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Sigma Science - Year 3
Primary science resources for the five units of the Programme of Study for Year 3.
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Plants
Pupils should be taught to:
• identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers;
• explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant;
• investigate the way in which water is transported within plants;
• explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.- Y3 Plants; What do Plants Need?
- Y3 Plants
- Y3 Seed Dispersal Labels
- Y3 Fruits and Seed Dispersal
- Y3 Seed Dispersal Methods
- Y3 Seed Dispersal
- Y3 Do Plants Need Light?
- Y3 Growing Cress (instructions)
- Y3 Growing Healthy Cress Plants
- Y3 Growing Seeds
- Y3 Helping Seeds to Grow
- Y3 What do Seeds Need to Grow?
- Y3 What do Plants Require for Life?
- Y3 Conditions for Plant Growth
- Y3 What Affects Germination?
- Y3 Life Cycle of Plant
- Y3 Insect Pollination
- Y3 Pollination
- Y3 Plant Structure and Reproduction
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Animals including Humans
Pupils should be taught to:
• identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat;
• identify that humans and some other animals have skeletons and muscles for support, protection and movement.- Y3 Animals Including Humans; What Do Animals Eat?
- Y3 Animals Including Humans; Skeletons
- Y3 Animals Including Humans; Muscles
- Y3 Animals Including Humans; Healthy Eating
- Y3 Moving and Growing – Glossary
- Y3 Animals With and Without Bony Skeletons
- Y3 Matching Skeletons to Animals
- Y3 Identifying Animal Skeletons
- Y3 Comparing Skeletons
- Y3 Identifying and Using Muscles
- Y3 Muscles Pull Bones
- Y3 Muscles and Moving
- Y3 Muscles Move Bones – the Biceps and Triceps
- Y3 Muscles Move Body Parts
- Y3 The Skeletal and Muscular Systems
- Y3 Main Bones in the Human Skeleton
- Y3 Comparing Dog and Human Skeletons
- Y3 Investigating Skeletons
- Y3 Investigating Skeleton Growth
- Y3 Labelling the Skeleton – True or False?
- Y3 Labelling the Human Skeleton
- Y3 The Skeleton – My Early Thoughts
- Y3 Observing the Human Skeleton
- Y3 Introduction to the Human Skeleton
- Y3 Human Skeleton Jigsaw
- Y3 The Human Skeleton
- Y3 The Right Food?
- Y3 Investigating What Pets Eat
- Y3 Do all Pets have the Same Diet?
- Y3 The Right Types and Amounts of Food
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Rocks
Pupils should be taught to:
• compare and group together different kinds of rocks on the basis of their appearance and simple physical properties;
• describe in simple terms how fossils are formed when things that have lived are trapped within rock;
• recognise that soils are made from rocks and organic matter.- Y3 Rocks; What is Soil?
- Y3 Rocks
- Y3 Investigating Two Different Soils
- Y3 Investigating Soil
- Y3 Adding Fertilizers
- Y3 Investigating Different Soils
- Y3 Comparing Soils
- Y3 Examining and Comparing Soils
- Y3 Building a House
- Y3 Using Rocks Around the World
- Y3 Using Different Rocks in Different Environments
- Y3 Natural and Artificial Rocks in the Local Environment
- Y3 The Water Drop Test
- Y3 Testing for Rock Permeability – The Water Drop Test (blank)
- Y3 Testing for Rock Permeability – The Water Drop Test
- Y3 Rocks – Permeable or Impermeable?
- Y3 Investigating Rock Permeability (blank)
- Y3 Investigating Rock Permeability
- Y3 The Properties of Rocks
- Y3 Observing and Comparing Rocks
- Y3 Looking at and Comparing Rocks (blank)
- Y3 Looking at and Comparing Rocks
- Y3 Common Rock Picture Bank
- Y3 Studying Rocks
- Y3 Characteristics of Rocks
- Y3 Common Rock and Soil Definitions
- The Fossil Game (New)
- Fossil Formation (New)
- Facts about Soil (New)
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Light
Pupils should be taught to:
• recognise that they need light in order to see things and that dark is the absence of light;
• notice that light reflects from surfaces;
• recognise that light from the sun can be dangerous and that there are ways to protect their eyes;
• recognise that shadows are formed when light from a light source is blocked by an opaque object;
• find patterns in the way that the size of shadows change.- Y3 Light; Forming Shadows
- Y3 Making and Reading a Sundial
- Y3 Making and Investigating Shadows
- Y3 Light and Shadows – My Early Thoughts
- Y3 Investigating Shadows
- Y3 Forming Shadows
- Y3 Light and Shadows
- Y3 Seeing in the Dark
- Y3 Light Source or Reflection?
- Y3 Different Sources of Light
- Y3 Blocking Light and Making a Shadow
- Y3 Different Light Sources
- Y3 Light Sources
- Y3 Shiny Objects and Light Sources
- Y3 Sources of Light
- Y3 The Sun
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Forces and Magnets
Pupils should be taught to:
• compare how things move on different surfaces;
• notice that some forces need contact between two objects, but magnetic forces can act at a distance;
• observe how magnets attract or repel each other and attract some materials and not others;
• compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials;
• describe magnets as having two poles;
• predict whether two magnets will attract or repel each other, depending on which poles are facing.- Y3 Forces and Magnets
- Y3 Magnetic or Non-Magnetic Materials?
- Y3 Using Magnets
- Y3 Testing Magnets
- Y3 School Investigation: Magnetic Materials
- Y3 Magnetic Materials Investigation Table
- Y3 Magnetic Fields
- Y3 Magnet Olympics
- Y3 Are all Metals Magnetic?
- Y3 Investigating Magnetic Materials
- Y3 Magnetic Materials?
- Y3 Magnetic Attraction
- Y3 Attract or Repel (black and White)?
- Y3 Attract or Repel (colour)?
- Y3 Magnetic Poles
- Y3 Scheme of Work View Resources