Download year 3 - Tollgate Teaching Alliance

Planning sequence – year 3
Please note, this sequence does not take into account how long you will spend on each topic throughout the term, you
will need to adapt your sessions to fit the time you have allocated.
Please use this document in collaboration with the progression document for the topic to provide detail about prior
learning and progression. Try to avoid covering material from the year above – instead you should extend HA children
by improving their ‘thinking critically in science’ skills or their using and applying skills for the area. For HA learners,
also consider how their learning links to industry and what real life applications there are for the things they have
learnt.
The thinking scientifically strand should cover all aspects of science over the course of the year. There are
suggestions of what aspects to cover in which topics but feel free to adapt these to suit your class topics for the
term or other curriculum links that may be available.
If you make use of cross curricular links, science objectives can be assessed in these subjects as appropriate.
You need not cover every single suggested SC as long as the knowledge and key concepts are covered for the topic
(as laid out in the national curriculum).
Topic / AT1 focus
Plants
Primary Framework Objective
Children’s Objectives (suggested)
Pupils should be introduced to the relationship between structure and function: the idea that every part has a job to do. They should explore
questions that focus on the role of the roots and stem in nutrition and support, leaves for nutrition and flowers for reproduction.
Note: Pupils can be introduced to the idea that plants can make their own food, but at this stage they do not need to understand how this happens.
Pupils might work scientifically by: comparing the effect of different factors on plant growth, for example, the amount of light, the amount of
fertiliser; discovering how seeds are formed by observing the different stages of plant life cycles over a period of time; looking for patterns in the
structure of fruits that relate to how the seeds are dispersed. They might observe how water is transported in plants, for example, by putting cut,
white carnations into coloured water and observing how water travels up the stem to the flowers.
 compare the effect of different factors on
 I can make careful observations and measurements of plants growing
Thinking
plant growth, for example, the amount of
 to suggest how a fair test could be carried out
light, the amount of fertiliser;
Scientifically
 to use simple apparatus to measure the height of plants in standard measures
 to use results to draw conclusions
 To know that plants need light, heat leaves, soil, leaves, roots, stems in order to grow well
 To ask questions about the growth of plants
 To collect sufficient evidence and recognise that more than one plant is needed
 To recognise when a comparison of plant growth is not fair
 discover how seeds are formed by
 I can make observations of a plant.
observing the different stages of plant life
 I can make drawings of my observations.
cycles over a period of time;
 I can describe the plant life cycle.
 look for patterns in the structure of fruits
 I can find similarities and differences between fruits
that relate to how the seeds are dispersed.
 I know some ways that seeds are dispersed.
 I can link the structure of a plant to the method of seed dispersal.
 observe how water is transported in
 To know that water is taken in through the roots
plants, for example, by putting cut, white
 To know that water is transported through the stem to other parts of the plant
carnations into coloured water and
 to make careful observations and present these using drawings
observing how water travels up the stem
 to explain observations
to the flowers.
 To know that plants need water, but not unlimited water, for healthy growth
 to use simple apparatus to measure a volume of water correctly
 identify and describe the functions of
 I can identify and describe the functions of different parts of flowering plants
Knowledge
different parts of flowering plants: roots,
 I know that plants have roots, stem/trunk, leaves and flowers
stem/trunk, leaves and flowers
and key
 I can explain why roots need to spread out
 I can label the parts of a plant.
concepts
 I can describe the function of each part of a plant.
 explore the requirements of plants for life
 I can explore the requirements of plants for life and growth (air, light, water, nutrients
and growth (air, light, water, nutrients
from soil, and room to grow) and how they vary from plant to plant
from soil, and room to grow) and how they  To know that plants need light for healthy growth
vary from plant to plant
 to ask questions about the growth of plants
 To know that plant growth is affected by temperature
 to recognise when a comparison of plant growth is unfair





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.
describe differences in the way the plants grew
measure the height of the plant
identify ‘warmth’ as a factor affecting plant growth
state that plants need water to grow but too much water may kill them
 I can investigate the way in which water is transported within plants
 I can make observations about how water is transported.
 I can record in drawings how water was transported
 I can explore the part that flowers play in the life cycle of flowering plants,
including pollination, seed formation and seed dispersal.
 I can find similarities and differences between different flowering plants.
 I can describe the life cycle of flowering plants
 I can describe how seeds are formed.
 I can describe how seeds are dispersed.
Primary Framework Objective
Topic / AT1 focus
Animals
including
humans
Children’s Objectives (suggested)
Pupils should continue to learn about the importance of nutrition and should be introduced to the main body parts associated with the skeleton and
muscles, finding out how different parts of the body have special functions.
Pupils might work scientifically by: identifying and grouping animals with and without skeletons and observing and comparing their movement;
exploring ideas about what would happen if humans did not have skeletons. They might compare and contrast the diets of different animals
(including their pets) and decide ways of grouping them according to what they eat. They might research different food groups and how they keep
us healthy and design meals based on what they find out.
 To know that humans (and some other animals) have bony skeletons inside their
 identify and grouping animals with and
Thinking
bodies and to raise questions about different bony skeletons
without skeletons and observing and

to
make and record relevant observations of bones and skeletons
comparing their movement
Scientifically
 to make observations and comparisons of relevant features
 To know that human skeletons are internal and grow as humans grow
 explore ideas about what would happen if
 I can describe the main function of a skeleton.
humans did not have skeletons.
 I can compare animals that have skeletons with those that do not.
 I can describe what might happen if the skeleton did not exist.
 compare and contrast the diets of different
 To know that humans need water and food to stay alive
animals (including their pets) and decide ways  to record information in drawing and charts
of grouping them according to what they eat.
 To know that there are many different foods
 To know that we eat different kinds of food
 to collect information and to present results as a block graph
 To know that sometimes we eat a lot of some foods and not very much of others
Knowledge
and key
concepts
from

research different food groups and how they
keep us healthy and design meals based on
what they find out.

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









I can name the food groups.
I can organise foods according to which group they belong to
I can say how a food for a particular group keeps us healthy.
I can design a healthy meal.
I can 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
allocate an additional food to an existing group and explain their choice
state that if we don’t eat and drink we will die
describe some of the foods they frequently eat, each in terms of type or taste
eg banana as fruit, crisps as salty
state that over time we need water and a variety of foods, although occasional treats
are all right

identify that humans and some other animals
have skeletons and muscles for support
 I can identify that humans and some other animals have skeletons and muscles for
support
 I can identify similar parts of the skeleton in some other species
 list similarities eg they all have spines (or backbones) and skulls, and differences eg the
cat’s bones are much smaller than the human bones
 describe the characteristics of bones as materials eg the bones are hard, strong and
identify differences between bones from different animals eg the fishbones are much
smaller and easier to break
 locate and name some bones eg ribs, spine, skull
 state that their skeleton grows from birth to adulthood
Primary Framework Objective
Topic / AT1 focus
Rocks
Children’s Objectives (suggested)
Linked with work in geography, pupils should explore different kinds of rocks and soils, including those in the local environment.
Pupils might work scientifically by: observing rocks, including those used in buildings and gravestones, and exploring how and why they might have
changed over time; using a hand lens or microscope to help them to identify and classify rocks according to whether they have grains or crystals,
and whether they have fossils in them. Pupils might research and discuss the different kinds of living things whose fossils are found in sedimentary
rock and explore how fossils are formed. Pupils could explore different soils and identify similarities and differences between them and investigate
what happens when rocks are rubbed together or what changes occur when they are in water. They can raise and answer questions about the way
soils are formed.
 observing rocks, including those used in
 To know that rocks are used for a variety of purposes.
Thinking
buildings and gravestones
 relate the use of particular rocks to their characteristics and explain why they
Scientifically
are used eg that granite is often used for steps to buildings because it doesn’t
wear away easily, that marble is used because it is attractive to look at.
 explain why they can’t see the rock in some pictures eg by saying because it is
covered with soil or buildings

use a hand lens or microscope to help identify
and classify rocks according to whether they
have grains or crystals, and whether they have
fossils in them.





research and discuss the different kinds of
living things whose fossils are found in
sedimentary rock and explore how fossils are
formed.
explore different soils and identify similarities
and differences between them









Knowledge

investigate what happens when rocks are
rubbed together or what changes occur when
they are in water.
compare and group together different kinds of
rocks on the basis of their appearance and
simple physical properties
I can make observations
I can group rocks using my observations.
I can find similarities and differences between rocks.
I can compare and group together different kinds of rocks on the basis of their
appearance and simple physical properties
I can describe what a fossil is.
I know how fossils are formed.
I can say some animals that have become fossils.
describe how the soils differ.
explain how their test is fair eg by saying they will use the same volume
(amount) of soil, the same volume of water and measure how long the water
takes to flow through. make careful measurements of time and volume.
explain their results eg by saying that the water went through the sandy soil
most quickly because there were bigger spaces which let the water through.
separate particles using the equipment provided.
rank soils in terms of changing colour and particle size, justifying the ranking in
terms of their observations. describe how the soil particles are separated eg by
saying the stones were too big to go through the holes

use results of their tests to rank rocks in order of ease of wearing away and/or
permeability



To know that rocks can be grouped according to observable characteristics.
to observe and compare rocks.
To know that differences between rocks can be identified by testing.
and key
concepts




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.







group rocks according to differences in texture and record and justify the
groupings.
allocate an additional rock to a group and explain the decision
I can describe in simple terms how fossils are formed when things that have
lived are trapped within rock
I can describe what a fossil is.
I can describe an event where a fossil is formed.
I can recognise that soils are made from rocks and organic matter.
I know that there are different types of soils.
I know that soils are formed from rocks.
I know that different types of rock make different types of soil.
Primary Framework Objective
Topic / AT1 focus
Light
Children’s Objectives (suggested)
Pupils should explore what happens when light reflects off a mirror or other reflective surfaces, including playing mirror games to help them to
answer questions about how light behaves. They should think about why it is important to protect their eyes from bright lights. They should look
for, and measure, shadows, and find out how they are formed and what might cause the shadows to change.
Note: Pupils should be warned that it is not safe to look directly at the Sun, even when wearing dark glasses.
Pupils might work scientifically by: looking for patterns in what happens to shadows when the light source moves or the distance between the light
source and the object changes.
Thinking
Scientifically

look for patterns in what happens to shadows
when the light source moves or the distance
between the light source and the object
changes.







Knowledge
and key
concepts




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.







to make and record observations and to present information in drawing and writing
To know that shadows are formed when objects block light from the Sun
To know that shadows are similar in shape to the objects forming them
To know that shadows of objects in sunlight change over the course of the day
to make and record observations of shadows and to try to explain these using
knowledge about light
To know that shadows change in length and position throughout the day
to measure the length of the shadow in standard measures
 I know that we need light in order to see things
 I know that dark is the absence of light
 I know that light is reflected from surfaces
 I can say which surfaces reflect light better than others.
 I can say why a surface is good at reflecting light
 I can recognise that light from the sun can be dangerous and that there are
ways to protect their eyes
 I can say some ways to protect eyes from the sun
 I can recognise that shadows are formed when the light from a light source is
blocked by a solid object
To know that shadows are formed when light travelling from a source is blocked by a
solid object
I know that a shadow is the absence of light because it is blocked by an object.
I know that a shadow is formed in the opposite direction of the light source
I can find patterns in the way that the size of shadows change.
generalise that when the Sun is behind an object the shadow is in front
to make a table and bar chart to show how the length of the shadows changes during
the day.
state that the shadows change in a similar way each day and that shadows are
shortest in the middle of the day
Topic / AT1 focus
Forces
and
Magnets
Primary Framework Objective
Children’s Objectives (suggested)
Pupils should observe that magnetic forces can act without direct contact, unlike most forces, where direct contact is necessary (for example,
opening a door, pushing a swing). They should explore the behaviour and everyday uses of different magnets (for example, bar, ring, button and
horseshoe).
Pupils might work scientifically by: comparing how different things move and grouping them; raising questions and carrying out tests to find out how
far things move on different surfaces and gathering and recording data to find answers their questions; exploring the strengths of different
magnets and finding a fair way to compare them; sorting materials into those that are magnetic and those that are not; looking for patterns in the
way that magnets behave in relation to each other and what might affect this, for example, the strength of the magnet or which pole faces another;
identifying how these properties make magnets useful in everyday items and suggesting creative uses for different magnets.
 compare how different things move and group  I can explore how different things move.
Thinking
them
 I can group things according to how they move.
Scientifically
 I can say some similarities and differences in how things move.
 raise questions and carry out tests to find out
 I know that the same object may move differently on different surfaces.
how far things move on different surfaces
 I can describe the differences in surfaces using words like rough, smooth.
 to plan a fair test saying what they will change, what they will keep the same and
what they will measure
 carry out a fair test
 gather and record data to find answers to
 to make measurements of time or distance
questions
 to identify a pattern in the results and to explain it
 make measurement and construct a bar chart which matches the measurements
 explain their results orally or in writing eg by saying that the objects slid most easily
on the smoothest surfaces. This is what I thought would happen
 to explain conclusions in terms of the roughness or smoothness of the surfaces
 to explain what evidence is to be collected and decide whether the test is fair
 explore the strengths of different magnets and I can describe how magnets behave
I can say which magnet is stronger.
find a fair way to compare them
I can suggest ways to compare the strength of magnets
I can say whether a material is magnetic or not.
 sort materials into those that are magnetic
I can put materials into groups according to whether magnets are attracted to them or
and those that are not
not.
I can add materials to existing magnetic or non magnetic groups.
I can suggest some similarities between materials that are magnetic
 look for patterns in the way that magnets
I can know that magnets have two poles.
behave in relation to each other and what
I know that opposite poles are attracted.
might affect this, for example, the strength of
the magnet or which pole faces another
I can explore everyday items to find out whether they use magnets or not.
 identify how properties make magnets useful
I can give some uses of magnets in the real world.
in everyday items and suggest creative uses
for different magnets.
 compare how things move on different
 I can describe the properties of different surfaces
Knowledge
surfaces
 I can describe how things move on different surfaces.
and key
concepts







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.














I can compare how things move on different surfaces and say which items
move quickest.
I can give reasons for why some items move quicker on one surface when
compared to another
I know that some forces need contact between two objects
I know that magnetic forces can act at a distance from the object.
I can explore the shortest/longest distance that a magnet can act from
I can observe how magnets attract or repel each other
I know that magnets attract some materials and not others
I can group materials according to whether they are magnetic or not
I can compare and group together a variety of everyday materials on the basis
of whether they are attracted to a magnet
I can identify some magnetic materials
I can others describe magnets as having two poles
I can give the name of each pole on a magnet
I know which poles need to go together for the magnetic force of attraction.
I know that opposite poles attract and like poles repel
I can make a prediction about the behaviour of magnets
I can predict whether two magnets will attract or repel each other, depending
on which poles are facing.