birchfield quigley skills list science life processes (1)

7/30/2019 Birchfield Quigley Skills List Science Life Processes (1)

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Birchfield Skills List: Science Life Processes and Living things

Level 3 Level 4 Level 5

Humansas

organisms

I know the main stages of the human life cycle.

I know that humans have skeletons to support and protect theirbodies.

I know that humans have muscles to help them move.

I use scientific names for some major organs or body systemsand I can locate the position of these in my body.

I describe the main functions of organs of the human body -the heart pumps blood around the body including the lungs.

I can explain how these functions are essential to us.

I describe the main stages of the life cycles of humans andcompare this to other animals.

Health

I can explain how changes, for example diet or exercise,affects my health.

I know that some drugs are helpful and some are unhelpful tomy body (e.g. tobacco and alcohol).

I can describe the effect of rest and exercise on the pulse rate.

I know about the need for food for activity and growth andabout the importance of an adequate and varied diet forhealth.

I know the effects of tobacco, alcohol and other drugs.

I know how the main nutrients are used by the body (e.g.

protein for growth, carbohydrates for energy, fibre fordigestion, vitamins for chemical processes.

I can relate the effects of tobacco, alcohol and other drugs tomy personal health.

Teeth

I know about the function and care of teeth. I know that different animals have different types of teeth

depending upon their diet. I can make a hypothesis about the diet of an animal based

upon its teeth.

Greenplants

as

organisms

I can explain how I know whether plants are living or non living(growth, reproduction and nutrition)

I can explain how altering the living conditions of a plant willaffect it.

I can recognise the reproductive organs of a plant (stamen andstigma) and their role in the life cycle of flowering plants.

I know the role of the major parts of a plant (stem, root, andflower).

I know that a feeding relationship exists between plants and

animals in a habitat.

I can explain the role of the leaf in producing new material forgrowth.

I can give a detailed explanation of how different plants areadapted to the environments in which they live.

Livingthingsin

theenvironment

I can identify ways in which an animal is suited to itsenvironment (e.g. fish having fins to help them swim).

I know ways in which living things and the environment needprotection.

I can explain how animals and plants in two different habitatsare suited to their environment.

I know that a feeding relationship exists between plants andanimals and can describe these relationships using foodchains and terms (e.g. predator / prey).

I can explain that different organisms are found in differenthabitats because of differences in environmental factors, e.g.availability of light or water.

Classification

I can identify ways in which locally occurring animals can beidentified and assigned to groups.

I can keys use keys based on observable external features tohelp me identify and group living things systematically.

I can make a key to sort a group of animals and or plants.

I recognise there is a great variety of living things andunderstand the importance of classification.

Lifeprocesses

I use my knowledge and understanding of basic life processes(e.g. growth / reproduction) when describing differencesbetween living and non-living things.

I know that animals have skeletons and muscles to supporttheir bodies and help them move.

I have a sound understanding of all basic life processes:movement, growth, sensitivity, reproduction, excretion,nutrition and respiration.

I can describe the main stages of the life cycles of plants andanimals and point out similarities.

I can link my knowledge of life processes to my knowledge ofthe environment in which an animal or plant is found.

Microorganisms

I know that very small living things can cause illness. I can relate micro organisms to other living organisms even

though they are often too small to be seen.

I know that micro-organisms may be beneficial (e.g. breakdown of waste or making bread) or harmful (e.g. causingdisease or causing food to go mouldy).

I can explain how micro-organisms can move from one foodsource to another and how this can cause food poisoning


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Birchfield Skills List: Science Life Processes


Humansas

organisms

I know that humans move, feed, grow, use theirsenses and reproduce.

I know that babies grow into adults.


I know that humans have skeletons to support andprotect their bodies.

I know that humans have muscles to help themmove.

I use scientific names for some major organs or bodysystems and I can locate the position of these in mybody.

Health I know drugs can be used as medicines.

I know that I need to exercise and eat the right typesof food to stay healthy.

I can explain how changes, for example diet orexercise, affects my health.

I know that some drugs are helpful and some areunhelpful to my body (e.g. tobacco and alcohol).

I can describe the effect of rest and exercise on thepulse rate.

I know about the need for food for activity and growthand about the importance of an adequate and varieddiet for health.

I know the effects of tobacco, alcohol and otherdrugs.

Teeth

I know that teeth help to break down food.

I know about the function of the different types ofteeth

I know how to care for my teeth.

I know that different animals have different types ofteeth depending upon their diet.

Green

plantsas

orga

nisms

I can describe basic conditions that plants need inorder to survive (e.g. water, food light.)

I can sort plants into groups using simple features(e.g. shape of leaf.)

I know that plants are found in different places (e.g.

ponds or woods.) I know that seeds grow into flowering plants.

I can explain how I know whether plants are living ornon living (growth, reproduction and nutrition)

I can explain how altering the living conditions of a

plant will affect it.

I can recognise the reproductive organs of a plant(stamen and stigma) and their role in the life cycle offlowering plants.

I know the role of the major parts of a plant (stem,root, and flower).

I know that a feeding relationship exists betweenplants and animals in a habitat.

Livingthingsinthe

environment

I can recognise similarities and differences betweenlocal environments and ways in which these affectthe animals and plants that are found there. (pond /park)

I know how to look after the environment in which Ilive.

I can identify ways in which an animal is suited to itsenvironment (e.g. fish having fins to help them swim).

I know ways in which living things and theenvironment need protection.

I can explain how animals and plants in two differenthabitats are suited to their environment.

I know that a feeding relationship exists betweenplants and animals and can describe theserelationships using food chains and terms (e.g.predator / prey).

Class

ification

I can sort living things into groups using simplefeatures.

I can describe the reasons for my groupings, e.g.number of legs, shape of leaf.

I can identify ways in which locally occurring animals

can be identified and assigned to groups.

I can keys use keys based on observable externalfeatures to help me identify and group living thingssystematically.

I can make a key to sort a group of animals and orplants.

Life

processes

I can explain the differences between things that areliving and that have never been alive.

I understand that animals move, feed, grow, use theirsenses and reproduce.

I can relate this knowledge to animals and plantsfound in my local environment.

I use my knowledge and understanding of basic lifeprocesses (e.g. growth / reproduction) whendescribing differences between living and non-livingthings.

I know that animals have skeletons and muscles tosupport their bodies and help them move.

I have a sound understanding of all basic lifeprocesses: movement, growth, sensitivity,reproduction, excretion, nutrition and respiration.


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Microorganisms

I know that it is important for health to wash yourhands before and after carrying out certain activities.

I know that very small living things can cause illness. I can relate micro organisms to other living

organisms even though they are often too small tobe seen.

Birchfield Skills List: Science Life Processes


Humansas

organisms

I can recognise and name external parts of thebody and compare this to other animals, (e.g.head, leg, arm).

I recognise similarities and differences betweenmyself and others and I can treat others withsensitivity.

I know that humans move, feed, grow, use theirsenses and reproduce.

I know that babies grow into adults.


I know that humans have skeletons to support andprotect their bodies.

I know that humans have muscles to help themmove.

Health

I know that humans need food and water to stayalive.

I know drugs can be used as medicines.

I know that I need to exercise and eat the righttypes of food to stay healthy.

I can explain how changes, for example diet orexercise, affects my health.

I know that some drugs are helpful and some areunhelpful to my body (e.g. tobacco and alcohol).

Teeth

I can recognise teeth as a part of the body. I know that teeth help to break down food. I know about the function of the different types of

teeth

I know how to care for my teeth.

Greenplantsas

organisms I can recognise and name some parts of a plant.

(e.g. leaf, flower, root)

I can communicate my observations of differentplants (e.g. colour of flower, size of leaf)

I can describe basic conditions that plants need inorder to survive (e.g. water, food light.)

I can sort plants into groups using simple features(e.g. shape of leaf.)

I know that plants are found in different places(e.g. ponds or woods.)

I know that seeds grow into flowering plants.

I can explain how I know whether plants are livingor non living (growth, reproduction and nutrition)

I can explain how altering the living conditions of aplant will affect it.

Livingthingsinthe

environme

nt

I know about different plants and animals in mylocal environment.

I know that animals need food and water to stayalive.

I can explain how to treat animals with care andsensitivity.

I can recognise similarities and differencesbetween local environments and ways in whichthese affect the animals and plants that are foundthere. (pond / park)

I know how to look after the environment in which Ilive.

I can identify ways in which an animal is suited toits environment (e.g. fish having fins to help themswim).

I know ways in which living things and theenvironment need protection.

Classification

I can recognise similarities and differencesbetween groups of animals and/or plants

I can sort living things into groups using simplefeatures.

I can describe the reasons for my groupings, e.g.number of legs, shape of leaf.

I can identify ways in which locally occurringanimals can be identified and assigned to groups.


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Lifeprocesses

I know that baby animals grow into adults and thatthis is a life cycle.

I can explain the differences between things thatare living and that have never been alive.

I understand that animals move, feed, grow, usetheir senses and reproduce.

I can relate this knowledge to animals and plantsfound in my local environment.

I use my knowledge and understanding of basiclife processes (e.g. growth / reproduction) whendescribing differences between living and non-living things.

I know that animals have skeletons and muscles tosupport their bodies and help them move.

birchfield quigley skills list science life processes (1)

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