Sigma Science - Year 4

• Living Things and their Habitats

  Pupils should be taught to:
  • recognise that living things can be grouped in a variety of ways;
  • explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment;
  • recognise that environments can change and that this can sometimes pose dangers to living things.

  • Y4 Living Things and Their Habitats; Classifying Animals
  • Y4 Positive Human Impact on the Environment
  • Y4 Negative Human Impacts on the Environment
  • Y4 Destroying Habitats
  • Y4 Can Animals Survive Without Their Habitats?
  • Y4 Using Keys to Identify Organisms
  • Y4 Classification Keys (2)
  • Y4 Classification Keys (1)
  • Y4 Classifying Animals Using a Key
  • Y4 Classifying Animals
  • Y4 The Five Main Animal Groups
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• Animals including Humans

  Pupils should be taught to:
  • describe the simple functions of the basic parts of the digestive system in humans;
  • identify the different types of teeth in humans and their simple functions;
  • describe and compare the structure of construct and interpret a variety of food chains, identifying producers, predators and prey.

  • Y4 Animals Including Humans; Types of Teeth
  • Y4 Dental Hygiene
  • Y4 The Digestive System and other Body Organs
  • Y4 What’s on the Menu?
  • Y4 Whose Teeth are the Healthiest?
  • Y4 The Story of our Teeth
  • Y4 Two sets of Teeth
  • Y4 Extreme Teeth
  • Y4 Teeth and Eating
  • Y4 Different Types of Teeth
  • Y4 Types of Teeth and their Jobs
  • Y4 Different Teeth for Different Jobs
  • Y4 Teeth – My Early Thoughts
  • Y4 Blank Habitat Food Chains
  • Y4 Ocean Habitat Food Chain
  • Y4 Desert Habitat Food Chains
  • Y4 Garden Food Chains
  • Y4 Food Chains and Webs – Key Words and Definitions
  • Y4 Food Chains (2)
  • Y4 Food Chains (1)
  • Producer, Prey and Predator (New)
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• States of Matter

  Pupils should be taught to:
  • compare and group materials together, according to whether they are solids, liquids or gases;
  • observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius;
  • identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

  • Y4 Processes of the Water Cycle
  • Y4 States of Matter; The Water Cycle
  • Y4 States of Matter; Reversible and Irreversible Changes
  • Y4 States of Matter; Air and other Important Gases.
  • Y4 Solids Behaving Like Liquids
  • Y4 Recognising Differences between Solids and Liquids
  • Y4 Characteristics of Gases, Liquids and Solids
  • Y4 Solids, Liquids and Gases
  • Y4 Solids and Liquids
  • Y4 Predicting Reversible And Irreversible Changes (blank)
  • Y4 Predicting Reversible and Irreversible Changes
  • Y4 Changing State – Heating and Cooling
  • Y4 Heating and Cooling
  • Y4 Boiling and Evaporation
  • Y4 Different States of Water
  • Y4 Water as a Liquid, Solid or Gas
  • Y4 The Water Cycle
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• Sound

  Pupils should be taught to:
  • identify how sounds are made, associating some of them with something vibrating;
  • recognise that vibrations from sounds travel through a medium to the ear;
  • find patterns between the pitch of a sound and features of the object that produced it;
  • find patterns between the volume of a sound and the strength of the vibrations that produced it;
  • recognise that sounds get fainter as the distance from the sound source increases.

  • Y4 Sound Proofing Investigation (Blank)
  • Y4 Soundproofing Investigation
  • Y4 Sound; Making Sound
  • Y4 Soundproofing (blank)
  • Y4 Soundproofing
  • Y4 Sound Cannon
  • Y4 Sound Waves
  • Y4 Observing Sound Waves
  • Y4 Sound Vibrations Travel through the Air
  • Y4 Sound Vibrations
  • Y4 Sound
  • Y4 Making Sound
  • Y4 Making Sound Vibrations
  • Y4 Testing Sound and Distance – Presenting the Results
  • Y4 Testing Sound and Distance
  • Y4 Making Different Sounds
  • Y4 Loud Sounds
  • Y4 Describing Sounds
  • Y4 Body Sounds
  • Y4 How we Hear
  • Y4 Hearing and Safety
  • Y4 Listening to Sounds
  • Y4 Using Our Hearing
  • Y4 Investigating Pitch
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• Electricity

  Pupils should be taught to:
  • identify common appliances that run on electricity;
  • construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers;
  • identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery;
  • recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit;
  • recognise some common conductors and insulators, and associate metals with being good conductors.

  • Y4 Electrical Appliances
  • Y4 Making Electricity
  • Y4 Electricity – Keeping Safe!
  • Y4 Electrical Safety
  • Y4 Conductor or Insulator?
  • Y4 Common Appliances
  • Y4 Electricity; Electrical Circuits
  • Y4 Will These Circuits Work?
  • Y4 Wiring a Doll’s House
  • Y4 Doorbell Problem
  • Y4 Making Circuits for a Purpose
  • Y4 Introducing a Switch
  • Y4 Investigating Circuits
  • Y4 Making a Series Circuit
  • Y4 Using Electricity
  • Y4 Electrical Appliances
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• Y4 Scheme of Work
  • Y4 Scheme of Work
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