Scheme of Work – Science stage 4

Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary Science stage 4. Learning objectives for the
stage have been grouped into topic areas or ‘Units’. These have then been arranged in a recommended teaching order but you are free to teach objectives in any
order within a stage as your local requirements and resources dictate.

The scheme for Science has assumed a term length of 10 weeks, with three terms per stage and two units per term. An overview of the sequence, number and
title of each unit for stage 4 can be seen in the table below.

The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary, to suit the
pace of your learners and to fit the work comfortably into your own term times.

Scientific Enquiry learning objectives are recurring, appearing in every unit and as such are listed separately at the start of each unit below. These are followed by
the objectives for the topic of the unit. Activities and resources are suggested against the objectives to illustrate possible methods of delivery.

There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Primary. It has been created solely to provide an
illustration of how delivery might be planned over the six stages.

A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school can be found in the Cambridge Primary Teacher
Guide available on the Cambridge Primary website. Blank templates are also available on the Cambridge Primary website for you to use if you wish.

Overview

Term 1 Term 2 Term 3

1A Unit 4.1 Skeleton and Muscles 2A Unit 4.3 How Magnets Work 3A Unit 4.5 Making Circuits

1B Unit 4.2 Solids, Liquids and Gases 2B Unit 4.4 Habitats 3B Unit 4.6 Sound

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Scheme of Work – Science stage 4

Unit 1A: 4.1 Skeleton and Muscles

Through this unit learners are introduced to how the skeleton supports our bodies and helps us to move.
They also compare human bones and skeletons with those of other animals.
Scientific Enquiry work focuses on:
 collecting evidence in a variety of contexts
 testing an idea or prediction based on scientific knowledge and understanding
 suggesting questions that can be tested and making predictions, communicating these
 designing a fair test or planning how to collect sufficient evidence
 choosing apparatus and deciding what to measure
 making relevant observations and comparisons in a variety of contexts
 measuring length
 beginning to think about the need for repeated measurements of, for example, length
 presenting results in drawings, bar charts and tables
 identifying simple trends and patterns in results and suggesting explanations for some of these
 explaining what the evidence shows and whether it supports predictions, communicating this
 linking evidence to scientific knowledge and understanding in some contexts.

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Scientific Enquiry
Framework Learning Objectives Recommended Vocabulary for this unit
Codes
Ideas and evidence human feet
Ep1 Collect evidence in a variety of contexts animal ankles
Ep2 Test and idea or prediction based on scientific knowledge and understanding. bones shins
skeleton knees
Plan investigative work muscles thigh
Ep3 Suggest questions that can be tested and make predictions; communicate these. skull hip
Ep4 Design a fair test and plan how to collect sufficient evidence. ribs x-ray
Ep5 Choose apparatus and decide what to measure. spine fracture
vertebrae invertebrate
neck move
Obtain and present evidence
shoulders relax
Eo1 Make relevant observations and comparisons in a variety of contexts.
arms contract
Eo2 Measure length.
elbows medicine
Eo3 Begin to think about the need for repeated measurements of, for example, length. wrist symptom
Eo4 Present results in drawings, bar charts and tables. fingers cure
thumbs
Consider evidence and approach
Eo5 Identify simple trends and patterns in results and suggest explanations for some of
these. Scientific Enquiry
Eo6 Explain what the evidence shows and whether it supports predictions. discuss factor
Communicate this clearly to others. observe variable
Eo7 Link evidence to scientific knowledge and understanding in some contexts. name apparatus
compare equipment
collect measure
evidence results
predict trend
suggest pattern
fair test conclusion

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Framework Learning Objective
Codes
4Bh1 Know that humans (and some
animals) have bony skeletons
inside their bodies.
4Bh2 Know how skeletons grow as
humans grow and support and
protect the body.
4Bh3 Know that animals with skeletons
have muscles attached to the
bones.
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Activities Resources Comments Time
Talk about skeletons they know Video evidence – Skeletons are not 2 hours
about e.g. dinosaurs. Internet/TV/DVD. scary – we all have
Organise a museum visit to see one inside of us!
some skeletons. Skeleton (plastic).
Adhere to school
Talk about known names of bones policy re educational
and locations in their bodies. visits.
Body map exercise – draw a life-size
body outline; cut and stick major
bones inside it; class activity.
Look at x-rays of bones in children Local hospitals sometimes 4 hours
and adults. Compare. Discuss can make x-rays available.
fractures – if evident.
Compare long bone measurements
between adults and children in the Tape measures.
classroom.
Investigate answers to their own
questions about skeletons and
growth.
Look at some invertebrates;
compare them to our bodies – what
does our skeleton do for us apart Secondary sources,
from helping us grow? (support) Internet/books/CDROMs
How does the skeleton help us to Secondary sources – 1 hour
move? Discuss. Internet/books/CDROMs
Observe a range of animals and how
they move in different ways. Think
about how their muscles enable
them to do this.
Science Stage 4 4
Framework Learning Objective Activities Resources Comments Time
Codes

4Bh4 Know how a muscle has to Look at video evidence of pairs of Secondary sources 1 hour
contract (shorten) to make a muscles in action – relaxing and Internet/books/CDROMs
bone move contracting to create movement.

Know muscles act in pairs.
4Bh5 Explain the role of drugs as
medicines.
Feel muscle movements in their own Link with work in
bodies. physical education.
Discuss medicines the children may Inhalers – children to show All medicines are 2 hours
have taken/be taking – how they drugs, but not all
alleviate symptoms e.g. hay drugs are medicines.
fever/allergy cures.
Be aware of and
Agree healthy guidelines for taking sensitive to
prescribed medicines – or those asthmatics, diabetics,
administered by Parents/Carers. coeliacs, epileptic
School prospectus. children in the class.
Discuss in-school procedures. Health visitor or matron to
explain.
Produce an information leaflet.

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Scheme of Work – Science stage 4

Unit 1B: 4.2 Solids, Liquids and Gases

In this unit learners find out about the differences between solids, liquids and gases.
They learn about how substances can exist as solid or liquid or gas in some instances.
They discover the changes that occur when solids and liquids are mixed.
They learn how to separate undissolved solids from a liquid.
They learn about melting and dissolving and that when a solid dissolves it has not disappeared – it is still in solution.
Scientific Enquiry work focuses on:
 collecting evidence in a variety of contexts
 testing an idea or prediction based on scientific knowledge and understanding
 suggesting questions that can be tested and making predictions, communicating these
 designing a fair test or plan how to collect sufficient evidence
 choosing apparatus and deciding what to measure
 making relevant observations and comparisons in a variety of contexts
 measuring temperature, time and length
 beginning to think about the need for repeated measurements of, for example, temperature
 presenting results in drawings, bar charts and tables
 identifying simple trends and patterns in results and suggesting explanations for some of these
 explaining what the evidence shows and whether it supports predictions, communicating this
 linking evidence to scientific knowledge and understanding in some contexts.

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Scientific Enquiry
Framework Learning Objectives Recommended Vocabulary for this unit
Codes
Ideas and evidence matter bubbles
Ep1 Collect evidence in a variety of contexts solid melt
Ep2 Test and idea or prediction based on scientific knowledge and understanding. liquid boil
gas freeze
Plan investigative work particles temperature
Ep3 Suggest questions that can be tested and make predictions; communicate these. powder thermometer
Ep4 Design a fair test and plan how to collect sufficient evidence. pour
Ep5 Choose apparatus and decide what to measure. drip

Obtain and present evidence Scientific Enquiry

Eo1 Make relevant observations and comparisons in a variety of contexts. group design
Eo2 Measure length. select evidence
Eo3 Begin to think about the need for repeated measurements of, for example, length. decide repeat
Eo4 Present results in drawings, bar charts and tables. characteristics present results
observe table
Consider evidence and approach record identify
Eo5 Identify simple trends and patterns in results and suggest explanations for some of measure trend
these. collect pattern
Eo6 Explain what the evidence shows and whether it supports predictions. test explain
Communicate this clearly to others. predict
Eo7 Link evidence to scientific knowledge and understanding in some contexts.

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Framework Learning Objective Activities Resources Comments Time
Codes

4Cs1 Know that matter can be solid,
liquid or gas.
4Cs2 Investigate how materials
change when they are heated
and cooled.
4Cs3 Know that melting is when a
solid turns into a liquid and is
the reverse of freezing.
4Cs4 Observe how water turns into
steam when it is heated but on
cooling the steam turns back
into water.
Grouping activities – deciding Selection of materials for 3 hours
characteristics of solids/liquids and handling by the children.
gases.
Act out how particles are arranged in
solids/liquids/gases.
Pouring/dripping activities to prove
characteristics of liquids.
Use powders and compare how they can
sometimes behave like liquids.
Blowing bubbles.
Making/Collecting gases - yeast/bicarb
experiments.
Cooking – melting solids e.g. butter, Ingredients and Adhere to school 3 hours
chocolate. cooking/baking food handling policy
Observe water boiling. equipment/kitchen guidelines.
Make ice-cubes or ice-cream. facilities.
Observe ice-cubes melting – ice-cube
experiments; keeping ice-cubes for the
longest time.
Observe and describe a candle melting Candles Safety – sand tray. 2 hours
in terms of solid/liquid/gas. Kettle
Discuss ice-water-steam transition; solid- Ice-cubes
liquid-gas and the reverse.
Watch video footage of an active volcano Secondary sources
– lava flows. Internet/books/CDROMs.
Teacher demonstration only and taking Kettle 2 hours
of temperature of steam.
Relate to everyday life e.g. in Secondary sources –
bathroom/kitchen. photos.
Record temperatures that water freezes
at, is liquid at and its boiling temperature Thermometers
– use thermometers.

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Scheme of Work – Science stage 4

Unit 2A: 4.3 How Magnets Work

This unit gives learners further experience of using magnets.
They also learn which materials are attracted to magnets.
Scientific Enquiry work focuses on:
 collecting evidence in a variety of contexts
 testing an idea or prediction based on scientific knowledge and understanding
 suggesting questions that can be tested and make predictions, communicating these
 designing a fair test or planning how to collect sufficient evidence
 choosing apparatus and deciding what to measure
 making relevant observations and comparisons in a variety of contexts
 beginning to think about the need for repeated measurements
 presenting results in drawings, bar charts and tables
 identifying simple trends and patterns in results and suggesting explanations for some of these
 explaining what the evidence shows and whether it supports predictions, communicating this
 linking evidence to scientific knowledge and understanding in some contexts.

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Scientific Enquiry
Framework Learning Objectives Recommended Vocabulary for this unit
Codes
Ideas and evidence force poles
Ep1 Collect evidence in a variety of contexts magnet North
Ep2 Test and idea or prediction based on scientific knowledge and understanding. attract South
repel metal
Plan investigative work bar iron
Ep3 Suggest questions that can be tested and make predictions; communicate these. horseshoe steel
Ep4 Design a fair test and plan how to collect sufficient evidence. floating magnet copper
Ep5 Choose apparatus and decide what to measure. wand magnet gold
keeper silver
Obtain and present evidence
Eo1 Make relevant observations and comparisons in a variety of contexts.
Eo2 Measure length. Scientific Enquiry
Eo3 Begin to think about the need for repeated measurements of, for example, length. discuss plan
Eo4 Present results in drawings, bar charts and tables. explain suggest
observe communicate
Consider evidence and approach show design
Eo5 Identify simple trends and patterns in results and suggest explanations for some of investigate fair test
these. question apparatus
Eo6 Explain what the evidence shows and whether it supports predictions. collect equipment
Communicate this clearly to others. evidence measure
Eo7 Link evidence to scientific knowledge and understanding in some contexts. record repeat
test reliable
predict identify

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Framework Learning Objective
Codes
4Pm4 Explain the forces between
magnets and know that magnets
can attract or repel each other.
4Pm5 Know that magnets attract some
metals, but not others.
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Activities Resources Comments Time
Discuss safe handling and storage of Selection of different types Do not use magnets 1 hour
magnets – use of keepers, don’t of magnet – bar, horse- near mobile phones,
drop or bang them together. shoe, wand, floating etc. interactive white
Design a safe-use poster. boards or computers.
Using a variety of pairs of magnets
and observing their effects on each 1 hour
other.
Revise N and S poles, pulling force
of attraction and pushing force of 1 hour
repulsion.
Make a display of everyday items
that use magnets. 1 hour
Investigation – which is the strongest
magnet? 1 hour
Revise names and identify common Samples of different metals 1 hour
metals. and objects made from
them.
Discuss what metal/s they think
magnets are made of.
Identify everyday industrial uses of Secondary sources –
magnets e.g. recycling facilities/ recycling facilities (industrial
vehicle scrappage etc. scale).
Science Stage 4 11
Scheme of Work – Science stage 4

Unit 2B: 4.4 Habitats

Learners re-visit what a habitat is and how it provides the best living conditions for the plants and animals in it.
They explore the inter-relationships between the species in a habitat.
Scientific Enquiry work focuses on:
 collecting evidence in a variety of contexts
 testing an idea or prediction based on scientific knowledge and understanding
 suggesting questions that can be tested and make predictions, communicating these
 designing a fair test or planning how to collect sufficient evidence
 choosing apparatus and deciding what to measure
 making relevant observations and comparisons in a variety of contexts
 measuring temperature, time
 beginning to think about the need for repeated measurements
 presenting results in drawings, bar charts and tables
 identifying simple trends and patterns in results and suggesting explanations for some of these
 explaining what the evidence shows and whether it supports predictions, communicating this
 linking evidence to scientific knowledge and understanding in some contexts.

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Scientific Enquiry
Framework Learning Objectives Recommended Vocabulary for this unit
Codes
Ideas and evidence animal creature
Ep1 Collect evidence in a variety of contexts plant key
Ep2 Test and idea or prediction based on scientific knowledge and understanding. habitat development
local natural disaster
Plan investigative work environment oil-slick
Ep3 Suggest questions that can be tested and make predictions; communicate these. log piles earthquake
Ep4 Design a fair test and plan how to collect sufficient evidence. stones volcano
Ep5 Choose apparatus and decide what to measure. brick walls tsunami
leaf pile pooter
pond pollution
Obtain and present evidence
woodland recycle
Eo1 Make relevant observations and comparisons in a variety of contexts.
field/meadow
Eo2 Measure length.
Eo3 Begin to think about the need for repeated measurements of, for example, length.
Eo4 Present results in drawings, bar charts and tables. Scientific Enquiry
collect measure
Consider evidence and approach evidence repeated
Eo5 Identify simple trends and patterns in results and suggest explanations for some of predict measurements
these. test results
Eo6 Explain what the evidence shows and whether it supports predictions. plan bar chart
Communicate this clearly to others. measure table
Eo7 Link evidence to scientific knowledge and understanding in some contexts. apparatus identify
equipment

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Framework Learning Objective Activities Resources Comments Time
Codes

4Be1 Investigate how different animals Visit different areas within the locality Local map. Adhere to school 6 hours
are found in different habitats. and record the variety of habitats policy re educational
found. visits if going outside
and school grounds.

Know how different animals are
suited to the environment in
which they are found.
Collect/record specimens for Pooters/specimen jars. Do not pick
observation. Identify and discuss specimens
features which plants and animals Return any livestock
found there have which suit them to original habitat.
being in that particular habitat.
Safety – use gloves
Investigation – e.g. which conditions
do woodlice prefer?

Make a class habitats near Log piles, stones, brick

classroom to reflect those found walls, leaf piles, pond,
locally. woodland, field/meadow.
4Be2 Can use simple identification Present an unfamiliar creature that Secondary sources 2 hours
keys could be found locally. Record Internet/books/CDROMs
observations of its characteristics.
Try to identify it using secondary
sources.
Demonstrate use of a simple key.
Use more detailed keys for
identification purposes.

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Framework Learning Objective Activities Resources Comments Time
Codes

4Be3 Can recognise ways that human Discuss ways in which human Consult the local planning 6 hours
activity affects the environment activity can alter the local habitats. office for details of local
e.g. river pollution recycling developments.
waste. Identify local issues, if any.

Research the developments and

organise a debate for and against.

Write letters of complaint to

developers/invite them in to answer
questions.

Look at worldwide environmental

disasters – oil slicks, earthquakes, Secondary sources
volcanic eruptions. Research how Internet/books/CDROMs
such places have recovered/are
recovering from such disasters.

Establish a “Green Gang” to promote

environmental awareness in school.
Develop activities e.g. turning off
lights, clearing the school pond,
collecting litter, set up recycling
facilities – paper, glass, waste food
etc. – follow up the children’s ideas.
Resources from
environmental associations.
Time to present to a school
assembly.

Money/resources to set up
“Green Gang” activities.

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Scheme of Work – Science stage 4

Unit 3A: 4.5 Making Circuits

This unit extends the learner’s previous experience of making circuits.
It re-iterates the need for a circuit to be complete (unbroken).
Scientific Enquiry work focuses on:
 collecting evidence in a variety of contexts
 testing an idea or prediction based on scientific knowledge and understanding
 suggesting questions that can be tested and make predictions, communicating these
 designing a fair test or planning how to collect sufficient evidence
 choosing apparatus and deciding what to measure
 making relevant observations and comparisons in a variety of contexts
 measuring temperature, time, force and length
 beginning to think about the need for repeated measurements
 presenting results in drawings, bar charts and tables
 identifying simple trends and patterns in results and suggesting explanations for some of these
 explaining what the evidence shows and whether it supports predictions, communicating this
 linking evidence to scientific knowledge and understanding in some contexts.

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Scientific Enquiry
Framework Learning Objectives Recommended Vocabulary for this unit
Codes
Ideas and evidence circuit electricity
Ep1 Collect evidence in a variety of contexts switch current
Ep2 Test and idea or prediction based on scientific knowledge and understanding. cell break
battery complete
Plan investigative work wire buzzer
Ep3 Suggest questions that can be tested and make predictions; communicate these. lamp motor
Ep4 Design a fair test and plan how to collect sufficient evidence. lamp- holder mains electricity
Ep5 Choose apparatus and decide what to measure. connector components
crocodile clips danger
flow safety
Obtain and present evidence
Eo1 Make relevant observations and comparisons in a variety of contexts.
Eo2 Measure length. Scientific Enquiry
Eo3 Begin to think about the need for repeated measurements of, for example, length. construct apparatus
Eo4 Present results in drawings, bar charts and tables. working circuit equipment
complete circuit components
Consider evidence and approach plan observe
Eo5 Identify simple trends and patterns in results and suggest explanations for some of design compare
these. make present results
Eo6 Explain what the evidence shows and whether it supports predictions. test draw
Communicate this clearly to others. predict link evidence
Eo7 Link evidence to scientific knowledge and understanding in some contexts. plan

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Framework Learning Objective Activities Resources Comments Time
Codes

4Pm1 Can construct complete circuits
using switch, cell (battery), wire
and lamps.
4Pm2 Can explore how an electrical
device will not work if there is a
break in the circuit.
4Pm3 Know that electrical current flows
and that models can describe
this flow e.g. particles travelling
around a circuit.
Revise earlier circuit work – identify Circuitry equipment Decide when to 6 hours
components. Paper clips introduce the term
Construct a working circuit to light a Drawing pins “cell” instead of
bulb/bulbs. Compare and Card battery.
investigate circuits when more bulbs Foil
and/or cells are added. Brass fasteners
Insert a switch/switches – design
circuits for specific purposes.
Discuss the effect that the switch
has.
Make switches – use them in own
circuits; including bulbs or buzzers.
Predict from given circuit pictures
which circuits will work/not.
Construct the circuits to test
predictions.
Discuss dangers associated with No need to introduce
mains electricity. Design safety circuit diagrams at
posters. this stage.
Construct circuits using Safety – match 3 hours
buzzer/motors. voltage to avoid
burning out.
Test using different components to
produce maximum performance.
Model by demonstrating small Notes for Teachers: 1 hour
cylindrical magnets outside the rim of Modelling electrical circuits
a larger cylindrical magnet.
Class participation – Sweetie model Sweeties
of flow of current.

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Scheme of Work – Science stage 4

Unit 3B: 4.6 Sound

This unit builds on Unit 1.5 Making Sounds.
Learners are introduced to the fact that sounds are produced by vibrations.
Sound vibrations travel from their source through a range of materials before they reach the ear.
Musical instruments are used to demonstrate different ways of producing sounds and how pitch and loudness can be changed.
Scientific Enquiry work focuses on:
 collecting evidence in a variety of contexts
 testing an idea or prediction based on scientific knowledge and understanding
 suggesting questions that can be tested and make predictions, communicating these
 designing a fair test or planning how to collect sufficient evidence
 choosing apparatus and deciding what to measure
 making relevant observations and comparisons in a variety of contexts
 measuring appropriately
 beginning to think about the need for repeated measurements
 presenting results in drawings, bar charts and tables
 identifying simple trends and patterns in results and suggesting explanations for some of these
 explaining what the evidence shows and whether it supports predictions, communicating this
 linking evidence to scientific knowledge and understanding in some contexts.

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Scientific Enquiry
Framework Learning Objectives Recommended Vocabulary for this unit
Codes
Ideas and evidence sound loud
Ep1 Collect evidence in a variety of contexts vibrate soft
Ep2 Test and idea or prediction based on scientific knowledge and understanding. volume musical instruments
decibels brass
Plan investigative work sound-level meter woodwind
Ep3 Suggest questions that can be tested and make predictions; communicate these. travel string
Ep4 Design a fair test and plan how to collect sufficient evidence. materials percussion
Ep5 Choose apparatus and decide what to measure. prevent tuning
pitch tuning fork
high voice-box
Obtain and present evidence
low
Eo1 Make relevant observations and comparisons in a variety of contexts.
Eo2 Measure length.
Eo3 Begin to think about the need for repeated measurements of, for example, length. Scientific Enquiry
Eo4 Present results in drawings, bar charts and tables. predict record
plan measure
Consider evidence and approach fair test repeat
Eo5 Identify simple trends and patterns in results and suggest explanations for some of variable present results
these. factor trend
Eo6 Explain what the evidence shows and whether it supports predictions. apparatus pattern
Communicate this clearly to others. equipment link evidence
Eo7 Link evidence to scientific knowledge and understanding in some contexts. observe

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Framework Learning Objective Activities Resources Comments Time
Codes

4Ps1 Explore how sounds are made
when objects, materials or air
vibrate
and
learn to measure the volume of
sound in decibels with a sound
level meter.
4Ps2 Investigate how sound travels
through different materials to the
ear.
Set up a series of activities designed Musical instruments. Hearing impaired 2 hours
to test what the children remember Recorded sounds. children will need
from previous work – instruments, Tuning forks. particular support
listening activities, with appropriate Water in suitable containers. here. Give visual
question cards for responses. demonstrations of
the properties of
Try out practical activities with musical instruments
vibrations that can be seen – and by attention to
twanging rulers, elastic bands, the vibrations as
drums, tuning forks in water. sounds are
produced.
Set up activities where vibrations can Help other pupils to
only be felt – feel their own voice be sensitive to the
box, clang a cymbal, speaker from a needs of such pupils.
sound system. Safety – loud sounds
can hurt ears!
Conclude that sounds result from
vibrations.
Discuss what sound travels through 3 hours
to reach your ear.
Talk about how differently you
appear to hear when under water.

Have a loud noise created outside

the classroom. Discuss what
materials the sound has travelled
through to reach their ears.

Test sounds moving through different

materials and compare differences Empty boxes
e.g. water, air, wood. Sand trays

Make and use tin can telephones Empty tins

and explain how they work. string

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Framework Learning Objective
Codes
4Ps3 Investigate how some materials
are effective in preventing sound
from travelling through them.
4Ps4 Investigate the way pitch
describes how high or low a
sound is and that high and low
sounds can be loud or soft.
Secondary sources can be used.
4Ps5 Explore how pitch can be
changed in musical instruments
in a range of ways.
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Activities Resources Comments Time
Ask for situations where it is good to Safety 2 hours
prevent sound travelling – can they considerations, avoid
give practical day-to-day examples? objects that can be
Ear defenders. put inside ears.
Investigate which material is best for Selection of different
dumbing down sound? materials
Invite children to play an instrument, Own instruments. 2 hours
show how it is tuned and how they
play loud and soft music.
Invite local band/orchestra or
specialist music teacher in to
demonstrate and discuss.
Show also how they make high and High or low sounds 1 hour
low-pitched sounds. Talk about the can be loud or soft.
different sounds heard.
Science Stage 4 22