Science report comments

Here are a range of comments for science reports. These science report comments will be useful when writing your science report cards.

School report comments

Unit 4a
 Describe the main functions of their skeleton
 Describe observable characteristics of bones
 Recognise that their skeletons grow as they grow
 State that movement depends on both skeleton and muscles
 Identify a question to be investigated and how to collect and interpret reliable evidence in order to answer the question
Unit 4b
• Identify some local habitats
• Name some of the organisms that live there
• Use simple keys to identify organisms
• State the food source of some animals
• Distinguish between those which eat plants and those which eat other animals and plan how to investigate some of the preferences of small animals found in the habitat
Unit 4c
 Identify some materials that are good thermal insulators and some everyday uses of these
 Recognise that temperature is a measure of how hot or cold objects are
 Recognise that the same materials keep cold objects cold as keep warm objects warm
 Use thermometers to measure temperatures
 Suggest how to investigate a question
 Construct tables for their results and offer simple explanations for results
Unit 4d
• Describe the differences between solids and liquids
• Describe melting and dissolving and give everyday examples of each
• Name some materials that will and some that will not dissolve in water
• Explain why undissolved solids can be separated from a solution by filtering and show how to do this
• Recognise that although it is not possible to see a dissolved solid it remains in the solution
Unit 4e
• Describe some of the factors that increase friction between solid surfaces and increase air and water resistance
• Describe how to measure forces and describe how to investigate friction, explaining what their results show and relating what they found out to their everyday experience
Unit 4f
 Construct simple circuits and use them to test whether materials are electrical conductors or insulators and how switches work
 Relate knowledge about metals and non-metals to their use in electrical appliances and systematically investigate the effect of changing components in a circuit on the brightness of bulbs
Unit 5a
 Identify the components of a healthy and varied diet and describe how an idea about the effect of diet on health was tested
 Recognise some harmful effects of drugs
 Recognise that during exercise the heart beats faster to take blood more rapidly to the muscles
 Make careful measurements of pulse rate, represent these in suitable graphs and explain what the graphs show
Unit 5b
 Name and explain the functions of some parts of a flower; describe the processes of pollination, fertilization, seed dispersal and germination
 Explain how to carry out a fair test to find the conditions necessary for germination; explain that living things need to reproduce if the species is to survive and ecognize stages in the growth and development of humans
Unit 5c
 Recognise that air is a material and that it is one of a range of gases which have important uses, that liquids evaporate to form gases and that gases change shape and flow from place to place
 Measure volumes of liquids accurately, recognise when observations and measurements need to be repeated and provide explanations for what they observe in terms of knowledge and understanding about gases
 Name and describe examples of the main processes associated with water changing state and recognise that these processes can be reversed
 Explain the water cycle in terms of these processes
 Use patterns in data to make predictions
Unit 5d
 Name and describe examples of the main processes associated with water changing state and recognise that these processes can be reversed
 Explain the water cycle in terms of these processes
 Use patterns in data to make predictions
Unit 5e
 Recognise that the Earth, Sun and Moon are spherical and support this with some evidence
 Explain in terms of the rotation of the Earth why shadows change and the Sun appears to move across the sky during the course of the day
 Recognise that it is daylight in the part of the Earth facing the Sun, that the Moon orbits the Earth and identify patterns in secondary data about sunrise and sunset
Unit 5f
 Generalise that sounds are produced when objects vibrate
 Suggest how to change the pitch and loudness of the sounds produced by a range of musical instruments
 Recognise that sounds travel through solids, water and air, suggest how to investigate how well sound travels through different materials and say how good their evidence is
Unit 6a
• Recognise that a green plant needs light and water to grow well and that it produces new material from air and water
• Describe how animals in two habitats are suited to the conditions
• Represent feeding relationships in food chains beginning with a green plant and use keys to identify animals and plants
Unit 6b
• Recognise that there are many very small organisms which can cause illness or decay or which can be used in food production and that these micro-organisms feed, grow and reproduce like other organisms
Unit 6c
• Recognise that solids remain in the solution when they dissolve and can be recovered by evaporation
• Identify several factors that affect the rate at which a solid dissolves
• Investigate an aspect of dissolving, presenting results obtained in a suitable graph and explaining what the results show
Unit 6d
• Use careful observation to describe a number of changes
• Classify some changes e.g. dissolving as reversible and others eg burning as irreversible
• Recognise that irreversible change often make new and useful materials and recognise the hazards of burning materials
Unit 6e
• Identify that weight is a force and is measured in newtons
• Describe some situations in which there is more than one force acting on an object
• Draw diagrams to illustrate forces acting on an object
• Use a forcemeter accurately to measure forces
• Present measurements in simple line graphs and identify patterns in these and evaluate explanations
Unit 6f
• Recognise that light travels from a source, that when it is blocked, a shadow is formed and when it hits a shiny surface, it is reflected
• That light sources are seen when light from them enters the eyes
• Make careful measurements of shadows and represent these in a line graph
Unit 6g
• Suggest ways of changing the brightness of a bulb in a circuit
• Draw a circuit diagrams and construct circuits from diagrams using conventional symbols

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