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aaaa acid Add-on alkali angle anomalous result Antoine Lavoisier appropriate ball bearing Barnett and Derek bbbb beaker Bert best fit bulbs burning burnt carbon dioxide circuit dandelions Dazzle at Scientific decided Derek Green diagrams dough duckweed English Titles English equipment evidence experiment fair test filter funnel frequency Geography Title Geography ICT Title ICT investigation fair limestone line graph low calorie foods magnesium Maths Titles Maths metals mixture neutral Number of bubbles Number of weights Number of woodlice Numeracy through Spreadsheets observations and measurements pans parachute phlogiston pollen grains pollen tubes powder prediction Pupils quadrat reactivity series reliable Richard Barnett Rob and Sara Science Title Science Scientific Enquiry Scientist Shakespeare Titles Shakespeare soil sound Spreadsheets Improving Numeracy sugar solution Title Geography Title Title ICT Title Title Science Title Titles English Titles Titles Maths Titles Titles Shakespeare Titles Tom’s Turning forces type of limestone Write yellow fever
Page 7 - Lavoisier's work on burning at key stage 3. When they try to answer a scientific question, they identify an appropriate approach. They select from a range of sources of information. When the investigation involves a fair test, they identify key factors to be considered. Where appropriate, they make predictions based on their scientific knowledge and understanding. They select apparatus for a range of tasks and plan to use it effectively. They make a series of observations, comparisons or measurements...
Page 6 - In their own investigative work, they decide on an appropriate approach [for example, using a fair test] to answer a question. Where appropriate, they describe, or show in the way they perform their task, how to vary one factor while keeping others the same. Where appropriate, they make predictions. They select information from sources provided for them.
Page 6 - Where appropriate, they make predictions. They select information from sources provided for them. They select suitable equipment and make a series of observations and measurements that are adequate for the task. They record their observations, comparisons and measurements using tables and bar charts. They begin to plot points to form simple graphs, and use these graphs to point out and interpret patterns in their data. They begin to relate their conclusions to these patterns and to scientific knowledge...
Page 6 - They make relevant observations and measure quantities, such as length or mass, using a range of simple equipment. Where appropriate, they carry out a fair test with some help, recognising and explaining why it is fair. They record their observations in a variety of ways. They provide explanations for observations and for simple patterns in recorded measurements. They communicate in a scientific way what they have found out and suggest improvements in their work.
Page 5 - Lavoisier's work on burning, the possible causes of global warming]; b) that it is important to test explanations by using them to make predictions and by seeing if evidence matches the predictions; c) about the ways in which scientists work today and how they worked in the past, including the roles of experimentation, evidence and creative thought in the development of scientific ideas.
Page 3 - A, B, C, D, E, F, G, KI, J, K, L, M, N, O, P, 0, R, S, T, U, V, W, X, Y, Z a, b, c, d, e, f, g, h, i...
Page 6 - Considering evidence j) use diagrams, tables, charts and graphs, including lines of best fit, to identify and describe patterns or relationships in data; k) use observations, measurements and other data to draw conclusions; I) decide to what extent these conclusions support a prediction or enable further predictions to be made...
Page 6 - They recognise why it is important to collect data to answer questions. They use simple texts to find information. They make relevant observations and measure quantities, such as length or mass, using a range of simple equipment. Where appropriate, they carry out a fair test with some help, recognising...
Page 5 - ... Planning a use scientific knowledge and understanding to turn ideas into a form that can be investigated, and to decide on an appropriate approach; b decide whether to use evidence from first-hand experience or secondary sources; c carry out preliminary work and to make predictions, where appropriate; d consider key factors that need to be taken into account when collecting evidence, and how evidence may be collected in contexts (for example, fieldwork...