Science Knowledge for Teaching

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SEQ 0001 JOB PCP8389-000-003 PAGE-0001 PRELIMS 1-12

REVISED 20OCT00 AT 18:11 BY TF DEPTH: 61.04 PICAS WIDTH 44.03 PICAS

200 SCIENCE

INVESTIGATIONS FOR

YOUNG STUDENTS

Practical Activities for Science 5–11

Martin Wenham

University of Leicester

Paul Chapman Publishing Ltd

Activities CD

Martin Wenham

Introductory material by

Peter Ovens

Understanding

Primary science

science Knowledge for teaching

third edition

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the cd-rOm may not be reproduced for use by others without prior written permission from sage. the cd-rOm may not be distributed or sold separately from the book without the prior written permission of sage. all material is © martin Wenham and Peter Ovens 2010

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National Curriculum levels Level 1 Level 2 Level 3

Questioning Respond to suggestions Respond to suggestions of how to find things and put forward out and, with help, their own ideas make their own about how to suggestions about find an answer how to collect data to a question. to answer questions.

Observing Describe or Make observations Make relevant respond related to their task. observations. appropriately to Observe and compare

simple features objects, living things of objects, living and events they things and events observe. they observe.

Measuring Measure using Use a range of simple Select suitable equipment measuring equipment. measuring equipment.

provided. Measure length or mass.

Fair testing With help, carry out a

fair test, recognizing and explaining why it is fair.

Predicting Say whether what

happened was what they expected.

Concluding Provide explanations

for observations and for simple patterns in recorded measurements. Communicating Communicate Describe observations Record observations in

findings in simple using scientific a variety of ways. ways: talk, vocabulary and Communicate in a drawings, charts. record using scientific way what

simple tables. they found out. Using equipment Use simple Use a range of simple

equipment equipment. provided.

Evaluating Suggest improvements

for their work. Finding and Use simple texts, Recognize why it is using with help, to find important to collect

information information. data to answer

questions. Use simple texts to find

information.

Progression in learning SCIENTIFIC ENQUIRY (Sc1) provided in detail for

Levels 1 to 3

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Questioning Recognize that When trying to scientific ideas answer a scientific are based on question, they identify evidence. an appropriate

approach.

Observing Make a series of Make a series of Make relevant observations and observations observations. Select measurements. appropriate to the suitable measuring

task. Begin to repeat equipment to use. observations and offer

simple explanations for any differences observed.

Measuring Select suitable Make a series of Measure a variety of equipment to observations, quantities with measure. Make a comparisons or precision using series of measurements to instruments with fine measurements offer simple scale divisions. adequate for the explanations of

task. differences they encounter.

Fair testing In own investigative When investigations In their own work, decide an involve a fair test, investigative work, appropriate approach, they identify key they use scientific using a fair test to factors to be knowledge and answer a question, considered. understanding to where appropriate, identify an showing varying one appropriate

factor at a time, approach.

while keeping the others the same.

Predicting Where appropriate, Where appropriate, Identify

they make a make predictions measurements and prediction. Use graphs based on their observations that do to interpret patterns scientific knowledge not fit the main in data. Begin to relate and understanding. pattern shown. conclusions to these Draw conclusions Draw conclusions patterns and scientific that are consistent consistent with the knowledge and with the evidence evidence and use understanding. and begin to relate scientific knowledge

these to scientific and understanding knowledge and to explain them. understanding. Select and use

Progression in learning SCIENTIFIC ENQUIRY (Sc1) provided in detail

for Levels 4 to 6

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Predicting appropriate methods

(Cont.) of communicating qualitative and quantitative data using scientific language and conventions. Concluding Use graphs to point Draw conclusions Identify

out and interpret that are consistent measurements and patterns in their data. with the evidence observations that do Begin to relate and begin to relate not fit the main conclusions to these these to scientific pattern shown. patterns and to knowledge and Draw conclusions scientific knowledge understanding. that are consistent and understanding. with the evidence

and use scientific knowledge and understanding to explain them. Select and use appropriate methods for communicating qualitative and quantitative data using scientific language and conventions. Communicating Communicate findings Describe observations Record observations

in simple ways: talk, using scientific in a variety of ways. drawings, charts. vocabulary and record Communicate in a

using simple tables. scientific way what they found out. Using Select suitable Select apparatus for a Measure a variety of equipment equipment to use. range of tasks and plan quantities with

to use it effectively. precision using Use precision instruments with appropriate to the fine scale divisions. task. Repeat

observations and measurements, explaining differences encountered.

Evaluating Suggest improvements Make practical Make reasonable in their work, suggestions about suggestions about

Progression in learning SCIENTIFIC ENQUIRY (Sc1) provided in detail

for Levels 4 to 6

(Continued)

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Evaluating giving reasons. how their working how their working

(Cont.) methods could be methods could be

improved. improved.

Finding and Select information Describe how Describe evidence for using from sources provided experimental evidence some accepted information for them. and creative thinking scientific ideas and

have been combined explain how the to provide a scientific interpretations of explanation, evidence by scientists e.g. Jenner’s work on lead to the

vaccination at KS2. development and Select from a range acceptance of new of sources of ideas. Select and use information. sources of

information effectively.

Progression in learning SCIENTIFIC ENQUIRY (Sc1) provided in detail

for Levels 4 to 6 (Continued)

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Questioning Respond to Put forward their suggestions of own suggestions how to find about how to things out. find an answer

to a question. Observing, Describe or Make Make relevant measuring respond observations observations.

appropriately related to their

to simple task. Observe Select suitable features of and compare measuring objects, living objects, living equipment to use. things and events things and events

they observe. they observe. Measure Use a range of

using simple

equipment measuring provided. equipment.

Fair testing With help, carry

out a fair test, recognizing and explaining why it is fair.

Predicting, Say whether Provide

concluding what happened explanations for was what they observations and expected. for simple patterns

in recorded measurements. Communicating Communicate Describe Record

findings in observations observations in simple ways: using scientific a variety of

talk, drawings, vocabulary and ways. Communicate charts. record using in a scientific way

simple tables. what they found out. Life processes Use knowledge Use knowledge

about living and understanding things to of basic life describe basic processes when conditions that describing animals and differences plants need in between living order to survive. and non-living Recognize things.

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Progression in learning SCIENTIFIC ENQUIRY (Sc1) through

LIFE PROCESSES AND LIVING THINGS (Sc2) levels 1 to 3

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Life processes that living things

(Cont.) grow and

reproduce.

Human body Recognize Provide simple

and name explanations for

external parts changes in living of the body, things, e.g. diet e.g. head, arm. affects the health

of humans or other animals.

Plants Recognize Provide simple

and name explanations for

external parts changes in living of plants, e.g. things, e.g. lack leaf, flower. of light altering plant growth. Classification Communicate Sort living

observations things into of a range of groups using animals and simple features. plants in terms Describe the of features. basis for Recognize groupings, e.g. and identify number of legs a range of or shape of leaf. common

animals.

Habitats Recognize that Identify ways

different living in which an things are found animal is suited in different places, to its environment, e.g. ponds or e.g. a fish having woods. fins to help it swim.

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Progression in learning SCIENTIFIC ENQUIRY (Sc1) through

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Questioning Respond to Put forward

suggestions of how their own to find things out. suggestions

about how to find an answer to a question. Observing, Describe or Make observations Make relevant measuring respond related to their task. observations.

appropriately Observe and

to simple compare objects, Select suitable features of living things and measuring objects, living events they observe. equipment to use. things and events

they observe. Use a range of simple measuring equipment. Measure using

equipment provided.

Fair testing With help, carry

out a fair test, recognizing and explaining why it is fair.

Predicting, Say whether Provide

concluding what happened explanations

was what they for observations expected. and for simple

patterns in recorded measurements. Communicating Communicate Describe Record

findings in observations using observations in simple ways: scientific vocabulary a variety of ways. talk, drawings, and record using Communicate charts. simple tables. in a scientific

way what they found out. Properties of Know about a Identify a range of Use their materials range of common materials knowledge and

properties and know some of understanding (e.g. texture, their properties. of materials

appearance) when describing

of different Describe similarities a variety of ways

materials. of sorting them

Progression in learning SCIENTIFIC ENQUIRY (Sc1) through

MATERIALS AND THEIR PROPERTIES (Sc3) levels 1 to 3

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Progression in learning SCIENTIFIC ENQUIRY (Sc1) through

MATERIALS AND THEIR PROPERTIES (Sc3) levels 1 to 3 (Continued)

Communicate and differences into groups observations between materials. according to of the properties their properties. of materials.

Grouping and Sort materials Explain simply

classifying into groups and why some

materials describe the basis materials are for their groupings particularly in everyday suitable for terms (e.g. shininess, specific purposes hardness, smoothness). (e.g. glass for

windows, copper for electrical cables).

Changing Describe ways Recognize that

materials in which some some changes

materials are (e.g. the freezing changed by of water) can be heating or reversed and cooling, or by some (e.g. the processes such as baking of clay) bending or cannot, and stretching. classify changes

in this way.

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Progression in learning SCIENTIFIC ENQUIRY (Sc1) through PHYSICAL PROCESSES (Sc4) levels 1 to 3

National Curriculum levels

Level 1 Level 2 Level 3

Questioning Respond to suggestions of how to find things out.

Put forward their own suggestions about how to find an answer to a question. Observing,

measuring

Describe or respond appropriately to simple features of objects, living things and events they observe. Measure using equipment provided.

Make observations related to their task. Observe and compare objects, living things and events they observe. Use a range of simple measuring equipment.

Make relevant observations.

Select suitable measuring equipment to use.

Fair testing With help, carry out a fair

test, recognizing and explaining why it is fair. Predicting,

concluding

Say whether what happened was what they expected.

Provide explanations for observations and for simple patterns in recorded measurements.

Communicating Communicate findings in simple ways: talk, drawings, charts.

Describe observations using scientific vocabulary and record using simple tables.

Record observations in a variety of ways. Communicate in a scientific way what they found out. Physical processes Electricity Forces Communicate observations of changes in light, sound or movement that result from actions (e.g. switching on a simple electrical circuit, pushing and puling objects).

Know about a range of physical phenomena and recognize and describe similarities and differences associated with them. Compare the way in which devices (e.g. bulbs) work in different electrical circuits.

Use their knowledge and understanding of physical phenomena to link cause and effect in simple explanations (e.g. a bulb failing to light because of a break in an electrical circuit, the direction or speed of movement of an object changing because of a push or a pull). Light and

sound

Recognize that sound and light come from a variety of sources and name some of them.

Compare the brightness of colour of lights and the loudness or pitch of sounds.

Begin to make simple generalizations about physical phenomena (e.g. explaining that sounds they hear become fainter the further they are from the source).

Forces Compare the

movement of different objects in terms of speed or direction. Earth and beyond S c4 S c1

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Progression in learning SCIENTIFIC ENQUIRY (Sc1) through MATERIALS AND THEIR PROCESSES (Sc4) levels 4 to 6

Questioning Recognize that scientific ideas are based on evidence. In their own investigative work, they decide on an appropriate approach. When trying to answer a scientific question, they identify an appropriate approach. Observing Make a series of

observations and measurements.

Make a series of observations appropriate to the task. Begin to repeat observations and offer simple explanations for any differences observed.

Measuring Select suitable equipment to measure. Make a series of measurements adequate for the task.

Make observations, comparisons or measurements to offer simple explanations of differences they encounter.

Select suitable measuring equipment to use. Measure a variety of quantities with precision using instruments with fine scale divisions.

Fair testing In their own investigative work, decide on an appropriate approach, using a fair test to answer a question, where appropriate, showing variation of one factor at a time, while keeping the others the same.

When investigations involve a fair test, they identify key factors to be considered.

In their own investigative work, they use scientific knowledge and

understanding to identify an appropriate approach.

Predicting, concluding

Where appropriate, they make a prediction. Use graphs to interpret patterns in data. Begin to relate conclusions to these patterns and scientific knowledge and understanding. Where appropriate, make predictions based on their scientific knowledge and understanding. Draw conclusions that are consistent with the evidence and begin to relate these to scientific knowledge and understanding.

Identify measurements and observations that do not fit the main pattern shown. Draw conclusions consistent with the evidence and use scientific knowledge and understanding to explain them. Select and use appropriate methods of communicating qualitative and quantitative data using scientific language and conventions.

Describe

observations using scientific vocabulary and record using simple tables.

Record observations in a variety of ways.

Communicate in a scientific way what they found out.

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Physical processes Demonstrate knowledge and understanding of physical processes drawn from the KS2 or KS3 Programmes of Study. Demonstrate knowledge and understanding of physical processes drawn from the KS2 or KS3 Programmes of Study.

Use and apply knowledge and understanding of physical processes drawn from the KS3 Programme of Study.

Electricity Describe and explain physical phenomena (e.g. how the apparent position of the Sun changes over the course of a day).

Use ideas to explain how to make a range of changes (e.g. altering the current in a circuit).

Use abstract ideas in some descriptions and

explanations (e.g. electric current as a way of transferring energy). Recognise, and give examples of, the wide application of many physical concepts (e.g. the transfer of energy by electricity). Forces Make generalisations

about physical phenomena (e.g. motion is affected by forces, including gravitational attraction, magnetic attraction and friction).

Use abstract ideas in some descriptions and

explanations (e.g. the sum of several forces

determining the changes in the direction or speed of movement of an object, wind and waves as energy sources available for use). Sound Use physical ideas to

explain simple phenomena (e.g. the formation of shadows, sounds being heard through a variety of materials).

Use ideas to explain how to make a range of changes (e.g. altering the pitch or loudness of a sound).

Recognise, and give examples of, the wide application of many physical concepts (e.g. the transfer of energy by sound).

Light Use some abstract ideas

in descriptions of familiar phenomena (e.g. objects are seen when light from them enters the eye).

Communicate in a scientific way what they found out. Recognise, and give examples of, the wide application of many physical concepts (e.g. the transfer of energy by light, the refraction and dispersion of light). Give explanations of phenomena in which a number of factors have to be considered (e.g. the relative brightness of planets and stars). Earth and

beyond

Describe and explain physical phenomena (e.g. how the apparent position of the Sun changes over the course of a day).

Use simple models to explain the effects that are caused by the movement of the Earth (e.g. the length of a day or year).

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Progression in learning SCIENTIFIC ENQUIRY (Sc1) through MATERIALS AND THEIR PROCESSES (Sc4) levels 4 to 6

Questioning Recognize that scientific ideas are based on evidence. In their own investigative work, they decide on an appropriate approach. When trying to answer a scientific question, they identify an appropriate approach. Observing Make a series of

observations and measurements.

Make a series of observations appropriate to the task. Begin to repeat observations and offer simple explanations for any differences observed.

Measuring Select suitable equipment to measure. Make a series of measurements adequate for the task.

Make observations, comparisons or measurements to offer simple explanations of differences they encounter.

Select suitable measuring equipment to use. Measure a variety of quantities with precision using instruments with fine scale divisions.

Fair testing In their own investigative work, decide an appropriate approach, using a fair test to answer a question, where appropriate, showing variation of one factor at a time, while keeping the others the same.

When investigations involve a fair test, they identify key factors to be considered.

In their own investigative work, they use scientific knowledge and

understanding to identify an appropriate approach.

Predicting, concluding

Where appropriate, they make a prediction. Use graphs to interpret patterns in data. Begin to relate conclusions to these patterns and scientific knowledge and understanding. Where appropriate, make predictions based on their scientific knowledge and understanding. Draw conclusions that are consistent with the evidence and begin to relate these to scientific knowledge and understanding.

Identify measurements and observations that do not fit the main pattern shown. Draw conclusions consistent with the evidence and use scientific knowledge and understanding to explain them. Select and use appropriate methods of communicating qualitative and quantitative data using scientific language and conventions.

Describe

observations using scientific vocabulary and record using simple tables.

Communicate in a scientific way what they found out.

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Properties of materials

Demonstrate knowledge and understanding of materials and their prop-erties drawn from the KS2 or KS3 programmes of study.

Demonstrate an in-creasing knowledge and understanding of materials and their properties drawn from the KS2 or KS3 programmes of study.

Recognize that matter is made up of particles and de-scribe differences between the arrangement and movement of particles in solids, liquids and gases.

Classification of materials

Describe differences be-tween properties of dif-ferent materials and explain how these differ-ences are used to classify substances (e.g. as solids, liquids, gases at KS2).

Describe some metallic properties (e.g. good electrical conductivity) and use these properties to distinguish metals from other solids.

Changing materials

Use scientific terms (e.g. evaporation, condensa-tion) to describe changes. Use knowledge about some reversible and irre-versible changes to make simple predictions about whether other changes are reversible or not.

Identify a range of contexts in which changes (e.g. evapor-ation, condensation) take place.

Use knowledge and under-standing of the nature and behaviour of materials drawn from the KS3 Programmes of Study, to describe chemical and physical changes and how materials can be made. Identify and describe similarities between some chemical reactions (e.g. the reactions of acids with metals, the reactions of a variety of substances with oxygen). Use word equations to summarize simple reactions. Relate changes of state to energy transfers in a range of contexts (e.g. the formation of igneous rocks).

Separating materials

Describe some methods (e.g. filtration, distilla-tion) that are used to separate simple mix-tures.

Use their knowledge about how a specific mixture (e.g. salt and water, sand and water) can be separ-ated to suggest ways in which other similar mixtures might be separated.

sc

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P ro g re ss io n in le a rn in g S C IE N T IF IC E N Q U IR Y (S c1 ) th ro u g h L IF E P R O C E S S E S A N D L IV IN G T H IN G S (S c2 ) le v el s 4 to 6 N a ti o n a l C u rr ic u lu m le v el s L ev el 4 L ev el 5 L ev el 6 Q u es ti o n in g R ec o g n is e th a t sc ie n ti fi c id ea s a re b a se d o n ev id en ce . In th ei r o w n in v es ti g a ti v e w o rk , th ey d ec id e o n a n a p p ro p ri a te a p p ro a ch . W h en tr yi n g to an sw er a sc ie n ti fi c q u es ti o n , th ey id en ti fy an ap p ro p ri at e ap p ro ac h R ec o g n iz e th a t m a tt er is m a d e u p o f p a rt ic le s a n d d es cr ib e d if fe re n ce s b et w ee n th e a rr a n g em en t a n d m o v em en t o f p a rt ic le s in so li d s, li q u id s a n d g a se s. O b se rv in g M a k e a se ri es o f o b se rv a ti o n s a n d m ea su re -m en ts . M a k e a se ri es o f o b se rv a ti o n s a p p ro -p ri a te to th e ta sk . B eg in to re p ea t o b -se rv a ti o n s a n d o ff er si m p le ex p la n a ti o n s fo r a n y d if fe re n ce s o b -se rv ed . M a k e re le v a n t o b se rv a ti o n s. M ea su ri n g Se le ct su it ab le eq u ip m en t to m ea su re . M ak e a se ri es o f m ea su re m en ts ad eq u at e fo r th e ta sk . M a k e o b se rv a ti o n s, co m p a ri so n s o r m ea su re m en ts to o ff er si m p le ex p la -n a ti o n s o f d if fe re n ce s th ey en co u n te r. S el ec t su it a b le m ea su ri n g eq u ip m en t to u se . M ea su re a v a ri et y o f q u a n ti ti es w it h p re ci si o n u si n g in st ru -m en ts w it h fi n e sc a le d iv is io n s. F a ir te st in g In th ei r o w n in v es ti g a ti v e w o rk , d ec id e a n a p p ro p ri a te a p p ro a ch , u si n g a fa ir te st to a n sw er a q u es ti o n , w h er e a p p ro p ri a te , sh o w in g v a ri a ti o n o f o n e fa ct o r a t a ti m e, w h il e k ee p in g th e o th er s th e sa m e. W h en in v es ti g a ti o n s in v o lv e a fa ir te st , th ey id en ti fy k ey fa ct o rs to b e co n si d er ed . In th ei r o w n in v es ti g a ti v e w o rk , th ey u se sc ie n ti fi c k n o w le d g e a n d u n d er st a n d in g to id en ti fy a n a p p ro p ri a te a p p ro a ch . P re d ic ti n g , co n cl u d in g In th ei r o w n in v es ti g a ti v e w o rk , d ec id e a n a p p ro p ri a te a p p ro a ch , u si n g a fa ir te st to a n sw er a q u es ti o n , w h er e a p p ro p ri a te , sh o w in g v a ri a ti o n o f o n e fa ct o r a t a ti m e, w h il e k ee p in g th e o th er s th e sa m e. W h en in v es ti g a ti o n s in v o lv e a fa ir te st , th ey id en ti fy k ey fa ct o rs to b e co n si d er ed . Id en ti fy m ea su re m en ts a n d o b se rv a ti o n s th a t d o n o t fi t th e m a in p a tt er n sh o w n . D ra w co n cl u si o n s co n si st en t w it h th e ev id en ce a n d u se sc ie n ti fi c k n o w le d g e a n d u n d er st a n d in g to ex p la in th em . S el ec t a n d u se a p p ro p ri a te m et h o d s o f co m m u n ic a ti n g q u a li ta ti v e a n d q u a n ti ta ti v e d a ta u si n g sc ie n ti fi c la n g u a g e a n d co n v en ti o n s. Sc1

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P ro g re ss io n in le a rn in g S C IE N T IF IC E N Q U IR Y (S c1 ) th ro u g h L IF E P R O C E S S E S A N D L IV IN G T H IN G S (S c2 ) le v el s 4 to 6 N a ti o n a l C u rr ic u lu m le v el s L ev el 4 L ev el 5 L ev el 6 C o m m u n ic a ti n g C o m m u n ic a te fi n d in g s in si m p le w a y s: ta lk , d ra w in g s, ch a rt s. D es cr ib e o b se rv at io n s u si n g sc ie n ti fi c vo ca b u la ry an d re co rd u si n g si m p le ta b le s. R ec o rd o b se rv a ti o n s in a v a ri et y o f w a y s. C o m m u n ic a te in a sc ie n ti fi c w a y w h a t th ey fo u n d o u t. L if e p ro ce ss es D em o n st ra te k n o w le d g e a n d u n d er st a n d -in g o f li fe p ro ce ss es a n d li v in g th in g s d ra w n fr o m th e K S 2 /3 p ro g ra m m e o f st u d y. D em o n st ra te a n in cr ea si n g k n o w le d g e a n d u n d er st a n d in g o f li fe p ro ce ss es a n d li v in g th in g s d ra w n fo rm th e K S 2 /3 p ro g ra m m es o f st u d y. D es cr ib e th e m a in st a g es o f th e li fe cy cl es o f h u m a n s a n d fl o w er in g p la n ts a n d p o in ts o u t si m il a ri ti es . U se k n o w le d g e a n u n d er st a n d in g d ra w n fr o m th e K S 3 p ro g ra m m e o f st u d y to d es cr ib e a n d ex p la in li fe p ro ce ss es a n d fe a tu re s o f li v in g th in g s. D is ti n g u is h es b et w ee n re la te d p ro ce ss es e. g . p o ll in a ti o n , fe rt il iz a ti o n . H u m a n b o d y U se sc ie n ti fi c n am es fo r so m e m aj o r o r-ga n s o f b o d y sy st em s e. g. th e h ea rt at K S2 an d id en ti fi es th e p o si ti o n o f th es e o rg an s in th e h u m an b o d y. D es cr ib e th e m a in fu n ct io n s o f so m e o rg a n s o f th e h u m a n b o d y e. g . h ea rt a t K S 2 . E x p la in h o w th es e fu n ct io n s a re es se n ti a l to th e o rg a n is m . U se a p p ro p ri a te sc ie n ti fi c te rm in o lo g y w h en d es cr ib in g li fe p ro ce ss es e. g . re sp ir a ti o n in a n im a ls . P la n ts Id en ti fy o rg a n s o f d if fe re n t p la n ts o b -se rv ed e. g . st a m en a t K S 2 . D es cr ib e th e m a in fu n ct io n s o f so m e o rg a n s o f th e p la n t e. g . st a m en a t K S 2 . E x p la in s h o w th es e fu n ct io n s a re es -se n ti a l to th e o rg a n is m . U se a p p ro p ri a te sc ie n ti fi c te rm in o lo g y w h en d es cr ib in g li fe p ro ce ss es e. g . p h o to sy n th es is in p la n ts . C la ss if ic a ti o n U se k ey s b a se d o n o b se rv a b le ex te rn a l fe a tu re s to h el p id en ti fy a n d g ro u p li v in g th in g s sy st em a ti ca ll y. R ec o g n iz e th a t th er e is a g re a t v a ri et y o f li v in g th in g s a n d u n d er st a n d s th e im p o rt a n ce o f cl a ss if ic a ti o n . D es cr ib e si m p le ce ll st ru ct u re a n d id en ti fi es d if fe re n ce s b et w ee n si m p le a n im a l a n d p la n t ce ll s. D es cr ib e so m e o f th e ca u se s o f v a ri a ti o n b et w ee n li v in g th in g s Sc2