Scotland curriculum for excellence guide: early to second level science

Biodiversity and interdependence

Learners explore the rich and changing diversity of living things and develop their understanding of how organisms are interrelated at local and global levels. By exploring interactions and energy flow between plants and animals (including humans) learners develop their understanding of how species depend on one another and on the environment for survival. Learners investigate the factors affecting plant growth and develop their understanding of the positive and negative impact of the human population on the environment.

Early

First

Second

SCN 2-03a

I have collaborated in the design of an investigation into the effects of fertilisers on the growth of plants. I can express an informed view of the risks and benefits of their use. 

Line of development 03

At second level (SCN 2-03a), learners can explore the role of fertilisers through practical activities involving, for example, house plant nutrient fertilisers. the effect of factors such as dilution of the fertiliser or use of different fertilisers can be investigated.

Energy sources and sustainability

Learners explore types, sources and uses of energy and develop their understanding of how energy is transferred and conserved. They consider the relevance of these concepts to everyday life. They explore the nature and sustainability of energy sources and discuss benefits and assess possible risks to form an informed view of responsible energy use

Early

First

Second

SCN 2-04b

Through exploring non-renewable energy sources, I can describe how they are used in Scotland today and express an informed view on the implications for their future use.

TCH 2-02b

I can investigate the use and development of renewable and sustainable energy to gain an awareness of their growing importance in Scotland or beyond.

Processes of the planet

Learners explore the changing states of matter and the physical and chemical processes which influence Earth’s atmosphere and oceans. They learn about climate change as a natural process in time as well as the result of human activity. Through connections with collaborative studies of landscape, weather and climate in social studies they build up an integrated picture of the dynamic nature of Earth.

Early

SCN 0-05a

By investigating how water can change from one form to another, I can relate my findings to everyday experiences.

Line of development 05

The concept of the changing states of water can be developed progressively throughout the early and first levels (SCN 0-05a and 1-05a), including the use of terms such as melting, freezing, boiling, evaporation and condensation.

First

SCN 1-05a

By investigating how water can change from one form to another, I can relate my findings to everyday experiences.

Second

SCN 2-05a

I can apply my knowledge of how water changes state to help me understand the processes involved in the water cycle in nature over time.

Line of development 05

At second level (SCN 2-05a), learners explore the water cycle in nature by applying their knowledge and understanding of changing states of water. They are introduced to the concept of matter existing in three major states (solid, liquid and gas) and should be able to describe some observable physical properties of each.

Electricity

The learner’s knowledge about electricity begins with knowing how to use it safely and this aspect is reinforced throughout their learning. They develop their understanding of electricity as a means of transferring energy by investigating circuits and building chemical cells. Learners develop their understanding of series and parallel circuits and of electrical and electronic components and apply their knowledge to the process of designing, constructing, testing and modifying.

Early

First

Second

SCN 2-10a

To begin to understand how batteries work, I can help to build simple chemical cells using readily-available materials which can be used to make an appliance work.

Line of development 10

At second level (SCN 2-10a), learners develop the idea that some chemical reactions can produce an electric current (for example by using two different strips of metal and lemons/limes/potatoes), leading to an awareness that the electricity generated can be used to power an appliance such as a light bulb or potato clock.

Properties and uses of substances

By exploring the properties of different substances and how they can be changed, learners gradually develop their understanding of the connection between structure and properties. They explore the development of new substances which have useful properties, and begin to relate physical and chemical properties to models of atomic structure. Learners begin to use symbols and chemical formulae as a way of communicating information about elements and compounds.

Early

SCN 0-15a

Through creative play, I explore different materials and can share my reasoning for selecting materials for different purposes.

Line of development 15

At early level (SCN 0-15a), learners can choose materials for different uses based on their physical properties (e.g. strength, hardness, resistance to water). This is further developed in SCN 1-15a, where learners explore a more extensive range of materials and their physical properties (e.g. colour, hardness, texture, smell, shape, weight/mass). The basic properties of metals can be explored and related to their uses e.g. conduction of heat and electricity, hardness, shiny appearance, can be moulded. The sources of some of the Earth’s resources can be explored e.g. wood, soil, water, minerals, fuels, metals.

First

SCN 1-15a

Through exploring properties and sources of materials, I can choose appropriate materials to solve practical challenges.

SCN 1-16a

I can make and test predictions about solids dissolving in water and can relate my findings to the world around me.

SCN 2-15a

By contributing to investigations into familiar changes in substances to produce other substances I can describe how their characteristics have changed.

Line of development 15

At second level (SCN 2-15a) learners explore familiar changes in substances to produce other substances with different characteristics e.g. decaying of animal or plant matter burning cooking rusting.

Second

SCN 2-16a

I have participated in practical activities to separate simple mixtures of substances and can relate my findings to my everyday experience.

Line of development 16a

At second level (SCN 2-16a) learners explore mixtures of substances and methods used to separate them into their constituent parts on the basis of their observable properties e.g. particle size shape magnetic attraction.

SCN 2-16b

By investigating common conditions that increase the amount of substance that will dissolve or the speed of dissolving I can relate my findings to the world around me.

Line of development 16b

At second level (SCN 2-16b) learners participate in practical investigations involving dissolving and gain an appreciation of the importance of changing one variable at a time e.g. temperature of water physically changing the particle size volume of water stirring to make the comparison fair.

Earth’s materials

Learners develop their knowledge and understanding of substances that make up the Earth’s surface. Properties uses and methods of extraction of such materials are explored. Opportunities exist to discuss the importance of carbon compounds derived from crude oil to our lives.

Early

First

TCH 1-02a

Throughout all my learning I take appropriate action to ensure conservation of materials and resources considering the impact of my actions on the environment.

Second

SCN 2-17a

Having explored the substances that make up Earth’s surface I can compare some of their characteristics and uses.

Line of development 17

At second level and third level (SCN 2-17a and SCN 3-17a) learners progressively develop their understanding of the formation characteristics and uses of rocks minerals sand and soil.

TCH 2-02a

Having analysed how lifestyle can impact on the environment and Earth’s resources I can make suggestions about how to live in a more sustainable way.

*Please note – neither the Curriculum for Excellence or Science: Concept development in the sciences identify TCH 2-02a as relevant to the science curriculum. However we think that there is an overlap of content here.

Chemical changes

Learners gradually develop an understanding of chemical changes. They consider processes which take place in the environment and in the laboratory and develop their understanding of the environmental impact of some changes. They develop their understanding of energy changes in chemical reactions and some of the factors affecting the rates of reactions. Learners develop the use of chemical names formulae and equations as a way of conveying information about chemical changes.

Early

First

Second

SCN 2-18a

I have investigated different water samples from the environment and explored methods that can be used to clean and conserve water and I am aware of the properties and uses of water.

Line of development 18

At second level (SCN 2-18a) learners explore common uses of water for example as a solvent coolant heat source. They can participate in practical activities to clean different water samples using a range of methods such as filtering evaporating use of filter beds.

SCN 2-19a

I have collaborated in activities which safely demonstrate simple chemical reactions using everyday chemicals. I can show an appreciation of a chemical reaction as being a change in which different materials are made.

Line of development 19a

At second level (SCN 2-19a) learners safely carry out practical activities using readily-available chemicals e.g. household chemicals; they investigate chemical reactions leading to an understanding that a new substance is always made when a chemical reaction takes place.

Topical science

By considering current issues of science learners increasingly develop their understanding of scientific concepts and their capacity to form informed social moral and ethical views. They reflect upon and critically evaluate media portrayal of scientific findings.

Early

SCN 0-20a

I can talk about science stories to develop my understanding of science and the world around me.

*Please note – we do not currently have a resource collection that is relevant to SCN 0-20a.

First

SCN 1-20a

I have contributed to discussions of current scientific news items to help develop my awareness of science.

Second

SCN 2-20a

Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society.

SCN 2-20b

I can report and comment on current scientific news items to develop my knowledge and understanding of topical science.