Science Learning Map

Learning Map for Science

Autumn 1
	Year 1	Year 2	Year 3	Year 4	Year 5	Year 6
Theme overview	Animals, including humans (Parts of the Body) Seasons	Living things and their habitats	Forces and Magnets	Living things and their habitats	Properties and changes of materials	Electricity
Key Content (Skills/knowledge)	- Identify, name, draw and label the basic parts of the human body and say which is associated with which sense. - Pupils should have plenty of opportunities to learn the names of the main body parts (including head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth) through games and rhymes. - observe changes across the four seasons	- explore and compare the differences between things that are living, dead, and things that have never been alive - describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food	-compare how things move on different surfaces -recognise that some forces need contact between two objects, bt magnetic forces can act at a distance -observe how magnets attract or repel each other and attract some materials and not others -Identify, compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet -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.	- 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	-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.	-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.
KPIs	Y1.4 Name the main parts of the body, including those related to the 5 senses Y1.7 Describe how the weather varies with the season	Y2.5 Describe the basic needs of humans and other animals (water, food, air)	Y3.10 Identify whether or not materials are magnetic Y3.1 Set up simple fair tests Y3.2 Collect and present data from scientific experiments Y3.3 Use results from experiments to draw simple conclusions or suggest improvements	Y4.3 Use a classification key to identify plants or animals	Y5.2 Report conclusions and explanations from scientific investigations Y5.4 Explain how mixtures can be separated through filtering, sieving and evaporating Y5.5 Explain that some irreversible changes form new materials	Y6.9 Explain how the number of voltages of cells affects bulbs, buzzers or motors in a circuit Y6.10 Use recognised symbols when representing a simple circuit in a diagram.
Core Vocabulary	head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth autumn, winter, spring, summer, rain, clouds, sun, snow, hail, frost, sleet, wind,	Living, dead, food chain, alive, healthy, depend on each other, source of food,	magnetic, poles, strength , relationship, behave, properties, grouping, sorting,	Classification, guide, key, explore, identify, plants, local, living, grouping, flowering plants, non-flowering plants, vertebrates, mammals, fish, amphibians, birds, reptiles, invertebrates, snails, slugs, worms, spiders, insects, human impact, positive, negative, nature parks, reserves, pollution, plastics, building sites, demolition, litter, deforestation, prey availability	materials, hardness, solubility, transparency, conductivity, electrical, thermal, magnets, solution, dissolve, solid, liquid, gas, separation, filtering, filtration, sieving, evaporating, everyday material, change of state, reversible, irreversible, burning, rusting, reaction, melting, chemist,	symbols, components, switches, bulbs, buzzer, motor, simple circuit, series circuits, systematically,
Autumn 2
	Year 1	Year 2	Year 3	Year 4	Year 5	Year 6
Theme overview	Materials Properties	Living things and their habitats	Light	Materials – States of matter	Forces	Living things and their habitats
Key Content (Skills/knowledge)	- 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 (hard/soft; stretchy/stiff; shiny/dull; waterproof/not waterproof; absorbent/not absorbent; opaque/transparent) - compare and group together a variety of everyday materials on the basis of their simple physical properties	- identify that most living things live in habitats to which they are suited and 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 microhabitats	- 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 an opaque object - find patterns in the way that the size of shadows change.	- 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) (States of Matter)	-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.	-describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals -give reasons for classifying plants and animals based on specific characteristics.
KPIs	Y1.2 Organise objects or materials into group Y1.6 Describe the simple physical properties of a variety of everyday materials	Y2.3 Describe how some plants and animals are suited to different habitats Y2.5 Describe the basic needs of humans and other animals (water, food, air)	Y3.9 Explain how shadows are formed Y3.1 Set up simple fair tests Y3.2 Collect and present data from scientific experiments Y3.3 Use results from experiments to draw simple conclusions or suggest improvements	Y4.6 Compare and group materials together, according to whether they are solids, liquids or gases Y4.2 Present findings using tables, graphs and charts as appropriate	Y5.8 Identify the effects of gravity, air resistance, water resistance and friction Y5.9 Identify simple mechanisms including levers, pulleys and gears that increase effect of a force.	Y6.4 Classify some plants, animals or micro-organisms, explaining the choices made
Core Vocabulary	hard/soft; stretchy/stiff; shiny/dull; waterproof/not waterproof; absorbent/not absorbent; opaque/transparent; brick; paper; fabrics; elastic; foil	Habitat, natural environment, home, micro-habitat, log, leaf litter, plants, familiar habitat, ocean, seashore, woodland, rainforest,	light, protect, bounce, bright lights, shadows, formed, light source, distance, object	Solid, liquid, gas, temperature, condensation, materials, hold shape, heated, cooled, reversible, irreversible, thermometer, CO2, evaporation, states of matter, changes	Forces, resistance, effects, air resistance, fall, move, faster, slower, friction, movement, stops, brake, lever, pulley, gear, simple machines, Gailieo, Isaac Newton, gravity, shapes, springs,	classification, micro-organisms, living, plants, animals, subdivision, classify, invertebrates (insects, spiders, snails, worms), vertibrates (reptiles, fish, amphibians, birds, mammals), Carl Linnaeus, key, identify, immediate environment,

Spring 1
	Year 1	Year 2	Year 3	Year 4	Year 5	Year 6
Theme overview	Plants	Plants	Rocks	Animals, including humans	Living things and habitats	Light
Key Content (Skills/knowledge)	- identify and name a variety of common wild and garden plants, including deciduous and evergreen trees - identify and describe the basic structure of a variety of common flowering plants, including trees - Ask simple questions (about plants growing in their habitat, observe the growth of flowers (and vegetables) that they have planted.)	- 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	- 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.	- 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.	describe the life process of reproduction in some plants and animals. Oberserve changes over time Asking pertinent questions - Predict reasons - relate the outcome from an enquiry to scientific knowledge in order to state whether evidence supports or refutes an argument or theory.	-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.
KPIs	Y1.3 Name the main parts of plants and trees	Y2.3 Describe how some plants and animals are suited to different habitats Y2.4 Describe the basic needs for plant growth (light, water, appropriate temperature) Y2.1 Use simple equipment for observations Y2.2 Collect information to help to answer scientific questions	Y3.1 Set up simple fair tests Y3.2 Collect and present data from scientific experiments Y3.3 Use results from experiments to draw simple conclusions or suggest improvements Y3.7 Identify the three main rock types and describe their properties Y3.8 Describe how fossils are formed.	Y4.4 Describe the simple functions of the basic parts of the digestive system in humans Y4.5 Construct and interpret a variety of food chains, identifying producers, predators and prey.	Y5.3 Describe the life process of reproduction in some plants and animals.	Y6.8 Use diagrams to explain how we see things
Core Vocabulary	Deciduous, evergreen, leaves, flowers, blossom, petals, fruit, roots, bud, seed, trunk, branches, stem	Germination, growth, survival, reproduction, seeds, bulbs, comparative test, light, water, continuous data	rocks, rubbed together, fossils, appearance, alive, organic matter, soil, similarities, differences, changes, water	Digestive system, mouth, tongue, teeth, esophagus, stomach, intestine, canines, molars, pre-molars, incisors, predator, prey, primary producers, food chain,	plants, reproduction, sexual reproduction, plants, rainforest, local, ocean, pre-historic, similarities and differences, parent plant, seed, stem, root cutting, tubers, bulbs, changes	light sources, reflection, shadows, rearview mirror, periscope, straight lines, rainbows, colours, bent in water, filters
Spring 2
	Year 1	Year 2	Year 3	Year 4	Year 5	Year 6
Theme overview	Weather and Seasons	Animals, including humans (lambing trip)	Animals, including humans - skeletons and muscles and nutrition	Materials (states of matter)	Earth and Space	Evolution and inheritance
Key Content (Skills/knowledge)	- observe changes across the four seasons - observe and describe weather associated with the seasons (weather changes; not to look into the sun) and how day lengtharies	- notice that animals, including humans, have offspring which grow into adults	- identify that humans and some animals have skeletons and muscles for support, protection and movement -identify that animals including humans, need different amounts of nutrition, and that they cannot make their own food; they get nutrition from what they eat.	- identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature	-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 the apparent movement of the sun across the sky.	-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.
KPIs	Y1.7 Describe how the weather varies with the season	Y2.1 Use simple equipment for observations Y2.2 Collect information to help to answer scientific questions	Y3.6 Explain some functions of skeletons and muscles in animals Y3.1 Set up simple fair tests Y3.2 Collect and present data from scientific experiments Y3.3 Use results from experiments to draw simple conclusions or suggest improvements	Y4.7 Explain the main stages of the water cycle	Y5.6 Describe the movement of the Earth, and other planets, relative to the Sun Y5.7 Explain day and night on earth, and the apparent movement of the Sun	Y6.6 Recognise that living things produce offspring which are not usually identical to their parents Y6.7 Identify how adaptation of plants and animals over time may lead to evolution.
Core Vocabulary	autumn, winter, spring, summer, rain, clouds, sun, snow, hail, frost, sleet, wind, categorical data, bar chart	Reproduction, growth, offspring, adults	skeleton, shull, femur, pelvis, ribs, spine, humerus, hand, tibia, radius and ulna, foot, collar, knee-cap bicep, tricep, quadricep, contract, relax, movement, joint, lever, force, rotate, pull, pivot, energy, hamstring, tendon, antagonistic	Water cycle, condensation, lake, river, sea, ground water, ocean, stream, reservoir, aquifer, purification, clouds, evaporation, filtration, filtered, chlorine, bacteria,	Model, sun, moon, earth, day, night, star, centre of the solar system, Mercury, venus, earth, mars, jupiter, saturn, uranus, neptune, pluto, dwarf planet, celestial body, orbit, planet, geocentric, heliocentric, Ptolemy, Alhazen, Copernicus, shadow, sundials, calibrated, astronomical	fossils, characteristics, parents, offspring, breeds of dogs, variation, less or more able to survive, environment, palaeontologists, Mary Anning, Charles Darwin, Alfred Wallace, evolution, genes, chromosomes, adapted, extreme conditions, advantage, disadvantage,

Summer 1
	Year 1	Year 2	Year 3	Year 4	Year 5	Year 6
Theme overview	Animals, including humans	Animals, including humans	Plant growth	Electricity	Animals, including humans	Animals, including humans
Key Content (Skills/knowledge)	- identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals - describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)	- find out about and describe the basic needs of animals, including humans, for survival (water, food and air) - describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene	- 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	- identify common appliances that run on electricity - construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers - 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 - 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	-describe the changes as humans develop to old age.	- 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.
KPIs	Y1.5 Describe and compare the features of different groups of animals	Y2.5 Describe the basic needs of humans and other animals (water, food, air) Y2.6 Explain the importance of diet, exercise and hygiene	Y3.1 Set up simple fair tests Y3.2 Collect and present data from scientific experiments Y3.3 Use results from experiments to draw simple conclusions or suggest improvements Y3.4 Describe the main requirements for plant growth (air, light, water, nutrients from soil, and room to grow)	Y4.9 Construct a simple series electrical circuit, identifying and naming its basic parts	Describe the changes as humans develop to old age.	Y6.5 Explain the main parts and functions of the human circulatory system, including heart and blood vessels
Core Vocabulary	fish, amphibians, reptiles, birds, mammals, pets, local environment	Survival, healthy, basic needs, exercise, hygiene, nutrition, food, diet, air	flowering plants:roots, stem/trunk, leaves and flowers requirements, life, growth,air, light, water, nutrients from soil, room to grow, vary	Simple series, electrical circuit, cells, wires, bulbs, switches, buzzers, switch, open and closed circuits, metals, common conductors, insulators, pictorial representation, safety, patterns, brighter	Stages, growth, development, humans, changes, puberty, gestation, other animals, length, mass, baby,	Body, ciculatory, blood, veins, arteries, healthy, drugs, substances, harmful, diet, exercise, lifestyle, cell, blood cell, alcohol, paracetamol, unhealthy
Summer 2
	Year 1	Year 2	Year 3	Year 4	Year 5	Year 6
Theme overview	Animals, including humans	Uses of everyday materials	Plants - nutritional requirements and life cycle	Sound	Living things and their habitats	Sex Ed Drugs continued.
Key Content (Skills/knowledge)	- identify and name a variety of common animals that are carnivores, herbivores and omnivores - observe changes across the four seasons	- identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses - questioning - find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching - Different materials are used for the same thing (eg, wooden spoon, metal, plastic, but not glass.) Explain why properties make them suitable or unsuitable.	-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	- identify how sounds are made, associating some of them with something vibrating - recognise that vibrations from sound 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 the strength of the vibrations that produced it - recognise that sounds get fainter as the distance from the sound source increases	- describe the differences in the life cycles of a mammal, amphibian, an insect and a bird	- understand how a baby is made from an egg and a sperm, how the baby grows and how it is born See PSHE for supporting lessons.
KPIs	Y1.5 Describe and compare the features of different groups of animals Y1.7 Describe how the weather varies with the season	Y2.7 Describe different uses of materials according to their properties	Y3.1 Set up simple fair tests Y3.2 Collect and present data from scientific experiments Y3.3 Use results from experiments to draw simple conclusions or suggest improvements Y3.5 Explain the main stages of plant reproduction (pollination, fertilisation, seed dispersal)	Y4.1 Take accurate measurements using a range of scientific apparatus Y4.8 Explains how sounds are made and heard Y4.2 Present findings using tables, graphs and charts as appropriate	Y5.3 Describe the life process of reproduction in some plants and animals.	Y5.3 Describe the life process of reproduction in some plants and animals.
Core Vocabulary	fish, amphibians, reptiles, birds, mammals, pets, local environment autumn, winter, spring, summer, rain, clouds, sun, snow, hail, frost, sleet, wind	Wood, metal, plastic, glass, brick, rock, paper, cardboard, uses, solid object, shapes, properties, suitable, unsuitable	pollen, anther, sepal, stem, ovule, style, stigma, petal, stem, leaf, root, nutrition, support, reproduction, pollination, fertilisation, seed dispersal, stem, flower	Vibration , range, musical, pitch, volume, sound, patterns, objects, thickness, size, insulation, play	life-cycle, local environment, throughout the year, changes, naturalists, animal behaviourists, David Attenborough, Jane Goodall, sexual, asexual, plants,	baby, sperm, egg, fertilised, birth, relationships, cell,