SchemeofWork–Sciencestage3

Introduction
ThisdocumentisaschemeofworkcreatedbyCambridgeasasuggestedplanofdeliveryforCambridgePrimarySciencestage3.Learningobjectivesforthe
stagehavebeengroupedintotopic areasor ‘Units’.Thesehavethenbeenarrangedinarecommendedteachingorderbut youarefreetoteachobjectivesinany order within a
stage as your local requirements and resources dictate.

TheschemeforSciencehasassumedaterm lengthof 10 weeks,withthreetermsperstageandtwounitsperterm.Anoverviewof the sequence,numberand title of each unit

for stage 3 can be seen in the table below.

Theschemehasbeenbasedontheminimum lengthof aschool yearto allowflexibility.Youshould beable toaddinmoreteachingtimeasnecessary,tosuitthe pace of your

learners and to fit the work comfortably into your own term times.

ScientificEnquirylearningobjectivesarerecurring, appearingin everyunitandassucharelistedseparatelyatthestart of each unitbelow.Thesearefollowed by the

objectives for the topic of the unit.Activities and resources are suggested against the objectives to illustrate possible methods of delivery.

Thereisnoobligationtofollowthepublished CambridgeScheme ofWork inordertodeliver CambridgePrimary.It hasbeencreatedsolelytoprovidean illustration of how

delivery might be planned over the six stages.

Astep-by-step guide tocreating yourownschemeof work andimplementingCambridgePrimaryin yourschoolcanbefoundintheCambridgePrimaryTeacher Guide

available on the Cambridge Primarywebsite.Blank templates are also available on the Cambridge Primarywebsite for you to use if you wish.

Overview

Term1 Term2 Term3

1AUnit3.1Life Processes 2AUnit3.3FloweringPlants 3AUnit3.5TheSenses

1BUnit3.2Materials 2BUnit3.4IntroductiontoForces 3BUnit3.6KeepingHealthy

V11Y07 ScienceStage3 1
SchemeofWork–Sciencestage3

Unit1A:3.1LifeProcesses
Thisunitlooksatbasiclifeprocessescommontoanimalsandplants. It
considers what makes a healthy diet.
ScientificEnquiryworkfocuses on:
 observingandcomparinglivingthings
 recordingobservations
 makinggeneralisations.

ScientificEnquiry
Framework LearningObjectives RecommendedVocabularyforthisunit
Codes
Ideasandevidence living senses
Ep1 Collectevidenceinavarietyofcontextstoanswerquestionsortestideas. non-living taste
move touch
Planinvestigativework breathe see
Ep2 Suggestideas,makepredictionsandcommunicatethese. feed hear
Ep3 Withhelp,thinkaboutcollectingevidenceandplanningfairtests. reproduce smell
grow seeds
Obtainandpresentevidence food flowers
Eo1 Observeandcomparelivingthingsandevents. water plants
Eo2 Measureusingsimpleequipmentandrecordobservationsinavarietyofways. human light
Eo3 Presentresultsindrawings. animal dark
ScientificEnquiry
Considerevidenceandapproach sort tell
Eo4 Drawconclusionsfromresultsandbegintousescientificknowledgetosuggest group look
explanations. talkabout
name
Eo5 Makegeneralisationsandbegintoidentifysimplepatternsinresults. measure
describe
explore compare
investigate

V11Y07 ScienceStage3 2
Framework LearningObjective Activities Resources Comments Time
Codes

3Bh6 Cansortlivingthingsintogroups, Identifywhatalllivingthingscando Photographs 2hours

using simple features and –move,grow,reproduce,breathe, feed, Hoops
describe rationale for groupings. use senses. Feely bags
Magnifyingglasses
Sensoryactivities–asareminderof what
our senses are:
Taste/smelltests
Feely bags
Blindfold games
Listeningactivities–identifying
sounds
Groupingactivities
3Bh2 Can describe differences Reviselivingvsnon-living. Secondary sources – 2hours
between living and non-living Internet,books,CDROMs
thingsusingknowledgeoflife Distinguishbetweenlivingvsnon- living.
processes. Exploredifferentwaysofmoving.
Linkwithphysical
Investigate how we breathe. education.
Mirrors
3Bh1 Knowlifeprocessescommonto Revisewhatweneedtostayalive. Adhere to school 2hours
humans and animals include Discuss animal needs also. policyreeducational
nutrition (water and food), visits.
movement, growth and Visitalocalmarketandlookat
reproduction. available foods.
Revisechangesfrombirthuntilnow.
Discuss other human physical
changes -e.g. growth.
Animalfamiliesactivities. Photographs 1hour

3Bp4 Know that plants need healthy Revisewhatplantsneedtogrow well. Specimen plants for Begin plant 3hours
roots,leavesandstemstogrow well. comparison, healthy, experimentsearlyin
Measuregrowingplantsoverafew unwatered,keptindark. topic and observe
weeks. regularly.

Plantseedsandobserveflowers
growing.

V11Y07 ScienceStage3 3
SchemeofWork–Sciencestage3

Unit1B:3.2Materials
Herelearnersextendtheirknowledgeoftherangeofmaterialsweuseandoftheircharacteristicproperties. It
develops ideas as to why materials are chosen for specific uses.
ScientificEnquiryworkfocuses on:
 collectingevidencetoanswerquestionsortestideas
 suggestingideas,makingpredictionsandcommunicating
 planningafairtest–withhelp
 observationskills
 measuringusingsimpleequipmentandrecordingobservations
 presentingresults
 drawingconclusionswithscientificexplanations.

ScientificEnquiry
Framework LearningObjectives RecommendedVocabularyforthisunit
Codes
Ideasandevidence material magnet
Ep1 Collectevidenceinavarietyofcontextstoanswerquestionsortestideas. object magnetic
hard non-magnetic
Planinvestigativework soft attract/ed
Ep2 Suggestideas,makepredictionsandcommunicatethese. shiny absorbent
Ep3 Withhelp,thinkaboutcollectingevidenceandplanningfairtests. rough waterproof
smooth
Obtainandpresentevidence
Eo1 Observeandcomparelivingthingsandevents.
ScientificEnquiry
Eo2 Measureusingsimpleequipmentandrecordobservationsinavarietyofways. Present
results in drawings. predict
Eo3
investigate
record
Considerevidenceandapproach decidesort
Eo4 Drawconclusionsfromresultsandbegintousescientificknowledgetosuggest group
explanations.
Eo5 Makegeneralisationsandbegintoidentifysimplepatternsinresults.

V11Y07 ScienceStage3 4
Framework LearningObjective Activities Resources Comments Time
Codes

3Cp1 Know that every material has Schoolmaterialssurvey. Samples of Begintousenames 2hours
specificproperties(e.g.hard, soft, materials/objectsmadefrom forcommonmetals.
shiny). them.

Materialdetectives’game. Recordingsheets.
3Cp3 Explorehowsomematerialsare Fromacollectionofmaterialspredict 2hours
magnetic, but many are not. which will be magnetic.

Howwilltheyfindout? Plan
investigation.

3Cp4 Discuss why materials are
chosenforspecificpurposeson
the basis of their properties.
3Cp2 Cansortmaterialsaccordingto
properties.
Groupresultsintomagnetic:non-
magnetic.
Improving things – young inventors. Rangeofeverydayobjects. 4hours
Decide alternative materials for
commonobjectsandselltheideasto
each other!
Investigate:e.g. Rangeofmaterials/objects Assess:
Whichpapertowelisthemost to investigate. Presentafamiliar
absorbent? itemmadefroma new
Whichisthebestfloorcovering or different material.
for a certain location? Howwouldtheytest
Whichfabricisbestfora ifitperformedbest?
particular garment?
Sorting games – given specific Sortinghats?(Harry Potter?) 2hours/
criteriae.g.waterproof,absorbent etc. ongoing
through
Makeamaterialsdisplayforthe out unit
classroom.

V11Y07 ScienceStage3 5
SchemeofWork–Sciencestage3

Unit2A:3.3FloweringPlants
Inthisunitlearnersfindoutaboutwhatplantsneedtogrowwellandwhyitisimportantthattheydo.
ScientificEnquiryworkfocuses on:
 consideringwhatevidenceshouldbecollected
 makingcarefulmeasurements
 consideringhowgoodtheevidenceis
 usingresultstodrawconclusions.

ScientificEnquiry
Framework LearningObjectives RecommendedVocabularyforthisunit
Codes
Ideasandevidence plant dark
Ep1 Collectevidenceinavarietyofcontextstoanswerquestionsortestideas. root compost
leaf healthy
Planinvestigativework stem unhealthy
Ep2 Suggestideas,makepredictionsandcommunicatethese. flower wilt
Ep3 Withhelp,thinkaboutcollectingevidenceandplanningfairtests. water effect
Obtainandpresentevidence light temperature
grow
Eo1 Observeandcomparelivingthingsandevents.
Eo2 Measureusingsimpleequipmentandrecordobservationsinavarietyofways. Present
ScientificEnquiry
Eo3 results in drawings.
observe
measure
Considerevidenceandapproach explain
Eo4 Drawconclusionsfromresultsandbegintousescientificknowledgetosuggest discuss
explanations. investigate
Eo5 Makegeneralisationsandbegintoidentifysimplepatternsinresults. draw
identify

V11Y07 ScienceStage3 6
Framework LearningObjective
Codes
3Bp1 Knowthatplantshaveroots, leaves, Revisechildren’sknowledgeofplant
stems and flowers.
3Bp2 Explainobservationsthatplants
need water and light to grow.
3Bp3 Know that water is taken in
through the roots and
transportedthroughthestem.
3Bp4 Know that plants need healthy
roots,leavesandstemstogrow well. differentpartswhichallneedtowork
3Bp5 Knowthatthatplantgrowthis
affected by temperature.
V11Y07
Activities Resources Comments Time
Displays/posters Plantsdonottakein 1hour
parts. food through their
roots.
Leaftests–makeobservationsand Plantcollectionfortesting
measurements over time.
Lookatplantsgrowninthedarkor Plantsfortesting 2hours
covered up.
Howcanwerevivetheplant?Have a
go!
Lookatpot-boundplantsandre-pot. Pot-bound specimen/s Extend children’s 2hours
Discusswhythiswillbegoodforthe Compostandnewpot/s thinkingtothefact
plant that the roots will
havemorespace,
Placingstemsincolouredwaterand butalsoincreased
observingtransportofwaterthrough uptake of water.
the stem e.g. pinks, celery. Flowers/celery
Investigation:Willplantsgrowmore,
the more water they are given?
Introduce the idea of a plant having Thrivingandwiltingplants. 2hours
properly if it is to grow well.
Drawcomparativediagramsof
healthy/unhealthy plants.
Identifyroots/stems/leaveson
different plants. Secondary sources –
Internet,books,CDROMs.
Discusstreesasplantsandtheirroot
systems.
Set up experiments to discover the Thermometers 3hours
effectoftemperatureonplantgrowth Cold frames
–wholeclassinvestigation. Greenhouse?
ScienceStage3 7
SchemeofWork–Sciencestage3

Unit2B:3.4IntroducingForces
Thisunitbuildsonprevious knowledgeofforces andhowtheycanaffectthemovementandshapeofobjects. Learners
find out that forces can be measured using forcemeters and compared.
Theyexperiencemagneticattractionandrepulsion.
Frictionisintroducedas aforcewhichexistsbetweenobjectsmovingacrosssolidsurfaces,whichopposes motion. Air
resistance and water resistance are brieflyintroduced, which oppose motionthrough air and water respectively.
They learn that these forces have direction and can vary in size.
ScientificEnquiryworkfocuses on:
 collectingevidence
 testingideas/predictionsbasedonscientificknowledgeandunderstanding
 suggestingquestionstotest,makingpredictionsandsharingthese
 designingafairtestandhowtocollectsufficientevidence
 choosingapparatusanddecidewhattomeasure
 makingrelevantobservations
 measuringforceandlength
 beginningtothinkabouttheneedforrepeatedmeasurements
 presentingresultsintables
 explainingwhatevidenceshowsandcommunicatewhetheritsupportspredictions.

V11Y07 ScienceStage3 8
ScientificEnquiry
Framework LearningObjectives RecommendedVocabularyforthisunit
Codes
Ideasandevidence push start
Ep1 Collectevidenceinavarietyofcontextstoanswerquestionsortestideas. pull stop
force slowdown
Planinvestigativework forcemeter get faster
Ep2 Suggestideas,makepredictionsandcommunicatethese. Newtons frictiongrip
Ep3 Withhelp,thinkaboutcollectingevidenceandplanningfairtests. direction
weight
Obtainandpresentevidence
ScientificEnquiry
Eo1 Observeandcomparelivingthingsandevents.
measure plan fair test
Eo2 Measureusingsimpleequipmentandrecordobservationsinavarietyofways. Present
discuss presentresults
Eo3 results in drawings.
explore record
compare draw
Considerevidenceandapproach investigate table
Eo4 Drawconclusionsfromresultsandbegintousescientificknowledgetosuggest predict conclusion
explanations. collectevidence pattern
Eo5 Makegeneralisationsandbegintoidentifysimplepatternsinresults.

V11Y07 ScienceStage3 9
Framework LearningObjective
Codes
3Pf1 Knowthatpushesandpullsare
examples of forces.
Know that forces can be
measuredwithforcemeters.
3Pf3 Explorehowforcescanchange the
shape of objects.
3Pf2 Explorehowforcescanmake
objects start or stop moving.
3Pf4 Explore how forces including
frictioncanmakeobjectsmove
faster or slower or change
direction.
V11Y07
Activities Resources Comments Time
Discussotherforces. Forcemeters Compare with 2hours
weighing scales in
Howcanwetellwhichdirectiona force supermarkets (kg),
is acting in? butstressthatforces,
including weight, are
Introduce forcemeters. measured in
Explorehowtheywork. Newtons.
MeasuresomeforcesinNewtons (N).
Explore how to make a variety of Softmodellingmaterials 2hours
shapeswithavarietyofmaterials. Elastic bands?
Observe actions and describe as
pushes or pulls.
Playwithtoycars–experiencewhat Toycars Link with P.E. work 2hours
makes them stop, slow down or get Ramps onthrowingsoftballs
faster. Rangeofdifferentmaterials or beanbags –
forsurfacese.g.smooth, fast/slow/change
rough, shiny etc… direction.
Talk about everyday situations Asabove 4hours
where friction can be helpful e.g. Bicycle–toshowworking
bicyclebrakes,griponyourshoesor a brakes.
hindrance e.g. ice-rinks. DVDofice-skating.
Plananinvestigatione.g.which
trainer has the best grip?
ScienceStage3 10
SchemeofWork–Sciencestage3

Unit3A:3.5TheSenses
Thisunitenableslearnerstoconsidertherelativevalueofeachoftheirdifferentsenses. They
explore aspects using each sense in isolation.
Theythenconsiderwhyeachsenseisvitaltousinoureverydaylives.
ScientificEnquiryworkfocuses on:
 collectingevidenceinavarietyofcontexts
 testinganideaorpredictionbasedonscientificknowledgeandunderstanding
 suggestingquestionsthatcanbetestedandmakingpredictions,communicatingthese
 designingafairtestorplanninghowtocollectsufficientevidence
 choosingapparatusanddecidingwhattomeasure
 makingrelevantobservationsandcomparisons
 presentingresultsindrawings,barchartsandtables
 identifyingsimpletrendsandpatternsinresultsandsuggestingexplanationsforsomeofthese
 explainingwhattheevidenceshowsandwhetheritsupportspredictions,communicatingthis
 linkingevidencetoscientificknowledgeandunderstandinginsomecontexts.

V11Y07 ScienceStage3 11
ScientificEnquiry
Framework LearningObjectives RecommendedVocabularyforthisunit
Codes
Ideasandevidence senses grow
Ep1 Collectevidenceinavarietyofcontextstoanswerquestionsortestideas. touch energy
taste protein
Planinvestigativework smell fat
Ep2 Suggestideas,makepredictionsandcommunicatethese. hear carbohydrate
Ep3 Withhelp,thinkaboutcollectingevidenceandplanningfairtests. see/sight dairy
eyes fruit
Obtainandpresentevidence fingerprints vegetables
Eo1 Observeandcomparelivingthingsandevents. tongue meat
Eo2 Measureusingsimpleequipmentandrecordobservationsinavarietyofways. Present nose fish
Eo3 results in drawings. ears diet
natural allergy
not-natural perfume
Considerevidenceandapproach
food opticalillusion
Eo4 Drawconclusionsfromresultsandbegintousescientificknowledgetosuggest
materials listen
explanations.
Eo5 Makegeneralisationsandbegintoidentifysimplepatternsinresults.
ScientificEnquiry
explore discuss
identify think
question make
group compare
map test
group

V11Y07 ScienceStage3 12
Framework LearningObjective Activities Resources Comments Time
Codes

3Bh5 Explore human senses and the PlayagameofBlindMan’s Buff. Blindfolds Always obtain 2hours
waysweusethemtolearnabout our children’sconsentto
world. Whatisit?Game–identifyingthings by be blindfolded.
touch, touch only and asking relevant closed Selectionofnatural/man-
questions. made materials. Beawareofneedsof
Feelybag/s visually impaired
Fingerprinting – visit from local children.
police? Or making fingerprint
patternsbydippinginink/paint–
observewithamagnifyingglass;
loops, whorls etc. Mayneedconsent
from home for
Howdoesthishelpustofeelthings with fingerprinting by
our hands? police.

taste, Visit a localfood outlet – or invite a Collection of real and/or Adhere to school 2hours
localfooddistributorintotalktothe plastic foodstuffs for policyreeducational
class. grouping,discussionand visits.
comparison.
Categorise broad food groups.
Collages–foodsforgrowth,energy
etc.
Beawareofdietary
Tastingactivities–new/unusual needs and food
foods. allergies in the
children.
Tonguemaps–areasoftaste. How
do we taste things?

V11Y07 ScienceStage3 13
Framework LearningObjective Activities Resources Comments Time
Codes

smell Discusspleasantaromasandthe 2hours

memoriestheyprompte.g.bread
baking, perfume.
Readastoryevocativeofpleasant
aromas – or write one as a class.
Thinkaboutunpleasantaromas–
mouldy bread, sour milk. These
prevent us from eating food that
would be bad for us.
Makesmellypotions!
Tryeatinge.g.anorangewhilst holding
your nose. What’s the difference?
George’s Marvellous
Howdoessmellhelp us? Medicine–RoaldDahl

sight Tryreadingwith1eyeclosed. Besensitivetoneeds of 2hours

visually impaired
Opticalillusions–howdotheytrick us?
childrenand/orthose
wearing spectacles.
Eyetesting.
Eyetestchartfrom
Sharechildren’sexperiencesof wearing
opticians.
glasses.
Adhere to school
Cinemavisit–toseeafilm in 3D. policyreeducational
Whydoweneed2eyes? visits.
hearing, Listeninggame–soundsinnature. Recordingsheets. 2hours

Pin-dropgame. Largespacee.g.schoolhall
Recording of various
Soundquiz. familiar sounds.
Investigation:Are2earsbetterthan 1?

V11Y07 ScienceStage3 14
SchemeofWork–Sciencestage3

Unit3B:3.6KeepingHealthy
Thisunithelpslearnerstofindoutaboutthemanythingstheyneedtodotokeep healthy. They learn
about the heart and how heart beat is affected by exercise.
Theyrelatethistowhattheyalreadyknowaboutmovementandexercise.
ScientificEnquiryworkfocuses on:
 collectingevidenceinavarietyofcontextstoanswerquestionsortestideas
 suggestingideas,makepredictionsandcommunicating
 observingandcomparinglivingthings
 recordingobservationsinavarietyofways.

ScientificEnquiry
Framework LearningObjectives RecommendedVocabularyforthisunit
Codes
Ideasandevidence lifeprocesses reproduction
Ep1 Collectevidenceinavarietyofcontextstoanswerquestionsortestideas. humananimal living
nutritionwater non-living
Planinvestigativework food exercise
Ep2 Suggestideas,makepredictionsandcommunicatethese. movement diet
Ep3 Withhelp,thinkaboutcollectingevidenceandplanningfairtests. growth healthy
food
Obtainandpresentevidence
Eo1 Observeandcomparelivingthingsandevents. ScientificEnquiry
Eo2 Measureusingsimpleequipmentandrecordobservationsinavarietyofways. Present compare
Eo3 results in drawings. ask
design analyse
explore observe
Considerevidenceandapproach
research think
Eo4 Drawconclusionsfromresultsandbegintousescientificknowledgetosuggest
explanations. discuss
Makegeneralisationsandbegintoidentifysimplepatternsinresults. collectevidence
Eo5

V11Y07 ScienceStage3 15
Framework LearningObjective
Codes
3Bh1 Knowlifeprocessescommonto
humans and animals include
nutrition (water and food),
movement, growth and
reproduction.
3Bh3 Exploreandresearchexercise and
the adequate, varied diet needed
to keep healthy.
3Bh4 Knowthatsomefoodscanbe
damaging to health e.g. very
sweet and fatty foods.
V11Y07
Activities Resources Comments Time
Review what we need to stay alive. 1hour
Watch video evidence of children
fromotherpartsoftheworldwhoare Internet/books. Beculturallyaware.
suffering due to lack of adequate
food and/or water.
Considerwaysinwhichwecould help
them – act on them. Charityinformation.
Relatestoriesfromhistoryofpeople Historicalsources Be aware of cultural 1hour
having inadequate diets – causing dietaryrequirements
rickets, scurvy etc.
Visitfromhealthpractitionertotalk about
healthy eating/lifestyle. Healthcentreinformation 1 hour
leaflets
Analyse balance of food on offer in
school dining rooms – or survey
children’spackedlunches.Interview Schoolweeklymenus 2 hours
school catering manager?
Design a healthy meal for an Paperplates–artmaterials for
athlete/convalescent.Paperplate collage
collage. 2hours
Fooddiaries–analyse. Keep a food diary for a 3hours
weekbeforethislesson. over
Leaveatoothorchickenbonein cola course
drink overnight. of unit
Lookatpicturesofgum Secondary
disease/tooth decay.
Findinformationaboutheartdisease sources.Healthinformation
–makeleaflets/pamphletstogiveto
adults.
leaflets.
ScienceStage3 16
V11Y07 ScienceStage3 17