Year 3 Science

Block Key NC Science Objectives Key Science Activities and Extended Writing Opportunities

Autumn 1 – Animals Animals Including Humans  Review a food survey to answer questions on diet and look for patterns
including Humans I. Identify that animals, including humans, need the right types and and trends display using tables and bar charts (pattern seeking)
amount of nutrition, and that they cannot make their own food;
Keeping Healthy they get nutrition from what they eat  Use knowledge of food groups and a balanced diet to design healthy
II. Identify that humans and some other animals have skeletons and meals (exploring/analysing secondary sources)
Become a team of per- muscles for support, protection and movement
sonal trainers for (real) cli-  Create a skeleton string puppet that has moving joints
ents in need of expert, Working scientifically (exploring/analysing secondary sources)
health, dietary and train- I. asking relevant questions and using different types of scientific en-
quiries to answer them  Investigate the question –Do some people have stronger muscles be-
ing advice. Develop spe-
II. setting up simple practical enquiries, comparative and fair tests cause they use them more? (exploring/pattern seeking)
cialised knowledge, skills  Plan and carry out a practical investigation in groups that attempts to
III. making systematic and careful observations and, where appropri-
and understanding in nu- ate, taking accurate measurements using standard units, using a answer a scientific question (exploring/pattern seeking)
trition, muscles, bones and range of equipment
joints and even conduct IV. gathering, recording, classifying and presenting data in a variety of  Give an illustrated presentation to clients on health and fitness, using re-
ways to help in answering questions sources they have made throughout the block and evidence from their
your own research in order
V. recording findings using simple scientific language, bar charts, and own research (Communication)
to answer your client’s
tables
questions. Make a present- VI. reporting on findings from enquiries, including oral and written ex- Extended writing opportunities
ation tailored to your cli- planations, displays or presentations of results and conclusions Recount: Write up for the TV programme Newsround, as a recount, your in-
ent’s needs that will set VII. using results to draw simple conclusions, make predictions for new vestigation ‘Do some people have stronger muscles because they use them
them on the road to a values, suggest improvements and raise further questions more?’
VIII. identifying differences, similarities or changes related to simple sci- Persuasive writing: Write a letter to the head teacher persuading them of
healthier life style.
entific ideas and processes some changes to the school day, lunchtime or break times which you feel
IX. using straightforward scientific evidence to answer questions or to would help pupils improve their health and fitness.
support their findings

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
We refer you to our warning, at the foot of the block overview, about links to other websites.
 Year 3 Science
Block Key NC Science Objectives Key Science Activities and Extended Writing Opportunities

Autumn 2 - Light Light  Investigate the nature of darkness, light and sight with a torch, a
I. recognise that they need light in order to see things and that dark cardboard box and pencil holes (exploring/drawing conclusions)
Light and Shadows
is the absence of light
II. notice that light is reflected from surfaces  Predict and then investigate how well different colours and materi-
During this block you will als reflect light in a simulated dark cave, use results to sort and clas-
III. recognise that light from the sun can be dangerous and that there
create your own shadow are ways to protect their eyes sify the samples (predicting/exploring/classifying)
puppet play using your ex- IV. recognise that shadows are formed when the light from a light
pert knowledge and skills source is blocked by an opaque object  Discover the properties of mirrors and reflections by undertaking
on light and shadows. You V. find patterns in the way that the size of shadows change different investigative tasks and use scientific knowledge on light to
will make a theatre and Working scientifically – all parts highlighted explain their findings (exploring/drawing conclusions)
puppets for the show in i. asking relevant questions and using different types of scientific
enquiries to answer them  Investigate how different objects create shadows (exploring).
groups and conduct your
ii. setting up simple practical enquiries, comparative and fair tests
own investigations on iii. making systematic and careful observations and, where appropri-  Investigate the effect of moving the light source on the size of shad-
shadows, light and reflec- ate, taking accurate measurements using standard units, ows (fair testing/pattern seeking)
tions. iv. gathering, recording, classifying and presenting data in a variety
of ways to help in answering questions  Investigate how coloured light beams mix and what its like to look
v. recording findings using simple scientific language, drawings, la- through different coloured filters (exploring).
belled diagrams, and tables
vi. reporting on findings from enquiries, including oral and written Extended writing opportunities
explanations, Non-chronological report: Write a report about all that you have discovered
vii. using results to draw simple conclusions, make predictions for about shadows for BBC Bitesize.
new values, suggest improvements and raise further questions Instructions and explanations: Write a set of instructions for younger
viii. identifying differences, similarities or changes related to simple children explaining how to make a shadow puppet theatre and puppets.
scientific ideas and processes
ix. using straightforward scientific evidence to answer questions or
to support their findings

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
We refer you to our warning, at the foot of the block overview, about links to other websites.
 Year 3 Science
Block Key NC Science Objectives Key Science Activities and Extended Writing Opportunities

Spring 1 – Rocks Rocks  Explore a variety of rocks and group them in different ways according to
i. compare and group together different kinds of rocks on the basis their observable features and attributes (exploring, classifying and
Rocks and Fossils of their appearance and simple physical properties identifying)
ii. describe in simple terms how fossils are formed when things that
Create an amazing rock have lived are trapped within rock  Investigate the properties of different rocks with fair testing e.g.
and fossil museum to iii. recognise that soils are made from rocks and organic matter permeability, hardness and an acid test for the presence of calcium
which you can invite other carbonate. Use a rock identification key (exploring/fair
classes, parents and fam- Working Scientifically (LKS2)
i. asking relevant questions and using different types of scientific testing/classifying and identifying)
ily, or even members of enquiries to answer them
your local community like ii. setting up simple practical enquiries, comparative and fair tests  Go on a rock walk in the local vicinity to identify different rocks for
the. Natural History or iii. making systematic and careful observations and, where appropri- different purposes. Record findings (classifying and identifying). Learn
Geology Society! In each ate, taking accurate measurements using standard units, using a about how fossils are made and the life and contribution of the great
session you will build up range of equipment, gathering, recording, classifying and fossil hunter Mary Anning (analysing secondary sources)
presenting data in a variety of ways to help in answering ques-
your knowledge to become tions  Investigate different soils, asking questions and seeking answers through
expert museum curators iv. recording findings using simple scientific language, drawings, la- a variety of scientific enquiries (exploring/ classifying and identifying
and make exhibits, quizzes belled diagrams, keys, /fair testing)
and activities for your ex- v. reporting on findings from enquiries, including oral and written
citing popup museum explanations, displays or presentations of results and conclusions  Assemble a variety of exciting exhibits for the Rock and Fossil Museum
vi. identifying differences, similarities or changes related to simple
(analysing secondary sources)
scientific ideas and processes
vii. using straightforward scientific evidence to answer questions or
Extended writing opportunity
to support their findings
Recount and letter: Write a letter to Dr Sarah Stone from the British Rock
Society about the information you learnt during your rock survey of the local
area.
Persuasive writing: Create a poster advertising your Amazing Rock and Fossil
Museum.
Non –chronological writing: Write a summary information piece about Rocks
and Fossils and create an information booklet that you can give to all the
visitors to your Amazing Rock and Fossil Museum.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
We refer you to our warning, at the foot of the block overview, about links to other websites.
 Year 3 Science
Block Key NC Science Objectives Key Science Activities and Extended Writing Opportunities

Spring 2 – Forces and Properties and changes of materials  Ask questions and then investigate how toy vehicles run on different
i. compare how things move on different surfaces surfaces. Begin to explain in terms of forces (exploring/ classifying
Magnets ii. notice that some forces need contact between two objects, and identifying )
Amazing Magnets but magnetic forces can act at a distance
iii. observe how magnets attract or repel each other and attract  Investigate how it is forces that make things move (pushes and
Mr Andrew Newton of the some materials and not others pulls) and that magnetic forces can move things at a distance
British Scientific Society is iv. compare and group together a variety of everyday materials
without forces touching (exploring/ classifying and identifying).
on the basis of whether they are attracted to a magnet, and
in need of your help. Are identify some magnetic materials
you up to the task of de-  Investigate how magnets attract some materials and not others,
v. describe magnets as having two poles
veloping some exciting vi. predict whether two magnets will attract or repel each other, Comparing and grouping materials (exploring/
activities on the theme of depending on which poles are facing predicting/classifying and identifying)
Magnetism to delight visit- Working Scientifically (LKS2)
i. asking relevant questions and using different types of sci-  Investigate the polarisation of magnets, making predictions and
ors at their annual science entific enquiries to answer them testing ideas (exploring/ predicting). Develop a game or activity
fair? If the answer is “Yes” ii. setting up simple practical enquiries, comparative and fair that uses magnetic forces by trying out a variety of ideas (exploring)
– it’s time to have some tests
fun with magnets whilst iii. making systematic and careful observations and, where ap-  Test your knowledge of magnetic forces. Design a poster to explain
learning at the propriate, taking accurate measurements using standard the science behind your game or activity stage it in an attractive eye
units, using a range of equipment catching way (analysing secondary sources)
same time! iv. gathering, recording, classifying and presenting data in a vari-
ety of ways to help in answering questions Extended writing opportunity
v. recording findings using simple scientific language, drawings,
Recount: Write a letter to Mr Andrew Newton of the British Scientific Society
labelled diagrams, keys, bar charts, and tables
vi. reporting on findings from enquiries, including oral and writ- to tell him about your initial investigation into the forces needed to move a
ten explanations, displays or presentations of results and con- toy vehicle on different surfaces.
clusions Non-chronological reports: Write an information leaflet for younger children
vii. using results to draw simple conclusions, make predictions about the Magic of Magnets.
for new values, suggest improvements and raise further ques- Explanations: Write questions and explanations about magnetic forces for
tions the visitors to your science fair.
viii. identifying differences, similarities or changes related to
simple scientific ideas and processes
ix. using straightforward scientific evidence to answer questions
or to support their findings.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
We refer you to our warning, at the foot of the block overview, about links to other websites.
 Year 3 Science
Block Key NC Science Objectives Key Science Activities and Extended Writing Opportunities

Summer 1 – Plants Plants  Make a list of what we know and what we want to find out. Plant
(requirements for life and i. identify and describe the functions of different parts of some beans in transparent jars and place them in different
flowering plants: roots, stem/trunk, leaves and flowers conditions to begin some observations. Use data loggers and other
growth, naming and function of
ii. explore the requirements of plants for life and growth (air,
parts) equipment to record light levels, water etc. (observing over time)
light, water, nutrients from soil, and room to grow) and how
Roots and Shoots they vary from plant to plant  Use secondary sources to discover the parts of a plant and how they
iii. investigate the way in which water is transported within
vary. Look at a variety of different plants making labelled sketches
The alien beings on Planet plants
(analysing secondary sources/ exploring)
Dock 5 need your help.
Working Scientifically (LKS2)
They want to open a hotel i. asking relevant questions and using different types of sci-  Make a list of plants the aliens will need to take to the space farm.
for humans on their planet entific enquiries to answer them Classify according to human use for leaves, stems, roots, flowers,
but they have a problem. ii. setting up simple practical enquiries, comparative and fair fruits, seeds (exploring/ classifying and identifying)
It’s too far away to have tests
iii. making systematic and careful observations and, where ap-  Review the data from beans. Create graphs and charts to compare
deliveries of fresh food
propriate, taking accurate measurements using standard growth. Ask questions. Set up further tests with fast germinating
from Earth so they need to units, using a range of equipment, including thermometers varieties to test hypotheses. (exploring/pattern seeking/ fair
build a space farm for and data loggers testing)
Earth food plants. The iv. gathering, recording, classifying and presenting data in a vari-
problem is, they have no ety of ways to help in answering questions  Investigate the way in which water is transported within plants.
idea what these plants v. recording findings using simple scientific language, drawings,
(exploring)
labelled diagrams, bar charts, and tables
need to grow. Can you vi. reporting on findings from enquiries, including oral and writ-
help by becoming their  Review all experiments and discuss findings. Make presentations to
ten explanations, displays or presentations of results and con-
Earth Plant Researchers? clusions aliens via a satellite link! (exploring/pattern seeking/ fair testing).
vii. using results to draw simple conclusions, make predictions
Extended writing opportunity
for new values, suggest improvements and raise further ques-
tions Recount: Zinnia wants you to write up one of your investigations as fully as
viii. identifying differences, similarities or changes related to you can so she knows how to carry it out herself. Include all instructions,
simple scientific ideas and processes results and conclusions.
ix. using straightforward scientific evidence to answer questions Play-writing: Write a short play that shows what happened when Zinnia
or to support their findings. managed to come and visit your classroom to ask questions about plants.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
We refer you to our warning, at the foot of the block overview, about links to other websites.
 Year 3 Science

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
We refer you to our warning, at the foot of the block overview, about links to other websites.
 Year 3 Science
Block Key NC Science Objectives Key Science Activities and Extended Writing Opportunities

Summer 2 – Plants (flowers, Plants  Study a variety of different flowers, making botanical paintings, use
pollination and seeds) i. explore the part that flowers play in the life cycle of flowering plants, hand lenses for close observation. Discover that flowers usually
including pollination, seed formation and seed dispersal have male and female parts. (observation/ analysing secondary
Artful flowers, fruits and
sources)
seeds
Working Scientifically (LKS2)
 Identify male and female parts and learn their function. Make
Step into the amazing, i. asking relevant questions and using different types of sci-
entific enquiries to answer them model flowers and insect puppets for the exhibition. Use puppets
secret world of flowers. ii. setting up simple practical enquiries, comparative and fair and models to demonstrate pollination. (analysing secondary
Discover their relationship tests sources/ observation)
with bees and other in- iii. making systematic and careful observations and, where ap-
sects. Learn how flowers propriate, taking accurate measurements using standard  Research what happens to a flower after pollination. Observe
transform into fruits and units, different plants that show seedpod formation at different stages.
iv. gathering, recording, classifying and presenting data in a vari- (analysing secondary sources, observation)
seeds to perpetuate the ety of ways to help in answering questions
cycle of life and use the in- v. recording findings using simple scientific language, drawings,  Investigate a wide variety of different fruits, pods, berries etc. that
spiration to create some labelled diagrams,bar charts, and tables “package” seeds (exploration).
beautiful works of art. vi. reporting on findings from enquiries, including oral and writ-
Stage your own stunning ten explanations, displays or presentations of results and con-  Investigate other types of dispersal e.g. burrs and wind dispersal.
clusions
art exhibition of paintings, vii. identifying differences, similarities or changes related to
Conduct a wind dispersal investigation (exploring/pattern seeking/
sculpture, collage and fair testing)
simple scientific ideas and processes
dance on the theme of viii. using straightforward scientific evidence to answer questions
 Gather together and stage exhibits for the Art and Science
Artful Flowers, Fruits and or to support their findings
exhibition. Write explanations and captions to accompany art,
Seeds to delight your visit- models, real life exhibits and investigation results. (analysing
ors. secondary sources).

Extended writing opportunity

Information texts: Make illustrated zigzag books that explain the
development of fruits.
Information texts: Make creative, informative posters that invite visitors to
your exhibition and include key information that they will learn when they
attend.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
We refer you to our warning, at the foot of the block overview, about links to other websites.
 Year 3 Science

Hamilton Science; Types of Investigations

‘Working Scientifically’ is the continuous area of study in the National Curriculum for Science in England. This aims to ensure that children have greater exposure to a range of enquiry types and
that they recognize when the various forms of enquiry are taking place. This is to enable them to decide for themselves which type to use in order to tackle the question they are investigating.
The following types of enquiry are included in Hamilton Science planning.

Exploring:

Discovering what happens through play and exploration, e.g. What happens when you add water to fabric?

Observing over time:

Often linked to exploring but with a time variable included, e.g. Using a thermometer to observe temperature changes of water.

Sorting, classifying and identifying:

Putting things into groups based on their characteristics, e.g. In how many ways can you sort these materials?

Fair test:

Used when we can control all the variables except the one we are changing, e.g. Which ‘towel’ material will absorb the most water?

Pattern seeking:

Used when there are too many variables to control and so a true fair test is not possible, e.g. Do some people have stronger muscles because they use them more?

Problem solving:

Using the science we know to solve a problem, e.g. Using what you have learned about how sounds are made and the loudness of sounds made by different materials, design an effective bird
scarer that uses wind chimes or similar.

Researching and analysing secondary sources

Using secondary sources to help answer scientific questions that cannot be answered through practical investigations, e.g. Which materials are biodegradable?

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
We refer you to our warning, at the foot of the block overview, about links to other websites.