Evaluation

So let's see what you have learned from this work.

  • Your teacher will probably want to discuss the following points with you, and will share ideas and suggestions for improvement.
  • How well did you plan and carry out a 'Fair Test'?
  • Did you carry out the investigations safely?
  • Were you able to draw conclusions and explain your results?
  • And lastly, how well did you present the letter and the Digital Diary.

And for THE TEACHER;

Expectations
Most children will:-


. . . recognise that plants provide food for humans and other animals; know that plants need light, water, warmth, healthy leaves, roots and stems in order to grow well; make careful measurements of volumes of water and height of plants; recognise that in experiments and investigations a number of plants need to be used to provide reliable evidence.
Some children will not have made so much progress and will:- . . . recognise that plants need light, warmth and water to grow; make some measurements of the height of plants.

Some children will have progressed further and will also:-		 . . . explain why healthy roots and a healthy stem are needed for plants to grow; recognise that the leaves of a plant are associated with healthy growth; explain in simple terms why a number of plants should be used to provide reliable evidence about plant growth.
(Taken from the relevant on-line QCA Unit 'Expectations')

VOCABULARY

In this unit children will have opportunities to use:

  • words to describe physical characteristics of plants, e.g. yellow, pale, thin, spindly.
  • expressions of reason using 'because'.
  • expressions making generalisations.

 

National Curriculum Levels

END OF UNIT ASSESSMENT - ROCKS AND SOILS

3 LEVELS OF EXPECTATION

AT1 SCIENTIFIC ENQUIRY

Pupils can;
Level 2

  • Recognise when a test or comparison is unfair
  • Make suggestions with support about how they might carry out an investigation
  • Make careful observations and descriptions
  • Compare findings with what they thought would happen, and try to explain it

Level 3

  • Put forward their own ideas of how to carry out a fair test
  • Measure accurately time and volume
  • Use observation and measurement to draw conclusions

Level 4

  • Plan and carry out a fair test
  • Explain their results from investigations in terms of the characteristics and uses of the soils and rocks tested
  • Take accurate measurements of time and volume
  • Use their scientific knowledge and understanding to explain, using scientific vocabulary, their conclusions

 

AT3 - KNOWLEDGE AND UNDERSTANDING

Pupils can;

Level 2

  • Name and describe one or two different kinds of rock, for example, marble and slate
  • Name and describe soil types, for example, sand and clay
  • Know that rocks occur naturally

Level 3

  • Name and describe the characteristics of several types of rock or soil
  • State that soil is made from rock
  • Recognise that there is rock under all surfaces

Level 4

  • Describe, using scientific vocabulary, the differences between rock samples
  • Explain how the soil's structure affects permeability

 

 

 

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