Year 3 science lesson plans (national curriculum)

ENG-NC-SC-Y34-001

asking relevant questions and using different types of scientific enquiries to answer them

Taught across Years 3 and 4

ENG-NC-SC-Y34-002

setting up simple practical enquiries, comparative and fair tests

Taught across Years 3 and 4

ENG-NC-SC-Y34-003

making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

Taught across Years 3 and 4

ENG-NC-SC-Y34-004

gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

Taught across Years 3 and 4

ENG-NC-SC-Y34-005

recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

Taught across Years 3 and 4

ENG-NC-SC-Y34-006

reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

Taught across Years 3 and 4

ENG-NC-SC-Y34-007

using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

Taught across Years 3 and 4

ENG-NC-SC-Y34-008

identifying differences, similarities or changes related to simple scientific ideas and processes

Taught across Years 3 and 4

ENG-NC-SC-Y34-009

using straightforward scientific evidence to answer questions or to support their findings.

Taught across Years 3 and 4

ENG-NC-SC-Y3-001

identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

ENG-NC-SC-Y3-002

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

ENG-NC-SC-Y3-003

investigate the way in which water is transported within plants

ENG-NC-SC-Y3-004

explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

ENG-NC-SC-Y3-005

identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

ENG-NC-SC-Y3-006

identify that humans and some other animals have skeletons and muscles for support, protection and movement

ENG-NC-SC-Y3-007

compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

ENG-NC-SC-Y3-008

describe in simple terms how fossils are formed when things that have lived are trapped within rock

ENG-NC-SC-Y3-009

recognise that soils are made from rocks and organic matter

ENG-NC-SC-Y3-010

recognise that they need light in order to see things and that dark is the absence of light

ENG-NC-SC-Y3-011

notice that light is reflected from surfaces

ENG-NC-SC-Y3-012

recognise that light from the sun can be dangerous and that there are ways to protect their eyes

ENG-NC-SC-Y3-013

recognise that shadows are formed when the light from a light source is blocked by an opaque object

ENG-NC-SC-Y3-014

find patterns in the way that the size of shadows change

ENG-NC-SC-Y3-015

compare how things move on different surfaces

ENG-NC-SC-Y3-016

notice that some forces need contact between 2 objects, but magnetic forces can act at a distance

ENG-NC-SC-Y3-017

observe how magnets attract or repel each other and attract some materials and not others

ENG-NC-SC-Y3-018

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

ENG-NC-SC-Y3-019

describe magnets as having 2 poles

ENG-NC-SC-Y3-020

predict whether 2 magnets will attract or repel each other, depending on which poles are facing