What’s it all
about?
Learning and developing skills
Making predictions
Testing predictions
Making decisions
Recording results
Selecting equipment
Interpreting data
Being aware of risks
Collecting evidence
Communicating results
In order for you to do all of those things…
You must begin with a question, which can be scientifically
investigated!
Asking questions
Does exercise
make your
heart beat
faster?
All investigations start with a
question !
Do plants need water
to grow?
What question could these children be investigating?
What are they predicting will happen?
?????
What’s on their minds?
An interesting set up.
But what’s it all about?
What are these two finely dressed children investigating?
What is their prediction?
What could these children be raising question about?
Careful planning needed for this one, but what question
could they be trying to answer?
Can you shed any light on this one?
Finally, what’s this all about?
Attainment targets : Scientific enquiry There are five
aspects of attainment in this attainment target:
1. Ideas and evidence
2. Planning
3. Carrying out
4. Interpreting and evaluating
5. Recording and presenting data
Level 1
I can describe or respond appropriately to simple features
of objects, living things and events I observe,
communicating my findings in simple ways for example,
talking about my work, through drawings, simple charts.
Level 2
•I can respond to suggestions about how to find things out and,
with help, make my own suggestions about how to collect data to
answer questions.
•I can use simple texts, with help, to find information.
•I can use simple equipment provided and make observations
related to my task.
•I can observe and compare objects, living things and events.
•I can describe my observations using scientific vocabulary and
record them, using simple tables when appropriate.
•I can say whether what happened was what I expected.
Level 3
•I respond to suggestions and put forward my own ideas about
how to find the answer to a question.
•I can recognise why it is important to collect data to answer
questions.
•I can use simple texts to find information.
•I can make relevant observations and measure quantities, such
as length or mass, using a range of simple equipment.
•Where appropriate, I can carry out a fair test with some help,
recognising and explaining why it is fair.
•I can record my observations in a variety of ways.
•I can provide explanations for observations and for simple
patterns in recorded measurements.
•I can communicate in a scientific way what I have found out and
suggest improvements in my work
Level 4
•I can recognise that scientific ideas are based on evidence.
•In my own investigative work, I can decide on an appropriate approach for
example, using a fair test to answer a question.
•Where appropriate, I can describe, or show the way I perform my task,
how to vary one factor while keeping others the same.
•Where appropriate, I can make predictions.
•I can select information from sources provided for me.
•I can select suitable equipment and make a series of observations and
measurements that are adequate for the task.
•I can record my observations, comparisons and measurements using
tables and bar charts. I am beginning to plot points to form simple graphs,
and use these graphs to point out and interpret patterns in their data.
•I am beginning to relate my conclusions to these patterns and to scientific
knowledge and understanding, and to communicate them with appropriate
scientific language.
•I can suggest improvements in their work, giving reasons.
Level 5
•I can describe how experimental evidence and creative thinking have been combined
to provide a scientific explanation.
•When I try to answer a scientific question, I can identify an appropriate approach.
•I can select from a range of sources of information.
•When the investigation involves a fair test, I can identify key factors to be considered.
•Where appropriate, I can make predictions based on my scientific knowledge and
understanding.
•I can select apparatus for a range of tasks and plan to use it effectively.
•I can make a series of observations, comparisons or measurements with precision
appropriate to the task.
•I am beginning to repeat observations and measurements and to offer simple
explanations for any differences I encounter.
•I can record observations and measurements systematically and, where appropriate,
present data as line graphs.
•I can draw conclusions that are consistent with the evidence and begin to relate
these to scientific knowledge and understanding.
•I can make practical suggestions about how my working methods could be improved.
•I can use appropriate scientific language and conventions to communicate
quantitative and qualitative data.