lets investigate
TRANSCRIPT
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LET’S
INVESTIGATE
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What’s it all
about?
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Making predictions
Testing predictions
Making decisions
Collecting evidence
Selecting equipment
Being aware of risks
Interpreting data
Recording results
Communicating results
Learning and developing skills
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You must begin with a question, which can be scientifically investigated!
In order for you to do all of those things…
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Asking questions
Does exercise make your heart beat
faster?
Do plants need water to grow?
All investigations start with a question!
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What question could these children be investigating?
What are they predicting will happen?
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? ? ? ? ?
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What’s on their minds?
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An interesting set up.But what’s it all about?
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What are these two finely dressed children investigating?
What is their prediction?
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What could these children be raising question about?
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Careful planning needed for this one, but what question could they be trying
to answer?
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Can you shed any light on this one?
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Finally, what’s this all about?
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Attainment targets : Scientific enquiry There are five aspects of attainment in this attainment target:
1. Ideas and evidence2. Planning3. Carrying out4. Interpreting and evaluating5. 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.
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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.
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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
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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.
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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.