Reviewing our STEM Programme

As you will be aware, we have a carefully planned Science & Technology programme that runs from P1-7.

We are always looking to review and enhance our Programmes and we would really welcome input from parents.

We would be very grateful if you could look through the topics covered from P3-7 and consider whether you might be able to offer something which could enhance the programme. This might include a visit, a talk, an experiment, or a video clip.

Please do look at all stages, not just your own child’s, and consider what you might be able to offer.

This is not a review of your child’s individual learning – a STEM report for each child in P3-7 will be out a little later in the term.

We have not written out each Experience and Outcome and the Benchmarks but should you wish to look in a little more detail at these please go to the links below.

https://education.gov.scot/improvement/documents/sciencesbenchmarkspdf.pdf

https://education.gov.scot/improvement/documents/technologiesbenchmarkspdf.pdf

Primary Three

My Body (SCN 1-12a)

  • I can make simple models of the skeleton identifying key bones.
  • I can describe the position and function of major organs.
  • I can describe the skin as an organ and the job it does.
  • I can create a report to show how to have a healthy lifestyle.

Senses (SCN 1-12b)

  • I can explain that the senses detect information and how they keep people safe.
  • I can investigate the reliability and limitations of the senses.

Forces – Magnets (SCN 1-08a)

  • I can report how a magnet exerts a non-contact force.
  • I can demonstrate that like poles repel and opposite poles attract.
  • I can give examples of how magnets are used in everyday life.

Microbes (SCN 1-13a)

  • I can describe the symptoms of some common diseases.
  • I can explain ways in which diseases can spread and how to prevent this.

Materials and their Properties (SCN 1-15a)

  • I can classify materials into natural and human-made.
  • I can identify the properties of different materials and choose an appropriate material for a task.

Soluble and Insoluble (SCN 1-16a)

  • I can identify every day things which will dissolve and things which will not.
  • I can predict, investigate and record how solubility is affected by heat and stirring.

Primary Four

The Water Cycle (SCN 1-05a)

  • I can describe the changes of state of water using words such as condensation and evaporation.
  • I can contribute to the designing of an experiment that determines the temperature at which water boils, freezes and melts.
  • I know the temperatures at which water changes state.

Living Things – MRS GREN (SCN 1-01a)

  • I can identify the differences between living and non-living things.
  • I can sort living things into plants, animals and other groups.

Electricity (SCN1-09a)

  • I can build simple circuits containing bulbs, switches, bells and batteries.

Inherited Characteristics (SCN 1-14a)

  • I can use my own experiences to illustrate how inherited characteristics are passed from one generation to the next.
  • I know that genetic information determines characteristics such as colour of eyes and shape of petals.

Energy in Everyday Life (SCN 1-04a)

  • I can identify different types of energy.
  • I can identify different energy sources.
  • I can identify the importance of different types of energy to everyday life and survival.

 

Primary Five

Changes in Substances (SCN2-15a)

  • I can investigate and explain the physical changes to the properties of materials e.g. chocolate melting and water freezing.
  • I can use scientific vocabulary such as melting, freezing, evaporating and condensing to describe changes of state.
  • Investigates chemical changes which are irreversible such as cooking, rusting and striking match.
  • Explores and describes the characteristics of solids, liquids and gases.

 

Separating Substances (SCN 2-16a)

  • I can investigate how a mixture of solids of different sizes can be separated.
  • I can select the most appropriate practical technique for separating insoluble solids, for example filtering or sieving.
  • I can relate my findings from practical investigations about dissolving to everyday experiences.

Dissolving (2-16b)

  • I can find a link between the quantity of a substance that dissolves and a range of conditions – temperature, time, particle size, stirring and quantity of solvent.
  • I can relate my findings to everyday examples.

Classifying Living Things (2-01a)

  • I can classify living things into plants (flowering and non-flowering) and animals (vertebrates and invertebrates) through knowledge of characteristics.
  • I can begin to construct and use simple branched keys.
  • I can identify characteristics of living things and their environment which have contributed to the survival or extinction of a species.
  • I can describe how some plants and animals have adapted to their environment.

Food Chains and Webs (2-02a)

  • I can describe how energy flows between plants and animals in more complex food chains and webs and ecosystems.

Sound (2-11a)

  • I can discuss and demonstrate through experiments how sound travels differently through air, water and solids.
  • I can explain how hearing is limited by a range of factors for example age, position and flexibility.

The Solar System (2-06a)

  • I can explain how the Earth pins around its axis creating day and night.
  • I can observe and record the patterns of movement of the moon.
  • I can demonstrate understanding of how the Earth takes a year to complete its orbit of the sun.
  • I can demonstrate how the tilt of the Earth on its axis causes the pattern of the seasons.

Friction Forces (SCN 2-07a)

  • I can describe friction as a force which opposes the motion of moving objects.
  • I have identified an association between air resistance and surface area.
  • I can demonstrate an understanding of how friction and air resistance can be useful, for example in braking systems, and also a problem, for example causing moving parts to wear.
  • I have investuagted ways to improve efficiency in moving objects.

 

Primary Six

The Water Cycle (SCN 2-05a)

  • I have discussed the necessity of water for life.
  • I can demonstrate an understanding of the processes involved in the water cycle.

The Human Body (SCN 2-12a and SCN 2-12b)

  • Pupils investigate at least two body systems – respiratory, circulatory, digestive, reproductive or skeletal.
  • I can describe how senses work individually to keep people safe from harm.
  • I can demonstrate how if one sense is impaired it can have an effect on the other senses ether positively or negatively.

Plants and Fertilisers (SCN 2-02b and SCN 2-03a)

  • I can relate findings from practical investigations to describe how plants have benefited society.
  • I have collaborated with others to present a reasoned argument, based on evidence, of the risks and benefits of using fertilisers.

Plant and Animal Life Cycles (2-14a)

  • I have investigated the lifecycle of a plant.
  • I have researched the lifecycle of the five main types of vertebrates.

Inherited and Non-Inherited Characteristics (SCN 2-14b)

  • I know that genetics is the study of inherited characteristics and that inherited characteristics are carried on genes.
  • I have explored and categorised characteristics into inherited and non-inherited.
  • I can describe how every living thing has its own DNA fingerprint.

Microbes (SCN 2-13a)

  • I can demonstrate understanding of how microorganisms. including bacteria, viruses and fungi can multiply rapidly.
  • I can investigate and explain the action of some microorganisms used in food production.
  • I have investigated, observed and recorded how microorganisms are necessary for the process of decomposition.

Non-contact Forces (SCN 2-08a)

  • I have measured gravitational force with a force meter or newton meter.
  • I can explain how some objects may become electrically charged by rubbing two surfaces together and how the charges produce an electrostatic force.
  • I have investigated and demonstrated understanding that magnetic and electrostatic forces can both repel and attract.
  • I can describe practical applications of magnetic, electrostatic and gravitational forces.

Chemical Reactions (SCN 2-18a)

  • I have investigated and can discuss the methods used to purify water.
  • I have researched methods used to conserve water within home, school and globally and shared these findings with others.
  • I have discussed the many uses of water.

Reversible and Irreversible Changes (2-19a)

  • I have collaborated with others to safely demonstrate simple chemical reactions.
  • I have investigated examples of everyday chemical reactions such as burning and corrosion.
  • I can use prior knowledge to identify when a chemical reaction has occurred to produce a new substance.

 

Primary Seven

Earth Structures (SCN 2-17a)

  • I have analysed and compared samples of rocks, soil and minerals and reported their characteristics and uses using a range of media.

Renewable Energy (SCN 2-04a and SCN 2-04b)

  • I can demonstrate understanding of the law of the conservation of energy.
  • I have identified some common types of energy used in energy transfers.
  • I can explain that when energy transfers energy is converted into useful and wasted energy.

Electricity (SCN 2-09a and SCN 2-09b)

  • I have designed and built a variety of electrical circuits for different purposes using a range of components.
  • I can draw circuit diagrams using appropriate symbols.
  • I can describe how components in a circuit transfer energy into different forms.

Image Production (2-11b)

  • I can demonstrate and record, through practical investigations, that light travels in straight lines.
  • I can predict and investigate how the position, shape and size of a shadow depend on the position of the object in relation to the light source.
  • I can demonstrate that white light/sunlight can be dispersed to show the colours of the visible spectrum and identify the colours and order of the rainbow.
  • I can explain that we see objects because they give out or reflect light rays that enter our eyes.

Floating and Sinking (SCN 2-08b)

  • I have explored the factors which affect floating, for example, the objects shape and the density of the material that the object is made of.

STEM

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