

 
  • Can they explain why sound gets fainter or louder according to the distance?
  • Can they explain how pitch and volume can be changed in a variety of ways?
  • Can they work out which materials give the best insulation for sound?
  • Can they explain how a bulb might get lighter?
  • Can they recognise if all metals are conductors of electricity?
  • Can they work out which metals can be used to connect across a gap in a circuit?
  • Can they explain why cautions are necessary for working safely with electricity?
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