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PLAN Primary Science is a set of resources produced to enable teachers to have a clearer understanding of National Curriculum expectations for meeting the standard. Annotated collections of children’s work provide examples of what working at the expected standard for primary science might look like for the knowledge and conceptual understanding statements of the programmes of study (POS).

It is not the intention of these resources to specifically exemplify the working scientifically statements.  However, aspects of working scientifically have been shown as an integral part of the teaching and learning of the knowledge and concepts.

The resources provided have been cross moderated multiple times before publishing so that they can be used with confidence by teachers and subject leaders.

Each collection of work shows one example of how a pupil has met National Curriculum statements for a particular area of content but these are not intended to be the definitive way of teaching these statements.

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PLAN Primary Science - Supporting Assessment

Key Learning Possible Evidence

Secure Show understanding of a concept by using scientific vocabulary correctly

Overview paragraph describing curriculum

Key vocabulary – list of words

Possible ways to demonstrate key learning, particularly correct usage of vocabulary

Apply knowledge in familiar related contexts

Suggestions of contexts to use. Possible ways to demonstrate that a pupil has gone beyond recall of facts and can apply the key learning, for example using the vocabulary and basic principles to produce explanations, usually within Working Scientifically contexts.

Each resource contains the relevant National Curriculum statements for the unit of work and prior learning, a planning matrix, annotated work and a summary sheet.  The matrix provides an interpretation of the key learning of the National Curriculum statements, and suggestions of key vocabulary.  In order to be meet the expectations pupils must firstly understand the key concept and then be provided with opportunities to apply that knowledge. This is a key planning tool.

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Structure of the resources

Please note: The NC statements for each topic area for the relevant year group are stated on the slide. Only the statements in bold on that slide have been exemplified. In these cases the teachers have chosen to split the statements within the topic area to teach at different times.

The prior NC statements relevant to the topic area are also stated and use to determine pupils knowledge at the start of the unit.

Each slide has been annotated with coloured text. Please see key below:

Red Commentary to explain how evidence meets/does not meet NC statements

Blue Commentary to highlight features of working scientifically

Green   Pupil Speak

Grey Other relevant information eg. vocabulary used

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Contents of the materials

• identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

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Year 1 Statements – Prior Learning

Year 3 statements

Pupils should be taught to:

•recognise that they need light in order to see things and that dark is the absence of light •notice that light is reflected from surfaces •recognise that light from the sun can be dangerous and that there are ways to protect their eyes •recognise that shadows are formed when the light from a light source is blocked by an opaque object •find patterns in the way that the size of shadows change

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Year 3 Statements

Assessment guidance

Key learning Evidence

Shows understanding of a concept using scientific vocabulary correctly

We see objects because our eyes can sense light. Some objects, for example the sun, light bulbs and candles are sources of light. We can see light sources shining directly into our eyes but to see other objects, light from a source must first shine on the object and then be reflected into our eyes. Some objects are easier to see as they are more reflective or shiny than other objects. Objects are easier to see if there is more light. Dark is the absence of light. We cannot see anything in complete darkness.Shadows are formed on a surface when an opaque or translucent object is between a light source and the surface and blocks some of the light. The size of the shadow depends on the position of the source, object and surface. If the light source and object move closer to each other, the shadow will become larger.Key vocabulary:Light, Light source, Dark, Absence of light, Transparent, Translucent, Opaque, Shiny, Matt, Surface, Shadow, Reflect, Mirror, Sunlight, Dangerous

Can describe how we see objects in light and can describe dark as the absence of light. Can state that it is dangerous to view the sun directly and state precautions used to view the sun, for example in eclipses.Can define transparent, translucent and opaque.Can describe how shadows are formed by objects blocking light.

Applying knowledge in familiar related contexts, including a range of enquiries

Explain why different objects are more or less visible in different lighting and for different object surfaces e.g. shiny vs matt.Explain how shadows vary as the distance between a light source and an object is changed.

Can describe patterns in visibility of different objects in different lighting conditions and predict which will be more or less visible as conditions change. Therefore can clearly explain that objects are not visible in complete darkness.Can describe patterns in how shadows vary due to blocking of light and predict what will happen as light source or object are moved.

Initial assessment activity – to gauge starting point of new learning in year 3 •recognise that they need light in order to see things and that dark is the absence of light

We see things by using our eyes. We cannot see in the dark for a brief moment. Once we get used to the dark we can see better. Darkness is a black room/surface where sometimes you can’t see. Light is made with fire, lightbulbs and very shiny stars. An example of a reflection is a shadow or looking at a mirror.

Why do we need to wear sunglasses and suncream?Why are some objects shiny

At this point Johnny does not understand that darkness is the absence of light and that therefore we cannot see in the dark as we need light in order to see things. Johnny can name a range of light sources. Johnny is not clear about the difference between a shadow and a reflection.

This is a very common misconception that we can see in the dark when our eyes adjust to it.

The children were asked to think about what they already knew about light and shadows given some key words to prompt them – see, dark, light, reflection, shadow.

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Viewing different objects in a box•recognise that they need light in order to see things and that dark is the absence of light•notice that light is reflected from surfaces

Children came in to a dark room filled with 6 boxes (with the materials already placed in side them) and they moved around in groups. As the children loved working in groups (which also led to some great discussion). One child chose box without being seen by their partner. Their partner then looked through the eye hole to see if they could identify the object. To control the amount of light entering the box there was a second hole which the children covered with their hand, tracing paper or left open.

Johnny is using the vocabulary shiny rather than reflective at this stage.

Johnny is not clear about the difference between a light source and reflected light.

Johnny is not yet using the key vocabulary – reflective.

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Viewing different objects in a box (contd.)•recognise that they need light in order to see things and that dark is the absence of light•notice that light is reflected from surfaces

Later Johnny was asked to reflect on these questions – he has now used the word reflect.

Johnny has identified that some objects are easier to see depending on their colour and how shiny they are.

Johnny is not showing evidence as yet of being secure with the concept that you need light to see things.

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Viewing different objects in a box (contd.)•recognise that they need light in order to see things and that dark is the absence of light•notice that light is reflected from surfaces A writing frame was provided for X to clarify his thoughts.

This is evidence that Johnny is gaining an understanding that light is required in order to see things. He has also demonstrated again that he can name light sources.

He is not demonstrating understanding of reflectors at present.11

Experiencing true darkness•recognise that they need light in order to see things and that dark is the absence of light

To enable the children to experience true darkness, the teacher set up a black out tent in the classroom. The children were allowed to go inside two at a time to see what they could see.

‘It was really dark in the tent. I couldn’t see anything at all, not even my hand right in front of my face. When Miss let a little bit of light in I could see Adam.’

This additional experience has helped Johnny to show that he now understands that when there is no light present it is not possible to see anything.

Could you see when your eyes got used to the dark?No, even though we were in there for quite a while I still couldn’t see. Getting my eyes used to the dark didn’t help me see.

This shows that through this experience he has corrected his previous misconception about being able to see in the dark when his eyes got used to it.

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Investigating the reflective nature of different materials •notice that light is reflected from surfaces

The children were given some different materials and a torch and allowed time to explore their reflectiveness.

Johnny’s group shone a torch onto each material to see how shiny it was. Johnny was able to draw his own table to record his results and chose a scoring system out of 5.

Using more basic vocabulary of shiny and dull rather than reflective, note this was before class discussed the terms.

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Investigating the reflective nature of different materials (contd.) •notice that light is reflected from surfaces

This short clear piece of writing shows that Johnny now understands the link between a shiny material and the light being reflected. He has shown he is secure on this statement as he recognises that light is reflected in different amounts by different surfaces.

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Identifying materials that are opaque, transparent and translucent•recognise that shadows are formed when the light from a light source is blocked by an opaque object The teacher defined the key vocabulary – opaque, transparent and translucent. The children were then asked to find objects around the room and record whether they were opaque, transparent and translucent.

Johnny chose to record his evidence in a table. Other children drew circles and recorded in a Venn diagram.

The teacher has picked up on a mistake that Johnny has then corrected.

This shows knowledge beyond the KS2 curriculum.15

Defining the key vocabulary - opaque, transparent and translucent•recognise that shadows are formed when the light from a light source is blocked by an opaque object

The children were given a word bank and sentence starters to help them write definitions for the key vocabulary.

This concise piece of writing shows that Johnny has a clear understanding of the key vocabulary opaque, transparent and translucent.

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Exploring suitable materials for sunglasses•recognise that light from the sun can be dangerous and that there are ways to protect their eyes

The children were asked to think back to when the school had watched the eclipse. The teacher also showed footage of people watching the eclipse. The children were asked to consider why people were wearing glasses or looking in colanders. They were reminded that this was to prevent people damaging their eyes. The children were then given a range of materials and asked to test them to consider which would be most suitable for making a pair of sunglasses. The children shone a torch through the material and observed the light coming through.

Johnny is now consistently using the words opaque, transparent and translucent. He understands that the sunglasses need to be made of a material that is translucent. Johnny can draw simple conclusions from his results

‘Even if you are wearing sunglasses you should not look at the sun. When we watched the eclipse we had to wear special sunglasses.’

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Exploring suitable materials for sunglasses•recognise that light from the sun can be dangerous and that there are ways to protect their eyes

This detail about the parts of the eye and UV radiation is beyond KS2.

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Designing and making sunglasses•recognise that light from the sun can be dangerous and that there are ways to protect their eyes

Again Johnny is consistently using the key vocabulary. He shows a clear understanding that the sunglasses need to be made of a material that is translucent rather than transparent so that some light but not all is blocked, protecting your eyes.

Johnny can use his evidence to answer the enquiry question.19

Designing and making sunglasses (contd.)•recognise that light from the sun can be dangerous and that there are ways to protect their eyes The children then made their sunglasses and verbally had to try to

‘sell’ their glasses to their partner, ensuring they covered the key questions below, including making posters to help. After the talk activity the children then wrote a persuasive piece about their sunglasses. A favourite activity.

This additional piece of writing has provided Johnny with another opportunity to show that he understands how they protect the eyes by blocking some of the light.

PLEASE NOTE – the teacher made it clear at the end of the activity that these home made glasses would not actually protect their eyes from damage by the sun.

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Exploring shadows in the playground•recognise that shadows are formed when the light from a light source is blocked by an opaque object

The children went outside into the playground and explored making different shaped shadows with their bodies.

‘My shadow is very black. It joins at my feet. I can make it not be joined if I jump in the air. I can make the shadow different shapes by changing the shape of my body.’

Johnny writes about the path of the light being disturbed. More precise vocabulary would be ‘blocked’.

Johnny has made the common mistake of using solid as a synonym for opaque

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Exploring shadows made by different objects•recognise that shadows are formed when the light from a light source is blocked by an opaque object

The children were asked to explore the difference in the shadow when using a transparent, translucent and opaque object.

‘This shadow was grey. Not as dark as outside.’

Johnny is able to use his knowledge about opaque objects to explain why this shadow will be the best. 22

Exploring how moving the light source affects the shadow•find patterns in the way that the size of shadows change

The children were given a circular object and asked to move the torch in various ways to see the effect on the shadow.

Johnny is aware that the shadow will change size when the torch is moved but his prediction is incorrect.

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Exploring how moving the light source affects the shadow (contd.)•find patterns in the way that the size of shadows change

This writing shows that Johnny has observed that the size and shape of the shadow varies depending on the position of the light source but he is struggling to describe the pattern clearly. In the next activity the teacher simplifies the task.

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Making and using shadow puppets•find patterns in the way that the size of shadows change

The children were asked to make shadow puppets for the characters in a story they had been reading in English. They then used the shadow puppets to retell the story by casting the shadows onto a screen made of white fabric.

‘I used tin foil to make my shadow puppet as it is opaque and blocks all the light so the shadow was dark and easy to see.’

‘I showed the character growing up by making the shadow bigger. I moved the puppet closer to the light.’

Johnny has shown consistently in different activities that he understands the meaning of the terms opaque, transparent and translucent, and he knows how this affects the shadow produced. He is also able to demonstrate and describe the pattern of how the size of a shadow changes.

Johnny was able to demonstrate how to make the shadow bigger and smaller.

Johnny chose an appropriate material to use for his shadow puppet.

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SecureThrough different activities Johnny gained the understanding that without light you cannot see even if you give your eyes time to adjust to the dark. He understands that shiny objects reflect light and that some materials reflect more light than others. He shows understanding of how to protect his eyes from being damaged by the sun. He shows a good understanding of the difference between opaque, transparent and translucent materials and how these affect the quality of a shadow produced. He is able to demonstrate how to change the size and shape of a shadow and can talk generally about the pattern.

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Overall Summary

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All materials were created within the school.

Acknowledgements