Sciences: Experiences and outcomes

By Charlotte Cruz,2014-09-26 01:33
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Sciences: Experiences and outcomesScie


    Experiences and outcomes

The sciences framework provides a range of different contexts for learning which draw on important aspects of everyday life and work.

Learning in the sciences will enable me to:

    ; develop curiosity and understanding of the environment and my place in the living, material and physical world

    ; demonstrate a secure knowledge and understanding of the big ideas and concepts of the sciences

    ; develop skills for learning, life and work

    ; develop the skills of scientific inquiry and investigation using practical techniques

    ; develop skills in the accurate use of scientific language, formulae and equations

    ; apply safety measures and take necessary actions to control risk and hazards

    ; recognise the impact the sciences make on my life, the lives of others, the environment and on society

    ; recognise the role of creativity and inventiveness in the development of the sciences

    ; develop an understanding of the Earth’s resources and the need for responsible use of them

    ; express opinions and make decisions on social, moral, ethical, economic and environmental issues based upon sound understanding

    ; develop as a scientifically-literate citizen with a lifelong interest in the sciences

    ; establish the foundation for more advanced learning and future careers in the sciences and the technologies.

Sciences: experiences and outcomes 1

Planet Earth

    I can distinguish I can identify and classify I understand how animal and I have observed living I can sample and identify Biodiversity between living and non examples of living things, plant species depend on things in the living things from different and living things. I can sort past and present, to help me each other and how living environment over time habitats to compare their interdependence living things into appreciate their diversity. I things are adapted for and am becoming biodiversity and can suggest aware of how they groups and explain my can relate physical and survival. I can predict the reasons for their distribution. Learners explore the SCN 3-01a depend on each other. decisions. behavioural characteristics to impact of population growth rich and changing SCN 0-01a SCN 1-01a their survival or extinction. and natural hazards on diversity of living things SCN 2-01a biodiversity. and develop their SCN 4-01a understanding of how organisms are I can explore I can use my knowledge of I have propagated and grown I have collaborated on interrelated at local and examples of food the interactions and energy plants using a variety of investigations into the global levels. By chains and show an flow between plants and different methods. I can process of photosynthesis exploring interactions appreciation of how animals in ecosystems, food compare these methods and and I can demonstrate my and energy flow animals and plants chains and webs. I have develop my understanding of understanding of why plants between plants and depend on each other contributed to the design or their commercial use. are vital to sustaining life on animals (including SCN 4-02a for food. conservation of a wildlife Earth. humans) learners SCN 1-02a SCN 3-02a area. develop their SCN 2-02a understanding of how I can contribute to the design species depend on one Through carrying out of an investigation to show another and on the practical activities and the effects of different factors environment for investigations, I can show on the rate of aerobic survival. Learners how plants have benefited respiration and explain my investigate the factors society. findings. affecting plant growth SCN 2-02b SCN 4-02b and develop their understanding of the positive and negative impact of the human population on the environment.

Sciences: experiences and outcomes 2

Planet Earth (continued)

    I can help to design I have collaborated in the I have helped to grow Through investigations and Through investigating the Biodiversity experiments to find out design of an investigation plants and can name based on experimental nitrogen cycle and evaluating and what plants need in into the effects of fertilisers their basic parts. I can evidence, I can explain the results from practical interdependence order to grow and on the growth of plants. I can talk about how they use of different types of experiments, I can suggest a (continued) develop. I can observe express an informed view of grow and what I need to chemicals in agriculture and design for a fertiliser, taking do to look after them. and record my findings the risks and benefits of their their alternatives and can account of its environmental

    SCN 0-03a and from what I have use. evaluate their potential impact.

    SCN 2-03a SCN 4-03a learned I can grow impact on the world’s food

     healthy plants in production.

    SCN 3-03a school.

     SCN 1-03a

Sciences: experiences and outcomes 3

Planet Earth (continued)

    I am aware of different I have experienced, By considering examples I can use my knowledge of By contributing to an Energy sources types of energy around used and described a where energy is conserved, I the different ways in which investigation on different and sustainability me and can show their wide range of toys and can identify the energy heat is transferred between ways of meeting society’s common appliances. I importance to source, how it is transferred hot and cold objects and the energy needs, I can express Learners explore types, can say ‘what makes it everyday life and my and ways of reducing wasted thermal conductivity of an informed view on the risks sources and uses of go’ and say what they survival. energy. materials to improve energy and benefits of different energy and develop SCN 1-04a SCN 2-04a do when they work. efficiency in buildings or energy sources, including their understanding of SCN 0-04a other systems. those produced from plants. how energy is SCN 3-04a SCN 4-04a transferred and conserved. They Through exploring non-By investigating renewable Through investigation, I can consider the relevance renewable energy sources, I energy sources and taking explain the formation and of these concepts to can describe how they are part in practical activities to use of fossil fuels and everyday life. They used in Scotland today and harness them, I can discuss contribute to discussions on explore the nature and express an informed view on their benefits and potential the responsible use and sustainability of energy the implications for their problems. conservation of finite sources and discuss SCN 3-04b future use. resources. benefits and assess SCN 2-04b SCN 4-04b possible risks to form an informed view of responsible energy use. I can investigate the use and development of renewable

    and sustainable energy to

    gain an awareness of their

    growing importance in

    Scotland or beyond.

    TCH 2-02b

Sciences: experiences and outcomes 4

Planet Earth (continued)

    I can apply my knowledge of I have developed my By investigating how water can change from one By contributing to Processes of the how water changes state to understanding of the kinetic form to another, I can relate my findings to experiments and planet help me understand the model of a gas. I can everyday experiences. investigations, I can develop SCN 0-05a / SCN 1-05a processes involved in the describe the qualitative my understanding of models Learners explore the water cycle in nature over relationships between of matter and can apply this changing states of time. pressure, volume and to changes of state and the matter and the physical SCN 2-05a temperature of gases. energy involved as they and chemical processes SCN 4-05a occur in nature. which influence Earth’s SCN 3-05a atmosphere and oceans. They learn I can explain some of the Through exploring the carbon about climate change processes which contribute cycle, I can describe the as a natural process in to climate change and processes involved in time as well as the discuss the possible impact maintaining the balance of result of human activity. of atmospheric change on gases in the air, considering Through connections the survival of living things. causes and implications of with collaborative SCN 3-05b changes in the balance. studies of landscape, SCN 4-05b weather and climate in social studies they build up an integrated picture of the dynamic nature of Earth.

Sciences: experiences and outcomes 5

Planet Earth (continued)

    By safely observing By observing and By using my knowledge of By researching I have experienced the Space and recording the sun researching features of our our solar system and the developments used to wonder of looking at the vastness of the and moon at various solar system, I can use basic needs of living things, I observe or explore space, I Learners develop their sky, and can recognise times, I can describe simple models to can produce a reasoned can illustrate how our understanding of the the sun, moon and their patterns of communicate my argument on the likelihood of knowledge of the universe Earth’s position within stars and link them to movement and understanding of size, scale, life existing elsewhere in the has evolved over time. the universe while SCN 4-06a daily patterns of life. changes over time. I time and relative motion universe. developing a sense of SCN 0-06a SCN 3-06a can relate these to the within it. time and scale. They SCN 2-06a length of a day, a develop their month and a year. understanding of how SCN 1-06a our knowledge of the universe has changed over time and explore ideas of future space

    exploration and the likelihood of life beyond planet Earth.

Sciences: experiences and outcomes 6

Forces, electricity and waves

By investigating forces By investigating how friction, By contributing to I can use appropriate Through everyday Forces on toys and other including air resistance, investigations of energy loss methods to measure, experiences and play with a variety of toys objects, I can predict affects motion, I can suggest due to friction, I can suggest calculate and display Learners first develop and other objects, I the effect on the shape ways to improve efficiency in ways of improving the graphically the speed of an an understanding of can recognise simple or motion of objects. moving objects. efficiency of moving systems. object, and show how these how forces can change SCN 1-07a SCN 2-07a SCN 3-07a types of forces and methods can be used in a the shape or motion of describe their effects. selected application. an object, considering SCN 0-07a SCN 4-07a both forces in contact with objects and those By making accurate which act over a measurements of speed and distance. They acceleration, I can relate the investigate the effects of motion of an object to the friction on motion and forces acting on it and apply explore ways of this knowledge to transport improving efficiency in safety. moving objects and SCN 4-07b systems. Study of speed and acceleration of an object leads to an By exploring the forces I have collaborated in I have collaborated in I can help to design and understanding of the exerted by magnets on investigations to compare investigations into the effects carry out investigations into relationship between its other magnets and magnetic, electrostatic and of gravity on objects and I the strength of magnets and motion and the forces magnetic materials, I gravitational forces and have can predict what might electromagnets. From acting on it. This is can contribute to the explored their practical happen to their weight in investigations, I can compare linked to transport design of a game. applications. different situations on Earth the properties, uses and safety. Learners SCN 1-08a SCN 2-08a and in space. commercial applications of develop their SCN 3-08a electromagnets and understanding of the supermagnets. concept of buoyancy SCN 4-08a force and density.

Sciences: experiences and outcomes 7

Forces, electricity and waves (continued)

    By investigating floating and Through experimentation, I Forces

    sinking of objects in water, I can explain floating and (continued)

    can apply my understanding sinking in terms of the

    of buoyancy to solve a relative densities of different

    practical challenge. materials.

    SCN 2-08b SCN 4-08b

Sciences: experiences and outcomes 8

Forces, electricity and waves (continued)

I can describe an I have used a range of Having measured the current Through investigation, I I know how to stay Electricity electrical circuit as a electrical components to help and voltage in series and understand the relationship safe when using electricity. I have continuous loop of to make a variety of circuits parallel circuits, I can design between current, voltage and The learner’s helped to make a conducting materials. I for differing purposes. I can a circuit to show the resistance. I can apply this knowledge about display to show the can combine simple represent my circuit using advantages of parallel knowledge to solve practical electricity begins with importance of components in a symbols and describe the circuits in an everyday problems. knowing how to use it SCN 4-09a electricity in our daily series circuit to make a transfer of energy around the application. safely and this aspect is SCN 3-09a lives. game or model. circuit. reinforced throughout By contributing to SCN 0-09a SCN 1-09a SCN 2-09a their learning. They investigations into the develop their properties of a range of understanding of electronic components, I can electricity as a means of select and use them as input transferring energy by and output devices in investigating circuits practical electronic circuits. and building chemical SCN 4-09b cells. Learners develop their understanding of Using my knowledge of series and parallel electronic components and circuits and of electrical switching devices, I can help and electronic to engineer an electronic components and apply system to provide a practical their knowledge to the solution to a real-life process of designing, situation. constructing, testing SCN 4-09c and modifying.

Sciences: experiences and outcomes 9

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