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Engaging Science Investigations for Young Minds

Explore the world of scientific inquiry with this interactive guide. Learn how to ask questions, predict outcomes, collect evidence, and communicate results. Develop essential skills through fun and engaging experiments.

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Engaging Science Investigations for Young Minds

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  1. SCIENCE LET’S INVESTIGATE

  2. What’s it all about?

  3. Learning and developing skills Selecting equipment Making predictions Interpreting data Testing predictions Being aware of risks Making decisions Collecting evidence Recording results Communicating results

  4. In order for you to do all of those things… You must begin with a question, which can be scientifically investigated!

  5. Asking questions Do plants need water to grow? All investigations start with a question ! Does exercise make your heart beat faster?

  6. What question could these children be investigating? What are they predicting will happen?

  7. ? ? ? ? ?

  8. What’s on their minds?

  9. An interesting set up.But what’s it all about?

  10. What are these two finely dressed children investigating? What is their prediction?

  11. What could these children be raising question about?

  12. Careful planning needed for this one, but what question could they be trying to answer?

  13. Can you shed any light on this one?

  14. Finally, what’s this all about?

  15. Attainment targets : Scientific enquiry There are five aspects of attainment in this attainment target: • Ideas and evidence • Planning • 3. Carrying out • 4. Interpreting and evaluating • 5. Recording and presenting data • Level 1 • I can describe or respond appropriately to simple features of objects, living things and events I observe, communicating my findings in simple ways for example, talking about my work, through drawings, simple charts.

  16. Level 2 • I can respond to suggestions about how to find things out and, with help, make my own suggestions about how to collect data to answer questions. • I can use simple texts, with help, to find information. • I can use simple equipment provided and make observations related to my task. • I can observe and compare objects, living things and events. • I can describe my observations using scientific vocabulary and record them, using simple tables when appropriate. • I can say whether what happened was what I expected.

  17. Level 3 • I respond to suggestions and put forward my own ideas about how to find the answer to a question. • I can recognise why it is important to collect data to answer questions. • I can use simple texts to find information. • I can make relevant observations and measure quantities, such as length or mass, using a range of simple equipment. • Where appropriate, I can carry out a fair test with some help, recognising and explaining why it is fair. • I can record my observations in a variety of ways. • I can provide explanations for observations and for simple patterns in recorded measurements. • I can communicate in a scientific way what I have found out and suggest improvements in my work

  18. Level 4 • I can recognise that scientific ideas are based on evidence. • In my own investigative work, I can decide on an appropriate approach for example, using a fair test to answer a question. • Where appropriate, I can describe, or show the way I perform my task, how to vary one factor while keeping others the same. • Where appropriate, I can make predictions. • I can select information from sources provided for me. • I can select suitable equipment and make a series of observations and measurements that are adequate for the task. • I can record my observations, comparisons and measurements using tables and bar charts. I am beginning to plot points to form simple graphs, and use these graphs to point out and interpret patterns in their data. • I am beginning to relate my conclusions to these patterns and to scientific knowledge and understanding, and to communicate them with appropriate scientific language. • I can suggest improvements in their work, giving reasons.

  19. Level 5 • I can describe how experimental evidence and creative thinking have been combined to provide a scientific explanation. • When I try to answer a scientific question, I can identify an appropriate approach. • I can select from a range of sources of information. • When the investigation involves a fair test, I can identify key factors to be considered. • Where appropriate, I can make predictions based on my scientific knowledge and understanding. • I can select apparatus for a range of tasks and plan to use it effectively. • I can make a series of observations, comparisons or measurements with precision appropriate to the task. • I am beginning to repeat observations and measurements and to offer simple explanations for any differences I encounter. • I can record observations and measurements systematically and, where appropriate, present data as line graphs. • I can draw conclusions that are consistent with the evidence and begin to relate these to scientific knowledge and understanding. • I can make practical suggestions about how my working methods could be improved. • I can use appropriate scientific language and conventions to communicate quantitative and qualitative data.

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