Birchfield Skills List: Science Life Processes and Living things

Level 3 Level 4 Level 5

Humans as organisms

I know the main stages of the human life cycle. I know that humans have skeletons to support and protect their bodies. I know that humans have muscles to help them move.

I use scientific names for some major organs or body systems and I can locate the position of these in my body.

I describe the main functions of organs of the human body the heart pumps blood around the body including the lungs. I can explain how these functions are essential to us. I describe the main stages of the life cycles of humans and compare this to other animals.

Health

I can explain how changes, for example diet or exercise, affects my health. I know that some drugs are helpful and some are unhelpful to my body (e.g. tobacco and alcohol).

I can describe the effect of rest and exercise on the pulse rate. I know about the need for food for activity and growth and about the importance of an adequate and varied diet for health. I know the effects of tobacco, alcohol and other drugs.

I know how the main nutrients are used by the body (e.g. protein for growth, carbohydrates for energy, fibre for digestion, vitamins for chemical processes. I can relate the effects of tobacco, alcohol and other drugs to my personal health.

Teeth

I know about the function and care of teeth.

I know that different animals have different types of teeth depending upon their diet. I can recognise the reproductive organs of a plant (stamen and stigma) and their role in the life cycle of flowering plants. I know the role of the major parts of a plant (stem, root, and flower). I know that a feeding relationship exists between plants and animals in a habitat.

I can make a hypothesis about the diet of an animal based upon its teeth.

Green plants as organisms

I can explain how I know whether plants are living or non living (growth, reproduction and nutrition) I can explain how altering the living conditions of a plant will affect it.

I can explain the role of the leaf in producing new material for growth. I can give a detailed explanation of how different plants are adapted to the environments in which they live.

Living things in the environment

I can identify ways in which an animal is suited to its environment (e.g. fish having fins to help them swim). I know ways in which living things and the environment need protection.

I can explain how animals and plants in two different habitats are suited to their environment. I know that a feeding relationship exists between plants and animals and can describe these relationships using food chains and terms (e.g. predator / prey).

I can explain that different organisms are found in different habitats because of differences in environmental factors, e.g. availability of light or water.

Life processes Classification

I can identify ways in which locally occurring animals can be identified and assigned to groups.

I can keys use keys based on observable external features to help me identify and group living things systematically. I can make a key to sort a group of animals and or plants.

I recognise there is a great variety of living things and understand the importance of classification.

I use my knowledge and understanding of basic life processes (e.g. growth / reproduction) when describing differences between living and non-living things. I know that animals have skeletons and muscles to support their bodies and help them move.

I have a sound understanding of all basic life processes: movement, growth, sensitivity, reproduction, excretion, nutrition and respiration.

I can describe the main stages of the life cycles of plants and animals and point out similarities. I can link my knowledge of life processes to my knowledge of the environment in which an animal or plant is found.

Microorganisms

I know that very small living things can cause illness. I can relate micro organisms to other living organisms even though they are often too small to be seen.

I know that micro-organisms may be beneficial (e.g. break down of waste or making bread) or harmful (e.g. causing disease or causing food to go mouldy). I can explain how micro-organisms can move from one food source to another and how this can cause food poisoning

Birchfield Skills List: Science Life Processes

Level 2 Level 3 Level 4

I know that humans move, feed, grow, use their senses and reproduce. I know that babies grow into adults.

I know the main stages of the human life cycle. I know that humans have skeletons to support and protect their bodies. I know that humans have muscles to help them move. I can explain how changes, for example diet or exercise, affects my health. I know that some drugs are helpful and some are unhelpful to my body (e.g. tobacco and alcohol). I know about the function of the different types of teeth I know how to care for my teeth. I can explain how I know whether plants are living or non living (growth, reproduction and nutrition) I can explain how altering the living conditions of a plant will affect it.

Humans as organisms

I use scientific names for some major organs or body systems and I can locate the position of these in my body. I can describe the effect of rest and exercise on the pulse rate. I know about the need for food for activity and growth and about the importance of an adequate and varied diet for health. I know the effects of tobacco, alcohol and other drugs. I know that different animals have different types of teeth depending upon their diet. I can recognise the reproductive organs of a plant (stamen and stigma) and their role in the life cycle of flowering plants. I know the role of the major parts of a plant (stem, root, and flower). I know that a feeding relationship exists between plants and animals in a habitat. I can explain how animals and plants in two different habitats are suited to their environment. I know that a feeding relationship exists between plants and animals and can describe these relationships using food chains and terms (e.g. predator / prey). I can keys use keys based on observable external features to help me identify and group living things systematically. I can make a key to sort a group of animals and or plants. I have a sound understanding of all basic life processes: movement, growth, sensitivity, reproduction, excretion, nutrition and respiration.

I know drugs can be used as medicines. I know that I need to exercise and eat the right types of food to stay healthy.
Health

Teeth

I know that teeth help to break down food. I can describe basic conditions that plants need in order to survive (e.g. water, food light.) I can sort plants into groups using simple features (e.g. shape of leaf.) I know that plants are found in different places (e.g. ponds or woods.) I know that seeds grow into flowering plants. I can recognise similarities and differences between local environments and ways in which these affect the animals and plants that are found there. (pond / park) I know how to look after the environment in which I live. I can sort living things into groups using simple features. I can describe the reasons for my groupings, e.g. number of legs, shape of leaf. I can explain the differences between things that are living and that have never been alive. I understand that animals move, feed, grow, use their senses and reproduce. I can relate this knowledge to animals and plants found in my local environment.

Living things in the Green organisms environment plants as

I can identify ways in which an animal is suited to its environment (e.g. fish having fins to help them swim). I know ways in which living things and the environment need protection.

Classification

I can identify ways in which locally occurring animals can be identified and assigned to groups. I use my knowledge and understanding of basic life processes (e.g. growth / reproduction) when describing differences between living and non-living things. I know that animals have skeletons and muscles to support their bodies and help them move.

Life processes

Microorganisms

I know that it is important for health to wash your hands before and after carrying out certain activities.

I know that very small living things can cause illness.

I can relate micro organisms to other living organisms even though they are often too small to be seen.

Birchfield Skills List: Science Life Processes

Level 1 Level 2 Level 3

I can recognise and name external parts of the body and compare this to other animals, (e.g. head, leg, arm). I recognise similarities and differences between myself and others and I can treat others with sensitivity.

I know that humans move, feed, grow, use their senses and reproduce. I know that babies grow into adults.

I know the main stages of the human life cycle. I know that humans have skeletons to support and protect their bodies. I know that humans have muscles to help them move. I can explain how changes, for example diet or exercise, affects my health. I know that some drugs are helpful and some are unhelpful to my body (e.g. tobacco and alcohol). I know about the function of the different types of teeth I know how to care for my teeth. I can explain how I know whether plants are living or non living (growth, reproduction and nutrition) I can explain how altering the living conditions of a plant will affect it.

Humans as organisms

I know that humans need food and water to stay alive.

I know drugs can be used as medicines. I know that I need to exercise and eat the right types of food to stay healthy.

Teeth

Health

I can recognise teeth as a part of the body.

I know that teeth help to break down food. I can describe basic conditions that plants need in order to survive (e.g. water, food light.) I can sort plants into groups using simple features (e.g. shape of leaf.) I know that plants are found in different places (e.g. ponds or woods.) I know that seeds grow into flowering plants. I can recognise similarities and differences between local environments and ways in which these affect the animals and plants that are found there. (pond / park) I know how to look after the environment in which I live. I can sort living things into groups using simple features. I can describe the reasons for my groupings, e.g. number of legs, shape of leaf.

Green plants as organisms Living things in the environment

I can recognise and name some parts of a plant. (e.g. leaf, flower, root) I can communicate my observations of different plants (e.g. colour of flower, size of leaf)

I know about different plants and animals in my local environment. I know that animals need food and water to stay alive. I can explain how to treat animals with care and sensitivity.

I can identify ways in which an animal is suited to its environment (e.g. fish having fins to help them swim). I know ways in which living things and the environment need protection.

Classification

I can recognise similarities and differences between groups of animals and/or plants

I can identify ways in which locally occurring animals can be identified and assigned to groups.

 I know that baby animals grow into adults and that this is a life cycle.

I can explain the differences between things that are living and that have never been alive. I understand that animals move, feed, grow, use their senses and reproduce. I can relate this knowledge to animals and plants found in my local environment.

I use my knowledge and understanding of basic life processes (e.g. growth / reproduction) when describing differences between living and nonliving things. I know that animals have skeletons and muscles to support their bodies and help them move.

Life processes