Outstanding Science | Primary Science Resources for the National Curriculum

Primary Science Resources for the National Curriculum

contact@outstandingscience.co.uk | 0151 558 1485

Free Primary Science resources

Children learn that bulbs and seeds can grow into mature plants. They match 5 trees and plants to their bulbs or seeds in a cut and stick activity. They identify whether they are looking at a bulb or a seed.

  • ks1w4: identifying and classifying
  • 1a2: Identify and describe the basic structure of a variety of common flowering plants, including trees
I can match bulbs and seeds to fully-grown plants.
Outstanding Science Year 1 - Plants | Identifying bulbs and seeds

Children play a 2-player game where they draw cards, challenging them to group animals in a variety of ways. Challenge cards include properties such as 'animals with a skeleton on the inside' and 'animals with feathers'.

  • ks1w4: identifying and classifying
  • 1b3: Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)
I can group animals by their body type.
Outstanding Science Year 1 - Animals, including humans | Animal body groups

Children learn about the difference between objects and materials. They use a word bank to select the correct object and material for 8 pictures.

  • ks1w4: identifying and classifying
  • 1c1: Distinguish between an object and the material from which it is made
I can tell the difference between an object and a material.
Outstanding Science Year 1 - Everyday materials | Objects and materials

Children use data from a simple table to create a pictogram. They cut and paste the images provided or draw their own symbols.

  • ks1w4: identifying and classifying
  • 1d1: Observe changes across the four seasons
  • ks1w4: identifying and classifying
  • 1d2: Observe and describe weather associated with the seasons and how day length varies
I can create a pictogram of the number of hours of daylight in different seasons.
Outstanding Science Year 1 - Seasonal changes | Daylight graph

Children learn what a habitat is. They match 6 different animals to their habitats in a cut-and-stick activity. They explain things that the habitats provide the animals with on the writing frames provided.

  • ks1w4: identifying and classifying
  • 2a2: identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
I can match animals to their habitats.
Outstanding Science Year 2 - Living things and their habitats | What is a habitat?

Children learn about the pollination of flowering plants by flying insects. They complete a diagram showing the main stages in the insect pollination process.

  • ks1w4: identifying and classifying
  • 2b1: observe and describe how seeds and bulbs grow into mature plants
I can explain how flowering plants reproduce.
Outstanding Science Year 2 - Plants | Plant reproduction

Children learn about life cycles. They match images to the correct place on a diagram and create 3 life cycles of their own.

  • ks1w4: identifying and classifying
  • 2c1: notice that animals, including humans, have offspring which grow into adults
I can sequence and describe the life cycle of different animals.
Outstanding Science Year 2 - Animals, including humans | Life cycles

Children identify the materials from which common objects are made.

  • 2d1: identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
I can identify the materials that different objects are made from.
Outstanding Science Year 2 - Uses of everyday materials | Identifying Materials

Children grow 1, 4, 9 and 16 onion sets in 4 different pots. They make observational drawings and measure the height of the plants over 4 weeks. They use their measurements to complete a line graph showing the growth of all plants.

  • 3a2: 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
I can investigate how competition for resources affects plant growth.
Outstanding Science Year 3 - Plants | Room for growth

Children learn about the 5 food groups - bread, cereals and potatoes (carbohydrates), meat and fish, fruit and vegetables, milk and dairy, and fats and sugars. They identify some food which belong to each of these groups. They create a pictogram showing how many portions of each food group they should eat in per day. They can cut and paste the pictogram symbols provided, or draw their own.

  • 3b1: 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
I can explain how many portions of food from different food groups we should eat in a day.
Outstanding Science Year 3 - Animals, including humans | Food groups

Children explore how fossils are formed in sedimentary rock. They learn that some ancient organisms died, were covered soon after death, formed fossils and were then uncovered. Children create their own process description with diagrams by cutting and pasting, or draw their own diagrams and write their own descriptions.

  • 3c2: describe in simple terms how fossils are formed when things that have lived are trapped within rock
I can explain how fossils are formed.
Outstanding Science Year 3 - Rocks | How fossils are formed

Children investigate how moving a light source affects the size of an object's shadow. They predict and then measure the width of the shadow cast when the light source is at a range of distances. They transfer their results from their table to a bar chart. Finally, they attempt to explain the relationship between light source distance and shadow size.

  • 3d5: find patterns in the way that the size of shadows change.
I can investigate how moving a light source changes the size of an object's shadow.
Outstanding Science Year 3 - Light | Investigating shadow size

Children investigate which objects and materials will prevent a paperclip from being attracted to a magnet when placed between them. They attempt to identify the main material each object is made from. They use their results to complete a Venn diagram containing a single set. They attempt to explain their findings.

  • 3e2: notice that some forces need contact between two objects, but magnetic forces can act at a distance
I can investigate how magnetic forces act through different materials.
Outstanding Science Year 3 - Forces and magnets | Magnetism through materials

In this 2-player game, children cut out 24 images of animals and 12 challenge cards. They take turns challenging each other to group the images according to the challenge cards. Groups include tetrapods, herbivores, and mammals. When they have finished, children choose their favourite grouping method and use it to complete a 1-set Venn diagram.

  • 4a2: explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
I can group organisms in different ways.
Outstanding Science Year 4 - Living things and their habitats | Grouping organisms

Children learn about the role of the human digestive system. They learn about the functions of the mouth, oesophagus, stomach, small intestine and large intestine. Children cut out pictures of the individual organs and paste them in place to complete a diagram, which they then label.

  • 4b1: describe the simple functions of the basic parts of the digestive system in humans
I can identify and locate the main organs of the human digestive system.
Outstanding Science Year 4 - Animals, including humans | Digestive system organs

Children learn that many materials other than water will melt if heated to a high enough temperature. They carry out a networking activity, where each child has an incomplete set of information, to find out the melting points of 6 different metals, They record their information in a table and transfer it to a bar chart.

  • 4c2: 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 (°C)
I can research the melting and boiling points of different materials.
Outstanding Science Year 4 - States of matter | Researching melting points

Children learn that sounds are caused by vibrations. They learn that sounds travel from an object, through a medium (usually the air), travel into the ear where they are carried down the ear canal and processed by the brain. Children complete an explanation text explaining how we hear things, by cutting and pasting or writing their own descriptions.

  • 4d1: identify how sounds are made, associating some of them with something vibrating
I can explain how sounds are made and how we hear things.
Outstanding Science Year 4 - Sound | How we hear things

Using simple electrical apparatus, children investigate which materials are electrical conductors and which are insulators. If possible, they note the material each object is made from. Children transfer their results from their table to a Venn diagram containing 2 intersecting sets ('electrical conductors' and 'made of metal') and try to identify a relationship.

  • 4e5: recognise some common conductors and insulators, and associate metals with being good conductors.
I can investigate which objects are conductors and which are insulators.
Outstanding Science Year 4 - Electricity | Conductors and insulators

Children learn about the life cycles of 3 different amphibians - frogs, salamanders and axolotls. They create 3 life cycle diagrams, adding their own explanations and diagrams or cutting and pasting those provided. They compare the life cycles of these amphibians.

  • 5a1: describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
I can compare the life cycles of different amphibians.
Outstanding Science Year 5 - Living things and their habitats | Amphibian life cycles

Children complete a table showing the gestation periods of 10 different mammals. They round each gestation period to the nearest 10 days and use this to create a bar chart. They look for patterns and identify which mammal has the longest gestation period.

  • 5b1: describe the changes as humans develop to old age.
I can compare the gestation periods of different mammals.
Outstanding Science Year 5 - Animals, including humans | Gestation periods

Children investigate the best place to put a cup of salt solution so that the water evaporates most quickly. They choose 4 locations and measure the amount of water in each container over the course of 7 days. They transfer their results to a line graph and use this to answer the question.

  • 5c2: know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
I can explain how to recover a substance from a solution.
Outstanding Science Year 5 - Properties and changes of materials | Separating solutions

Children learn about 3 different planet classifications - terrestrial, gas giant, and ice giant. They carry out a networking activity where each child has a sheet containing incomplete information and they find out the missing data from their classmates. They discuss various ways of comparing, grouping and ordering the planets.

  • 5d1: describe the movement of the Earth, and other planets, relative to the Sun in the solar system
I can research and compare the different planets in the solar system.
Outstanding Science Year 5 - Earth and space | Planet facts

Children set up their own lever, with fulcrum, beam and load, and investigate how far from the fulcrum different forces (weights) need to be in order to balance the load. They transfer their results to a line graph and attempt to find a relationship between the force required and the distance from the fulcrum.

  • 5e3: recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.
I can explain how a lever works.
Outstanding Science Year 5 - Forces | Investigating levers

Children learn that evolutionary taxonomy is the most modern way of grouping organisms. They learn that it is a development of Linnaeus' system, but is superior because it shows how closely organisms are related to each other. Children group 5 mammals (including homo sapiens) into an evolutionary diagram. They use this to explain how closely related the other 4 mammals are to modern humans. They work out the binomial (genus-species) name for each organism.

  • 6a1: describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
I can use taxonomy to explain how organisms are related to each other.
Outstanding Science Year 6 - Living things and their habitats | Evolutionary taxonomy

Children describe the functions of red blood cells, white blood cells, platelets and plasma, and create a pie chart showing the percentage of each component by volume in a typical sample of blood.

  • 6b1: identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
I can describe the functions of blood and blood vessels.
Outstanding Science Year 6 - Animals, including humans | Blood

Children play a game, modelling the process of evolution by natural selection. They use a die to model the effects of predation and mutation. They observe how a population can change over time due to these natural processes. They try to explain how these processed are modelled in the game.

  • 6c2: recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
I can model the process of evolution by natural selection.
Outstanding Science Year 6 - Evolution and inheritance | The evolution game

Children use a ruler to draw the shape of a shadow cast by an object on a simple plan diagram. They predict and then measure the width of each shadow, and try to find what kind of set-up produces the widest shadows.

  • 6d4: use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
I can explain how the shape and size of a shadow are determined.
Outstanding Science Year 6 - Light | Objects and their shadows

Children learn about the appearance and function of different electrical components, including switches, bulbs, buzzers, motors, cells and wires. They match pictures of each component to their electrical symbols. They cut and paste descriptions of how each component functions, or write their own.

  • 6e3: use recognised symbols when representing a simple circuit in a diagram.
I can describe the function of electrical components and match them to their symbols.
Outstanding Science Year 6 - Electricity | Electrical components

Like our free resources? Access a whole Outstanding Science yeargroup for just £25.

Get your subscription today