ByME Natural Science 3
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UNIT 1 The human body
UNIT 2 Loo a!ter your"el!
In this unit pupils will review and extend their knowledge of the human body, looking at the principal parts of the body and the ve senses. They will also be introduced to three vital body systems: the circulatory system, the respiratory system and the digestive system. At the beginning of the unit pupils will revise revise parts of the body and the ve senses. This subect area is covered in the opening illustration with the help of the course characters, !arla and Alex, who are on a school trip to a doctor"s surgery. surgery. The school trip continues in the story and, on their return to school, Alex and !arla carry out a School trip project to to review all the parts of the body they have learnt. These opening pages are designed to test pupils" prior knowledge and ease them into the subect matter of the unit, provoking interest and participation. participation. They will move on to study body systems and a detailed look at how our sense organs work. This is a new area of study for the pupils and one that re#uires a high level of language and knowledge ac#uirement. Therefore, the aim of this unit unit should be to introduce pupils introduce pupils to the subect matter, focusing on the idea that our body is made up of systems that work together like a complex machine and less on the detail of how the systems work. In the $ind out proect, pupils will investigate how the brain can be tricked by optical illusions and it the $ind out section of the unit, pupils will re%ect on and how people deal with visual impairment.
In this unit we will will study study di&erent di&erent ways to look after ourselves. 'upils will look at what a balanced diet consists of and, through this, they will revise revise the main food groups, which they have studied in previous previous years. $ood $ood groups can be presented presented in di&erent ways and there are a variety of diagrams and methods to present this inform informati ation. on. In ByME ByME Primar Primary y Scienc Science e 3, the the food food grou groups ps are are presented using the image of a healthy plate. The focus is on what we should try to include in every meal, which means knowing how to choose di&erent sources of good fats, essential for a healthy diet. (ugar is not represented in the healthy plate illustration plate illustration on page )* because a healthy diet does not need articial sources of sugar. It is important for this age group to understand sugar is not good for us and sugary foods should only be eaten occasionally. +ncourage your pupils to choose choose nutritional nutritional school snacks for themselves. themselves. 'upils will extend their knowledge of other ways of taking care of their bodies and minds. This unit has plenty of opportunities opportunities to encour encourage age pupils pupils to take take respo responsi nsibil bility ity for their their health health.. aily aily hygiene, rest and exercise are healthy habits children of this age can can show show a resp respon onsib sible le atti attitu tude de towa toward rds s and and carr carry y out out by themselves. 'upils will think about health problems and prevention. They will also re%ect on how we change with age, and how our emotional health is also of great importance. In the Find out proect proect they will investigate how much sleep we need at di&erent stages of life and in the Think about it section section of the unit, pupils think about how best to use their free time.
VALUES AND ATTITUDES In this unit your pupils will learn to appreciate how important our senses are and how people with a sensory defect can use special obects or tools to carry out everyday activities. Throughout the unit, try to encourage pupils to think about: •
VALUES AND ATTITUDES In this unit your pupils will learn to recognise that a balanced diet, basic hygiene, exercise and rest are healthy habits. They learnt in -nit that that the human body is complex and needs to be looked after. after. In this unit, they learn that there are lots of things they can take direct responsibility for to look
how we use our ve senses every day and how we would feel if you lost the use of one of them.
after themselves. Throughout the unit, try to encourage pupils to think about: • • •
UNIT % Mammal" and bird" In this unit pupils will continue to develop their awareness of the world around them by looking at the animal kingdom. In this unit they focus on mammals and birds. They will study domestic mammals and birds in the context of farming, focusing on the three life processes of nutrition, reproduction and interaction.
what they eat and how they could improve their diet if necessary. how important it is to carry out basic hygiene every day. how lack of sleep, exercise and well/being can a&ect our health and our development.
'upils begin by refreshing what they know about the animal kingdom, and review the concept of vertebrate and invertebrate animals. In the story, pupils remind themselves of products we obtain from farm animals and discover a very important invertebrate on the farm: worms. This is followed by two double/ page spread that aim to build on pupils3 prior study of mammals and birds, observing the similarities and di&erences between the two vertebrate groups and between species within the same group.
UNIT 3 Li#in$ thin$" In this unit pupils will review the di&erences between living and non/living things. They will look in detail at how plants and animals 0humans included1 carry out the life processes of nutrition, reproduction and interaction. They will learn how to classify living things into groups and sub/groups. As your pupils will be looking in detail at classifying animals in subse#uent units, the main focus of this unit is the plant kingdom. 'upils will review the main parts of a plant and learn to recognise the similarities and di&erences between plant subgroups: grasses, bushes and trees. 2our pupils will be introduced to the concept of plant nutrition, preparing them for a more detailed study of photosynthesis in year *. At the end of the unit, pupils are asked to re%ect on the complexity of living things and how living things adapt and have adapted over many years to their environment. In the Find out proect they will investigate how plants interact 0movement towards the (un1 and in the Think about it section of the unit, pupils learn how living things interact with each other for their mutual benet.
how important it is to look after our bodies, focusing on looking after our eyes and ears. how we should be aware that the people around us may have a sensory impairment and be sensitive to their needs.
The new vocabulary presented in this unit extends pupils3 knowledge of classication terms and develops their ability to classify animals in di&erent ways. They will also improve their skills of observation, deduction and interpretation of visual information.
VALUES AND ATTITUDES In this unit your pupils will focus on nutrition, reproduction and interaction of farm animals. Throughout the unit, try to encourage pupils to think about: the importance of domestic animals for humans, both as farm animals and as pets. • how domestic animals need to be looked after. •
VALUES AND ATTITUDES In this unit your pupils will learn that all living things carry out basic life processes. Throughout the unit, try to encourage pupils to think about:
UNIT & 'e(tile") am(hibian" and *"h • •
how they interact with the world around them. how we should respect all living things and show an interest in how they carry out life processes. how varied life on +arth is and how fascinating it is to discover the world of plants and animals in detail.
In this unit pupils will continue to study the animal kingdom. 2our pupils will review the main characteristics of the three other vertebrate groups: reptiles, amphibians and sh. They will practise their techni#ues of scientic classication and broaden their concept of the incredible variety of animal life on the planet.
after themselves. Throughout the unit, try to encourage pupils to think about: • • •
UNIT % Mammal" and bird" In this unit pupils will continue to develop their awareness of the world around them by looking at the animal kingdom. In this unit they focus on mammals and birds. They will study domestic mammals and birds in the context of farming, focusing on the three life processes of nutrition, reproduction and interaction.
what they eat and how they could improve their diet if necessary. how important it is to carry out basic hygiene every day. how lack of sleep, exercise and well/being can a&ect our health and our development.
'upils begin by refreshing what they know about the animal kingdom, and review the concept of vertebrate and invertebrate animals. In the story, pupils remind themselves of products we obtain from farm animals and discover a very important invertebrate on the farm: worms. This is followed by two double/ page spread that aim to build on pupils3 prior study of mammals and birds, observing the similarities and di&erences between the two vertebrate groups and between species within the same group.
UNIT 3 Li#in$ thin$" In this unit pupils will review the di&erences between living and non/living things. They will look in detail at how plants and animals 0humans included1 carry out the life processes of nutrition, reproduction and interaction. They will learn how to classify living things into groups and sub/groups. As your pupils will be looking in detail at classifying animals in subse#uent units, the main focus of this unit is the plant kingdom. 'upils will review the main parts of a plant and learn to recognise the similarities and di&erences between plant subgroups: grasses, bushes and trees. 2our pupils will be introduced to the concept of plant nutrition, preparing them for a more detailed study of photosynthesis in year *. At the end of the unit, pupils are asked to re%ect on the complexity of living things and how living things adapt and have adapted over many years to their environment. In the Find out proect they will investigate how plants interact 0movement towards the (un1 and in the Think about it section of the unit, pupils learn how living things interact with each other for their mutual benet.
The new vocabulary presented in this unit extends pupils3 knowledge of classication terms and develops their ability to classify animals in di&erent ways. They will also improve their skills of observation, deduction and interpretation of visual information.
VALUES AND ATTITUDES In this unit your pupils will focus on nutrition, reproduction and interaction of farm animals. Throughout the unit, try to encourage pupils to think about: the importance of domestic animals for humans, both as farm animals and as pets. • how domestic animals need to be looked after. •
VALUES AND ATTITUDES In this unit your pupils will learn that all living things carry out basic life processes. Throughout the unit, try to encourage pupils to think about:
UNIT & 'e(tile") am(hibian" and *"h • •
how they interact with the world around them. how we should respect all living things and show an interest in how they carry out life processes. how varied life on +arth is and how fascinating it is to discover the world of plants and animals in detail.
In this unit pupils will continue to study the animal kingdom. 2our pupils will review the main characteristics of the three other vertebrate groups: reptiles, amphibians and sh. They will practise their techni#ues of scientic classication and broaden their concept of the incredible variety of animal life on the planet.
'upils begin by refreshing what they already know about animal groups through the opening illustration and story. This is followed by three double/page spreads that look in detail at the nutrition, reproduction and physical characteristics of reptiles, amphibians and sh. 4ike the previous unit on mammals and birds, these three content pages are set out in a similar way, using a simple visual organiser to help pupils easily identify characteristics, similarities and di&erences between the animal g roups. Always encourage your pupils to use tables, concept maps, lists and diagrams to organise their work and help them revise.
invertebrates. The concept of classication is then broadened to include invertebrate groups and subgroups. The main content pages cover a lot of new information and vocabulary. epending on your class"s ability, these pages can be studied in detail or used to provoke interest in the complexity and importance of invertebrates. It may be that the animals in this group provoke negative reactions from some of the pupils but you can stress the importance of each living thing in the role invertebrate play. 6emind them that on the farm we discovered !arla doesn"t like worms very much but she learnt that worms play a vital role.7uch of the vocabulary in this unit builds on the basic concepts the pupils have studied about animal groups and classication. In this unit pupils will continue to develop their observation and classication skills, and discover how classication keys are used to help scientist identify animal species.
The new vocabulary presented in this unit extends pupils3 knowledge of the animal kingdom and provides them with the necessary language tools to identify and classify animals. They will also have the opportunity to improve their observation skills and their ability to apply their knowledge in di&erent ways.
VALUES AND ATTITUDESIn this unit your pupils will discover and learn more about reptiles, amphibians and sh. Although these vertebrate groups are the main subect matter of the unit, pupils are also reviewing the life processes of living things, improving their classication skills and applying their knowledge in di&erent contexts. Throughout the unit, try to encourage pupils to think about: •
•
•
the ama5ing variety of life on +arth and how we need to preserve and protect it. how living things depend on their natural environment and therefore how important it is for humans to preserve these habitats. how the natural world can surprise us and evolve and adapt to extreme conditions.
UNIT + In#ertebrate" In this unit pupils will explore the world of invertebrates. 'upils begin by refreshing what they learned in previous years about invertebrates. The opening pages focus on observing how invertebrates move and classifying them as land or a#uatic
VALUES AND ATTITUDESIn this unit your pupils will learn the importance of invertebrates and how even the smallest creatures are important. They are asked to investigate invertebrates in their local area. Throughout the unit, try to encourage pupils to think about: •
•
•
how every living things is important how our careless actions can disrupt the natural habitat of other living things
how we can observe wildlife in our local area.
UNIT , Matter) material" and mi-ture" In this unit pupils will extend their knowledge of materials and matter, reviewing some of their basic properties and developing the concept that everything is made up of matter. 'upils will observe how matter changes, use di&erent materials to make mixtures and di&erent tools to separate mixtures, and look at the process of transforming natural materials into manufactured materials.'upils will begin by refreshing what they have learned about common materials and their properties and demonstrate this understanding by means of a poster. Then they go on to apply their knowledge of
'upils begin by refreshing what they already know about animal groups through the opening illustration and story. This is followed by three double/page spreads that look in detail at the nutrition, reproduction and physical characteristics of reptiles, amphibians and sh. 4ike the previous unit on mammals and birds, these three content pages are set out in a similar way, using a simple visual organiser to help pupils easily identify characteristics, similarities and di&erences between the animal g roups. Always encourage your pupils to use tables, concept maps, lists and diagrams to organise their work and help them revise.
invertebrates. The concept of classication is then broadened to include invertebrate groups and subgroups. The main content pages cover a lot of new information and vocabulary. epending on your class"s ability, these pages can be studied in detail or used to provoke interest in the complexity and importance of invertebrates. It may be that the animals in this group provoke negative reactions from some of the pupils but you can stress the importance of each living thing in the role invertebrate play. 6emind them that on the farm we discovered !arla doesn"t like worms very much but she learnt that worms play a vital role.7uch of the vocabulary in this unit builds on the basic concepts the pupils have studied about animal groups and classication. In this unit pupils will continue to develop their observation and classication skills, and discover how classication keys are used to help scientist identify animal species.
The new vocabulary presented in this unit extends pupils3 knowledge of the animal kingdom and provides them with the necessary language tools to identify and classify animals. They will also have the opportunity to improve their observation skills and their ability to apply their knowledge in di&erent ways.
VALUES AND ATTITUDESIn this unit your pupils will discover and learn more about reptiles, amphibians and sh. Although these vertebrate groups are the main subect matter of the unit, pupils are also reviewing the life processes of living things, improving their classication skills and applying their knowledge in di&erent contexts. Throughout the unit, try to encourage pupils to think about: •
•
•
the ama5ing variety of life on +arth and how we need to preserve and protect it. how living things depend on their natural environment and therefore how important it is for humans to preserve these habitats. how the natural world can surprise us and evolve and adapt to extreme conditions.
VALUES AND ATTITUDESIn this unit your pupils will learn the importance of invertebrates and how even the smallest creatures are important. They are asked to investigate invertebrates in their local area. Throughout the unit, try to encourage pupils to think about: •
•
•
properties while exploring di&erent physical and chemical changes of matter. Then pupils are introduced to mixtures, and learn that almost everything around us contains two or more di&erent materials. This lesson provides plenty of opportunities for pupils to make mixtures with a variety of materials and then later focus on separating mixtures with the appropriate tools. The last two content pages deals with natural materials and the process of transforming them into manufactured materials.
'upils begin by refreshing what they already know about light, heat and sound energy, and are introduced to the concept that we can generate energy from wind, water and the (un. 'upils then review and extend their knowledge about machines that use mains electricity, batteries or both by means of a 8enn iagram. They go on to explore six types of energy that we nd all around us in our daily lives including light, sound, thermal, kinetic, electrical and chemical. 'upils will observe man/made and natural examples of each type of energy and focus on how energy can change from one type to another. This is followed by an explanation of non/ renewable and renewable energy sources, focusing on how each one is obtained and how they produce energy. 'upils will become aware that non/renewable energy sources are limited and will eventually run/out and that renewable energy sources can be replaced and are better for the environment.
VALUES AND ATTITUDESIn this unit, pupils will practice vocabulary that they have previously learned as well as develop very specic scientic vocabulary about matter, materials, as well as a variety of processes. They will continue to work on important skills including observation, classication, choosing the correct tool for di&erent purposes, and the collection and presentation of data. In this unit your pupils will learn that everything in the -niverse is made up of matter. 'upils will appreciate our valuable natural materials as they are transformed into manufactured obects we use everyday. They will re%ect the natural materials our environment produces and the importance of recycling a variety of manufactured materials to protect it. Throughout the unit, try to encourage pupils to think about:
•
7uch of the vocabulary in this unit aims to help pupils develop language and critical thinking skills in order to take a more active role in the learning process by discussing important concepts that a&ect our daily lives. 'upils will continue to develop scientic skills through observing, making connections, comparing and contrasting, making predictions and collecting data.
VALUES AND ATTITUDESIn this unit your pupils will learn to recognise the essential role that energy plays in our life. They will value energy as an important resource and explore how renewable energy sources and conserving energy can help preserve our limited non/renewable energy sources and help protect the environment. Throughout the unit, try to encourage pupils to think about:
how important it is to recycle di&erent materials. how almost everything around us is a mixture. the important role of natural materials in the process of manufacturing everyday obects.
UNIT . Ener$y •
This unit explores the essential role energy plays in our life and encourages pupils to think about when, where and how we use energy every day. 'upils will study renewable and non/renewable energy sources and become aware of the importance of energy conservation.
how we can observe wildlife in our local area.
In this unit pupils will extend their knowledge of materials and matter, reviewing some of their basic properties and developing the concept that everything is made up of matter. 'upils will observe how matter changes, use di&erent materials to make mixtures and di&erent tools to separate mixtures, and look at the process of transforming natural materials into manufactured materials.'upils will begin by refreshing what they have learned about common materials and their properties and demonstrate this understanding by means of a poster. Then they go on to apply their knowledge of
In this unit pupils will explore the world of invertebrates. 'upils begin by refreshing what they learned in previous years about invertebrates. The opening pages focus on observing how invertebrates move and classifying them as land or a#uatic
•
how our careless actions can disrupt the natural habitat of other living things
UNIT , Matter) material" and mi-ture"
UNIT + In#ertebrate"
•
how every living things is important
• •
energy is essential for everything we do. renewable energy sources as an alternative to using fossil fuels. how conserving energy helps preserve limited non/renewable energy sources and protects the environment.
properties while exploring di&erent physical and chemical changes of matter. Then pupils are introduced to mixtures, and learn that almost everything around us contains two or more di&erent materials. This lesson provides plenty of opportunities for pupils to make mixtures with a variety of materials and then later focus on separating mixtures with the appropriate tools. The last two content pages deals with natural materials and the process of transforming them into manufactured materials.
'upils begin by refreshing what they already know about light, heat and sound energy, and are introduced to the concept that we can generate energy from wind, water and the (un. 'upils then review and extend their knowledge about machines that use mains electricity, batteries or both by means of a 8enn iagram. They go on to explore six types of energy that we nd all around us in our daily lives including light, sound, thermal, kinetic, electrical and chemical. 'upils will observe man/made and natural examples of each type of energy and focus on how energy can change from one type to another. This is followed by an explanation of non/ renewable and renewable energy sources, focusing on how each one is obtained and how they produce energy. 'upils will become aware that non/renewable energy sources are limited and will eventually run/out and that renewable energy sources can be replaced and are better for the environment.
VALUES AND ATTITUDESIn this unit, pupils will practice vocabulary that they have previously learned as well as develop very specic scientic vocabulary about matter, materials, as well as a variety of processes. They will continue to work on important skills including observation, classication, choosing the correct tool for di&erent purposes, and the collection and presentation of data. In this unit your pupils will learn that everything in the -niverse is made up of matter. 'upils will appreciate our valuable natural materials as they are transformed into manufactured obects we use everyday. They will re%ect the natural materials our environment produces and the importance of recycling a variety of manufactured materials to protect it. Throughout the unit, try to encourage pupils to think about: • • •
7uch of the vocabulary in this unit aims to help pupils develop language and critical thinking skills in order to take a more active role in the learning process by discussing important concepts that a&ect our daily lives. 'upils will continue to develop scientic skills through observing, making connections, comparing and contrasting, making predictions and collecting data.
VALUES AND ATTITUDESIn this unit your pupils will learn to recognise the essential role that energy plays in our life. They will value energy as an important resource and explore how renewable energy sources and conserving energy can help preserve our limited non/renewable energy sources and help protect the environment. Throughout the unit, try to encourage pupils to think about:
how important it is to recycle di&erent materials. how almost everything around us is a mixture. the important role of natural materials in the process of manufacturing everyday obects.
UNIT . Ener$y •
This unit explores the essential role energy plays in our life and encourages pupils to think about when, where and how we use energy every day. 'upils will study renewable and non/renewable energy sources and become aware of the importance of energy conservation.
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concrete experiences for pupils to develop critical and creative thinking skills.
UNIT / Machine" In this unit we pupils will review and extend their knowledge of forces and machines. 'upils will develop an understanding of some basic concepts of physics and explore a variety of machines designed to make our lives e asier.
The vocabulary in this unit will provide pupils the opportunity to build on content specic language that will help them understand and explain new concepts. This unit provides pupils with a variety of valuable opportunities to develop scientic skills including observation, planning, problem/solving, inventing and manipulating a variety of obects in their world.
'upils begin be refreshing what they know about forces, such as pushes and pulls, and simple and complex machines. 'upils will identify common machines that make life easier at school and make a poster of machines found in the home. Then pupils are introduced to six simple machines and look at their parts to understand how they work. 'upils can use this information to identify the simple machines that make up complex machines in the world around them. This is followed by an opportunity for pupils to practice putting things together and taking them apart while exploring the uses of simple tools. A second hands/on activity challenges pupils to work collaboratively to plan, design and make a machine. This activity aims to consolidate much of what the pupils have learned about simple machines and using simple tools while also providing
energy is essential for everything we do. renewable energy sources as an alternative to using fossil fuels. how conserving energy helps preserve limited non/renewable energy sources and protects the environment.
VALUES AND ATTITUDESIn this unit your pupils will recogni5e simple machines and how they work and valuing their role in making our lives better. Through hands/on activities pupils will build condence in manipulating di&erent materials and creativity in planning and designing machines. Throughout the unit, try to encourage pupils to think about: •
•
•
the important role that simple and complex machines play in our everyday lives. the role energy plays in helping both simple and complex machines work. their own ability to manipulate obects in their immediate environment and explore how things work in their world.
concrete experiences for pupils to develop critical and creative thinking skills.
UNIT / Machine" In this unit we pupils will review and extend their knowledge of forces and machines. 'upils will develop an understanding of some basic concepts of physics and explore a variety of machines designed to make our lives e asier.
The vocabulary in this unit will provide pupils the opportunity to build on content specic language that will help them understand and explain new concepts. This unit provides pupils with a variety of valuable opportunities to develop scientic skills including observation, planning, problem/solving, inventing and manipulating a variety of obects in their world.
'upils begin be refreshing what they know about forces, such as pushes and pulls, and simple and complex machines. 'upils will identify common machines that make life easier at school and make a poster of machines found in the home. Then pupils are introduced to six simple machines and look at their parts to understand how they work. 'upils can use this information to identify the simple machines that make up complex machines in the world around them. This is followed by an opportunity for pupils to practice putting things together and taking them apart while exploring the uses of simple tools. A second hands/on activity challenges pupils to work collaboratively to plan, design and make a machine. This activity aims to consolidate much of what the pupils have learned about simple machines and using simple tools while also providing
VALUES AND ATTITUDESIn this unit your pupils will recogni5e simple machines and how they work and valuing their role in making our lives better. Through hands/on activities pupils will build condence in manipulating di&erent materials and creativity in planning and designing machines. Throughout the unit, try to encourage pupils to think about: •
•
•
the important role that simple and complex machines play in our everyday lives. the role energy plays in helping both simple and complex machines work. their own ability to manipulate obects in their immediate environment and explore how things work in their world.
