Skills development for third and fourth classes

Working scientifically

Throughout their science investigations children should be aware of and encouraged to adopt safe practices. They should observe safety procedures in designing and making tasks, particularly when they are using tools and materials.

Through completing the strand units of the science curriculum the child should be enabled to

Questioning

• ask questions about animals, plants, objects and events in the immediat environment and their relationships
  What animals and plants live here?
  How can we find out what snails like to eat?
  How do the plants and animals depend on each other?
  Are there any signs of animals eating plants or smaller animals in this area?
• ask questions that will identify problems to be solved
  Do birds like all red berries?
  Are all materials waterproof?
• ask questions that will help in drawing conclusions and interpreting information
  Did the type of soil make any difference to the way the seeds grew?

Observing

• observe and describe natural and human elements and processes in the immediate environment variety of flora and fauna to be found in a range of environments effects of heating and cooling on a variety of substances
• observe and describe characteristics such as the shape, size, colour, pattern, texture and interrelationships of elements in the local environment
  describe weight, lengths and capacity
  use lenses, scales, timers and rulers to aid observations

Predicting

• offer suggestions (hypotheses) based on observations about the likely results of the investigation
  make suggestions based on observations over a period suggest what effects a cause will produce

Investigating and experimenting

• collect information and data from a variety of sources, including observations in the environment, classroom observations and experiments, photographs, books, maps and information and communication technologies
• design, plan and carry out simple investigations
• identify one or two obvious variables relevant to the investigation
• realise that an experiment is unfair if relevant variables are not controlled
  each tray of seeds must be given an equal amount of water temperature must be recorded at the same site each day to enable reliable comparisons to be made

Estimating and measuring

• measure, compare and record mass, weight, capacity, time and temperature using appropriate standard units of measurement and simple equipment
  rulers, rain gauges, thermometers, scales

Analysing

Sorting and classifying

• sort and group data on people, events and natural phenomena using a range of appropriate criteria
  animals observed in varying habitats
  test objects that sink or float
  test materials that will or will not conduct electricity
• sort and present data in sets and subsets

Recognising patterns

• look for and recognise relationships when making observations
  relationships between the length, thickness, tension and type of material used in
  making musical instruments and the sounds produced
• select appropriate observations that fit a pattern

Interpreting

• interpret information and offer explanations
• draw conclusions from suitable aspects of the evidence collected

Recording and communicating

• record and present findings and conclusions using a variety of methods oral and written accounts charts, graphs and diagrams presentations using information and communication technologies.

Integration
Activities in the mathematics curriculum will inform and complement this unit.
Mass and weight
In everyday speech the term ÔweightÕ is used to describe mass and weight. However, weight is not the same as mass. The mass of an object is the amount of material or matter it contains; the weight of an object is the amount of force being exerted on it by the pull of gravity. Most children, during the primary years, will not have developed the ability to grasp the distinction between mass and weight. However, by the end of the senior classes they could be encouraged to use the term 'mass'.

Designing and making

Throughout their science investigations children should be aware of and encouraged to adopt safe practices. They should obser ve safety procedures in designing and making tasks, particularly when they are using tools and materials.

Through completing the strand units of the science curriculum the child should be enabled to

Exploring

• explore a wide range of everyday objects and how they work
  hinges on a door
  egg-beater
  paper punch
  screw-caps on bottles, jars, tubes
• explore freely how a range of shapes, objects and other constructions could be made using a variety of materials
• explore how some objects might be improved or adapted
  add struts to a bridge
  change materials
• recognise that people like cer tain characteristics of objects but not others and investigate the reasons for these preferences preferences in shape, colour, texture, structure, material

Planning

• recognise a need to adapt or change an object or surroundings
• become aware that new designs may create an interest and perceived need among others the creation of a better or more attractive pencil case may stimulate an interest and need in others for similar objects
• work collaboratively to create a design proposal
• communicate and evaluate the design plan using sketches, models and information and communication technologies use small models and/or sketches showing measurements and materials required list the equipment needed consider the resources available

Making

• make a range of simple objects to solve practical problems (hold door open), to fulfil a need or preference (colour/texture/weight/shape) and to express
  creative ideas (make a dragon, mask)
• develop craft-handling skills and techniques
  tying knots, marking and cutting, joining and fastening, making holes, weaving and plaiting, strengthening structures using struts, linking objects with adhesives, simple card hinge
• use appropriate tools
  friction (e.g. sandpaper and files)
  joining and fastening (e.g. needle and thread, adhesive, stapler, bolts, nuts and spanners)
• use a range of materials including
  soft strip wood, lollipop sticks, various thicknesses of card, basic electrical equipment, adhesive, paper clips, Bulldog clips

Evaluating

• recognise that modifications to the plan may have to be made throughout the task
• evaluate the effectiveness of the new product and suggest modifications to the designing and making task suitability of materials chosen, aesthetic outcomes, the extent to which objects fulfil needs identified earlier
• evaluate the work of peers and propose positive modifications.

Integration
Activities throughout the strands of the visual ar ts curriculum will complement this unit and
provide opportunities to apply these designing and making skills.
Mathematics: Space and shape
Geography: Maps, globes and graphical skills; Human environments

Strand: Living things

Strand unit: Human Life

The child should be enabled to

Variety and characteristics of humans

• become aware of the names and structure of some of the bodyÕs major external and internal organs

Human life processes

• develop an awareness of the importance of food for energy and growth
  need for a balanced and healthy diet
  structure and function of teeth
  design and make a nutritious sandwich for lunch
  design and make a clay model of a set of teeth (or part of a set of teeth)
• understand the physical changes taking place in both male and female during growth to adulthood
• become aware of and investigate breathing
  appreciate the need for oxygen from the air
  understand that air is drawn in through mouth and nose and passes through windpipe to lungs
  investigate breathing rate before and after exercise
  recognise dangers of smoking and air pollution
• explore and investigate how people move body supported by a skeleton actions of muscles, bones and joints.

Integration
SPHE: Myself
History: Local studies

Strand unit: Plant and animal life

The child should be enabled to discuss

Variety and characteristics of living things

• observe, identify and investigate the animals and plants that live in local environments
  local stream, river or pond, seashore aspect of a local rural landscape (e.g. road or laneway verge, hedgerow, peatland, field)aspect of a local urban area (e.g. areas around school, park, waste ground)
• develop an increasing awareness of plants and animals from wider environments
• observe and explore some ways in which plant and animal behaviour is influenced by, or adapted to, environmental conditions suitability of plants for shaded/damp/dry/wet conditions use of colour and camouflage by animals
• sort and group living things into sets according to observable features animals that have fur, feathers, scales flowering and non-flowering plants
• use simple keys to identify common species of plants and animals
• understand that plants use light energy from the sun
• come to appreciate that animals depend on plants and indirectly on the sun for food
• discuss simple food chains

Processes of life

• become aware of some of the basic life processes in animals
  feeding, breathing, growing, moving, reproducing (life cycles), using their senses design and make an animal home that provides for growth, exercise, feeding of the animal
• investigate the factors that affect plant growth water, light, types of soil, temperature.

Integration Geography:
Natural environments

Strand: Energy and forces

Strand unit: Light

The child should be enabled to

• learn that light is a form of energy
• recognise that light comes from different natural and artificial sources
• investigate that light can be broken up into many different colours use prism to create spectrum
• investigate the relationships between light and materials sort materials according to the degree to which they allow light through (i.e. transparent, translucent, opaque) explore materials that do not allow light to pass through (opaque) and thus form shadows design and make a light shade for bedroom investigate how mirrors and other shiny surfaces are good reflectors of light effects of flat shiny surface, curved shiny surface
• recognise that the sun gives us heat and light, without which people and animals could not survive
• be aware of the dangers of looking directly at the sun.

Strand unit: Sound

The child should be enabled to

• learn that sound is a form of energy
• recognise and identify a variety of sounds in the environment
• understand and explore how different sounds may be made by making a variety of materials vibrate
  skin of drum, plastic ruler on table, string of an instrument, 'seed' in referee's whistle
• design and make a range of simple string instruments using an increasing variety of tools and materials
  investigate how changes in length, tension, thickness and types of materials affect sound produced
• explore the fact that sound travels through materials air, water, wood, metal.

Integration
Music: Exploring sounds

Strand unit: Heat

The child should be enabled to

• learn that heat can be transferred
• recognise that temperature is a measurement of how hot something is
• measure changes in temperature using a thermometer
• measure and compare temperatures in different places in the classroom, school and environment and explore reasons for variations
• understand that the sun is the Earth's most important heat source
• identify ways in which homes, buildings and materials are heated cookers, kettles, electric radiators.

Integration
Geography: Natural environments - Weather: Human environments

Strand unit: Magnetism and electricity

The child should be enabled to

• learn that magnets can push or pull magnetic materials
• explore how magnets have poles and investigate how these poles attract and repel each other
• explore the relationship between magnets and compasses
• examine and classify objects and materials as magnetic and non-magnetic
• investigate that magnets attract certain materials through other materials magnets attracting materials through water, glass, plastic
• explore the effects of static electricity plastic ruler, comb, glass rod
• observe the effects of static electricity on everyday things in the environment
  use of lightning conductor on buildings
  use of earthing strips for cars
• learn about electrical energy
• investigate current electricity by constructing simple circuits
  use wire, bulbs and batteries experiment with simple switches design and make a marine warning system (e.g. buoy with light or buzzer, lighthouse)
• examine and group materials as conductors (those that conduct electricity) and insulators (those that do not allow electricity to pass through)
• become aware of the dangers of electricity.

Integration
Geography: Human environment

Strand unit: Forces

The child should be enabled to

• explore how objects may be moved
  by pushing and pulling
  by twisting and stretching
  by machines (e.g. rollers, wheels, pulleys)
  design and make a pulley system to help a Norman builder to carry stone to the top of a castle

• explore how some moving objects may be slowed down
  a bicycle wheel by a brake
  a falling object by a parachute
  design and make a parachute to help transport a small object (e.g. marble, square of chocolate, matchbox)
• explore the effect of friction on movement through experimenting with toys and objects on various surfaces
  tiled surface, carpet, concrete, grass, table-top
• investigate falling objects
• explore how levers may be used to help lift different objects
  design and make safe see-saws
• investigate the pushing force of water
  compare floating and sinking in fresh and salty water
  design and make a boat or raft using an
  increasing variety of materials, tools and craft-handling skills.

Strand: Materials

Strand unit: Properties and characteristics

The child should be enabled to

• identify and investigate a range of common materials in the immediate environment
  water, air, rock, fabrics, paper, metal, wood, plastic, food
• recognise that materials can be solid, liquid or gaseous
• describe and compare materials, noting the differences in colour, shape and texture
• distinguish between raw and manufactured materials
• group materials according to their properties
  flexibility, transparency, magnetism, conductivity or insulation properties, strength, shape, ability to muffle sounds, perishable and non-perishable, solubility
• investigate how materials may be used in construction homes and other buildings, furniture, models, structures, everyday appliances.

Strand unit: Materials and change

The child should be enabled to

Heating and cooling

• explore the effects of heating and cooling on a range of liquids, solids and gases the effects of heating and cooling on water heat causing air to rise design, make and flavour ice-cream
• investigate the suitability of different kinds of clothes for variations in temperature recognise that some fabrics keep us warmer than others
• experiment to establish which materials are conductors of heat or insulators
  explore ways in which liquids and objects may be kept hot or cold
  design and make a tea-cosy or a cover for a hot-water bottle.

Integration
Geography: Natural environments - Weather

Mixing and other changes

• investigate how materials may be changed by mixing
  mixing and dissolving materials in water design and make suitable refreshments for guests at a concert (e.g. iced tea, lemonade, adding fruit juices to water)
• investigate the characteristics of different materials when wet and dry
  experiment with papier mache
• examine the changes that take place in materials when physical forces are applied
  when materials are beaten, whisked, mixed, squashed, pulled or bent
• explore some simple ways in which materials may be separated
  using sieves of varying meshes
  using magnet
  using ruler charged with static electricity
  allowing sediment to settle in a jar of liquid
  separating water and salt through evaporation.

Linkage
Aspects of the work in this strand will be covered as work is completed in the strands Living things and Energy and forces in this science curriculum.

Integration
Geography: Natural environments; Human environments

Strand: Environmental awareness and care

Strand unit: Environmental awareness

The child should be enabled to

• identify positive aspects of natural and built environments through observation, discussion and recording
  colours, textures and shapes in rural and urban areas
  diversity of plant and animal life
  range of materials, buildings, walls and other features
  places that people enjoy and the reasons for these preferences
• identify the interrelationship of the living and non-living elements of local and other environments
  plants, animals, water, air and soil in habitats
• become aware of the importance of the Earth's renewable and non-renewable resources
• recognise how the actions of people may impact upon environments
  planting and felling trees
  removing hedgerows
  draining marshes constructing buildings, roads and bridges
• come to appreciate the need to conserve resources
  recycling of materials, use of paper packaging in contrast to some plastic packaging, identifying materials which can be used for a variety of purposes, turning off lights, reducing the amounts of water used.

Linkage
Many of the objectives of this unit may be achieved as children complete work in other strands of the science curriculum.

Integration
Environmental awareness and care is a cross-curricular strand common to the science and geography curricula.
SPHE: Myself and the wider world - Environmental care
Visual arts: an awareness of colours and textures in the environment will complement the work in this unit.

Strand unit: Science and the environment

The child should be enabled to

• begin to explore and appreciate the application of science and technology in
  familiar contexts
  at home: cooking, heating, vacuum cleaners, refrigerators, washing machines, toasters
  at school: design of computer desks, chairs, pens, calculators
  in shops: design of trolleys, use of conveyor belts in counters, ways of preserving foods, packaging foods
  in designing and making activities
• identify some ways in which science and technology contributes positively to society
  transport, buildings, bridges, roads,
  information and communication technologies,
  insulation of houses, tools and appliances,
  toys, farming, medicine
• recognise and investigate human activities which have positive or adverse effects on
  local and wider environments
  enhance the built environment
  protect flora and fauna, e.g. by creating and maintaining a school garden
  produce biodegradable and nonbiodegradable waste
  affect the quality of air, water and soil.

Strand unit: Caring for the environment

The child should be enabled to

• examine a number of ways in which the local environment could be improved or enhanced recycling campaigns helping in anti-litter campaign
• identify and discuss a local, national or global environmental issue such as
  litter in area
  an incident of pollution
  changes in flora and fauna
  new roads, buildings
  need to protect a habitat and its flora and fauna
  proposals for enhancing the environment
  (e.g. need for cycleways near school)
  investigate the causes of the issue
  appreciate the roles and different views of people involved
  suggest and discuss possible actions and consider the effects of these on people and the environment
• realise that there is a personal and community responsibility for taking care of the environment.