Science+Level+3


 * Level 3 ||


 * Skills ||  Level Statement  ||  Cluster Interpretation  ||  Example  ||
 * __**Plan**__ ||   ||   ||   ||
 * 1. Find evidence, information and ideas. || Suggest where to find evidence, information and ideas. || As stated ||  ||
 * 2. Methods and strategies || Plan, with support, the method to be used for their enquiry. || As stated ||  ||
 * 3. Predict || Talk about their ideas using their everyday experiences they make simple predictions. || As stated ||  ||
 * 4. Fair testing ||  ||   ||   ||
 * 5. Determine success criteria || Agree on some basic success criteria. || Pupils agree as a class/group on basic success criteria, which may be given by the teacher in part or whole. ||  ||
 * __**Develop**__ ||   ||   ||   ||
 * 6. Observe and measure || Follow a simple series of instructions safely to gather their findings and, where appropriate, make observations that they could measure using simple equipment. || Equipment could include non-standard units, rulers, measuring jugs/cylinders, weighing scales, timers etc. ||  ||
 * 7. Monitor progress ||  ||   ||   ||
 * 8. Communicate findings || Begin to organise their finding s and display them in a given format to include simple tables and bar charts. || As stated ||  ||
 * 9. Review findings || Begin to identify simple patterns and trends.
 * 9. Review findings || Begin to identify simple patterns and trends.

Begin to distinguish between scientific ‘facts’, beliefs and opinions. || See simple links between cause and effect (when x does...then y does...).

Begin to understand that some things are fact – looking at healthy eating, smoking, alcohol etc. ||  ||
 * 10. Explaining || Give an explanation, based on their everyday experiences, for their findings including any patterns.

Give simple explanations for differences between and changes to organisms, objects, materials and physical phenomena. || Offer simple explanations for results (x happens because of y).

Offer simple explanations for differences between things (e.g. what makes bulbs brighter, why fish have fins etc). ||  ||
 * 11. Conclusions and decisions || Say what they have found out from their work and make their own decisions by weighing up pros and cons. || Make a decision based on best fit findings. ||  ||
 * __**Reflect**__ ||  ||   ||   ||
 * 12. Review success || Link outcomes to success criteria and identify what worked and what didn’t.
 * 12. Review success || Link outcomes to success criteria and identify what worked and what didn’t.

Begin to think about how the method could be improved. || Check their results against their success criteria.

Say where they might make improvements ||  ||
 * 13. Evaluate learning ||  ||   ||   ||
 * 14. Link Learning || Link the learning, with support, to familiar situations. || Bridge learning to other situations (life experiences, prior learning, other curriculum areas) ||  ||