2014-2015, Finale 2014 du concours collèges "Ramène ta science ! Building on their work in year 4, pupils should construct simple series circuits, to help them to answer questions about what happens when they try different components, for example, switches, bulbs, buzzers and motors. They could research unfamiliar animals and plants from a broad range of other habitats and decide where they belong in the classification system. Velký TV program oblíbených stanic s možností vyhledávání podle denní doby, dnů nebo slov. » » En classe de sixième, des modifications de matériaux peuvent être imaginées par les élèves afin de prendre en compte leurs impacts environnementaux. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content. … for a bookshelf? Pupils should build on their learning from years 3 and 4 about the main body parts and internal organs (skeletal, muscular and digestive system) to explore and answer questions that help them to understand how the circulatory system enables the body to function. Programme d'enseignement du CP, du CE1 et du CE2 - Cycle 2 (PDF - 356.2 KB) Ministère chargé de l'éducation Programme d'enseignement de CM1, CM2 et 6e - Cycle 3 (PDF - 375.7 KB) They are mostly interdisciplinary and cover different fields of science. They should explore the effects of air resistance by observing how different objects such as parachutes and sycamore seeds fall. They should also begin to recognise that scientific ideas change and develop over time. Il me tenait à coeur de l’élaborer afin de projeter un maximum d’images pour rendre les cours plus vivants. Cette circulaire présente le programme modifié du cycle 3 applicable à la rentrée 2020 avec un renforcement des enseignements relatifs au changement climatique, à la biodiversité et au développement durable. Elle s'applique dès la rentrée 2020. 12. Doctoral degree programmes are organised and implemented by University Members (academies, faculties). Pupils might work scientifically by: comparing the uses of everyday materials in and around the school with materials found in other places (at home, the journey to school, on visits, and in stories, rhymes and songs); observing closely, identifying and classifying the uses of different materials, and recording their observations. We use cookies to collect information about how you use GOV.UK. identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers, explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant, investigate the way in which water is transported within plants, explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal, identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat, identify that humans and some other animals have skeletons and muscles for support, protection and movement, compare and group together different kinds of rocks on the basis of their appearance and simple physical properties, describe in simple terms how fossils are formed when things that have lived are trapped within rock, recognise that soils are made from rocks and organic matter, recognise that they need light in order to see things and that dark is the absence of light, notice that light is reflected from surfaces, recognise that light from the sun can be dangerous and that there are ways to protect their eyes, recognise that shadows are formed when the light from a light source is blocked by an opaque object, find patterns in the way that the size of shadows change, compare how things move on different surfaces, notice that some forces need contact between 2 objects, but magnetic forces can act at a distance, observe how magnets attract or repel each other and attract some materials and not others, compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials, predict whether 2 magnets will attract or repel each other, depending on which poles are facing, recognise that living things can be grouped in a variety of ways, explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment, recognise that environments can change and that this can sometimes pose dangers to living things, describe the simple functions of the basic parts of the digestive system in humans, identify the different types of teeth in humans and their simple functions, construct and interpret a variety of food chains, identifying producers, predators and prey, compare and group materials together, according to whether they are solids, liquids or gases, observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C), identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature, identify how sounds are made, associating some of them with something vibrating, recognise that vibrations from sounds travel through a medium to the ear, find patterns between the pitch of a sound and features of the object that produced it, find patterns between the volume of a sound and the strength of the vibrations that produced it, recognise that sounds get fainter as the distance from the sound source increases, identify common appliances that run on electricity, construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers, identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery, recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit, recognise some common conductors and insulators, and associate metals with being good conductors, planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary, taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate, recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs, using test results to make predictions to set up further comparative and fair tests, reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations, identifying scientific evidence that has been used to support or refute ideas or arguments, describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird, describe the life process of reproduction in some plants and animals, describe the changes as humans develop to old age, compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets, know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution, use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating, give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic, demonstrate that dissolving, mixing and changes of state are reversible changes, explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda, describe the movement of the Earth and other planets relative to the sun in the solar system, describe the movement of the moon relative to the Earth, describe the sun, Earth and moon as approximately spherical bodies, use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky, explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object, identify the effects of air resistance, water resistance and friction, that act between moving surfaces, recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect, describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals, give reasons for classifying plants and animals based on specific characteristics, identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood, recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function, describe the ways in which nutrients and water are transported within animals, including humans, recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago, recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents, identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution, recognise that light appears to travel in straight lines, use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye, explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes, use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them, associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit, compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches, use recognised symbols when representing a simple circuit in a diagram, pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility, understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review, ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience, make predictions using scientific knowledge and understanding, select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables, use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety, make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements, apply mathematical concepts and calculate results, present observations and data using appropriate methods, including tables and graphs, interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions, present reasoned explanations, including explaining data in relation to predictions and hypotheses, evaluate data, showing awareness of potential sources of random and systematic error, identify further questions arising from their results, understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature, use and derive simple equations and carry out appropriate calculations, undertake basic data analysis including simple statistical techniques, cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope, the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts, the similarities and differences between plant and animal cells, the role of diffusion in the movement of materials in and between cells, the structural adaptations of some unicellular organisms, the hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms, the structure and functions of the human skeleton, to include support, protection, movement and making blood cells, biomechanics – the interaction between skeleton and muscles, including the measurement of force exerted by different muscles, the function of muscles and examples of antagonistic muscles, the content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed, calculations of energy requirements in a healthy daily diet, the consequences of imbalances in the diet, including obesity, starvation and deficiency diseases, the tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalysts), the importance of bacteria in the human digestive system, plants making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from the soil via their roots, the structure and functions of the gas exchange system in humans, including adaptations to function, the mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume, the impact of exercise, asthma and smoking on the human gas exchange system, the role of leaf stomata in gas exchange in plants, reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta, reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms, the effects of recreational drugs (including substance misuse) on behaviour, health and life processes, the reactants in, and products of, photosynthesis, and a word summary for photosynthesis, the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere, the adaptations of leaves for photosynthesis, aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the other chemical processes necessary for life, the process of anaerobic respiration in humans and micro-organisms, including fermentation, and a word summary for anaerobic respiration, the differences between aerobic and anaerobic respiration in terms of the reactants, the products formed and the implications for the organism, the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops, the importance of plant reproduction through insect pollination in human food security, how organisms affect, and are affected by, their environment, including the accumulation of toxic materials, heredity as the process by which genetic information is transmitted from one generation to the next, a simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model, the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation, the variation between species and between individuals of the same species meaning some organisms compete more successfully, which can drive natural selection, changes in the environment which may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction, the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material, the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure, changes of state in terms of the particle model, differences between atoms, elements and compounds, chemical symbols and formulae for elements and compounds, conservation of mass changes of state and chemical reactions, simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography, chemical reactions as the rearrangement of atoms, representing chemical reactions using formulae and using equations, combustion, thermal decomposition, oxidation and displacement reactions, defining acids and alkalis in terms of neutralisation reactions, the pH scale for measuring acidity/alkalinity; and indicators, reactions of acids with metals to produce a salt plus hydrogen, reactions of acids with alkalis to produce a salt plus water, energy changes on changes of state (qualitative), exothermic and endothermic chemical reactions (qualitative), the varying physical and chemical properties of different elements, the principles underpinning the Mendeleev periodic table, the periodic table: periods and groups; metals and non-metals, how patterns in reactions can be predicted with reference to the periodic table, the chemical properties of metal and non-metal oxides with respect to acidity, the order of metals and carbon in the reactivity series, the use of carbon in obtaining metals from metal oxides, properties of ceramics, polymers and composites (qualitative), the rock cycle and the formation of igneous, sedimentary and metamorphic rocks, Earth as a source of limited resources and the efficacy of recycling, the production of carbon dioxide by human activity and the impact on climate, comparing energy values of different foods (from labels) (kJ), comparing power ratings of appliances in watts (W, kW), comparing amounts of energy transferred (J, kJ, kW hour), simple machines give bigger force but at the expense of smaller movement (and vice versa): product of force and displacement unchanged, heating and thermal equilibrium: temperature difference between 2 objects leading to energy transfer from the hotter to the cooler one, through contact (conduction) or radiation; such transfers tending to reduce the temperature difference; use of insulators, other processes that involve energy transfer: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels, energy as a quantity that can be quantified and calculated; the total energy has the same value before and after a change, comparing the starting with the final conditions of a system and describing increases and decreases in the amounts of energy associated with movements, temperatures, changes in positions in a field, in elastic distortions and in chemical compositions, using physical processes and mechanisms, rather than energy, to explain the intermediate steps that bring about such changes, speed and the quantitative relationship between average speed, distance and time (speed = distance ÷ time), the representation of a journey on a distance-time graph, relative motion: trains and cars passing one another, forces as pushes or pulls, arising from the interaction between 2 objects, using force arrows in diagrams, adding forces in 1 dimension, balanced and unbalanced forces, forces: associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water, forces measured in newtons, measurements of stretch or compression as force is changed, force-extension linear relation; Hooke’s Law as a special case, work done and energy changes on deformation, non-contact forces: gravity forces acting at a distance on Earth and in space, forces between magnets, and forces due to static electricity, atmospheric pressure, decreases with increase of height as weight of air above decreases with height, pressure in liquids, increasing with depth; upthrust effects, floating and sinking, pressure measured by ratio of force over area – acting normal to any surface, opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface, forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only), change depending on direction of force and its size, waves on water as undulations which travel through water with transverse motion; these waves can be reflected, and add or cancel – superposition, frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound, sound needs a medium to travel, the speed of sound in air, in water, in solids, sound produced by vibrations of objects, in loudspeakers, detected by their effects on microphone diaphragm and the ear drum; sound waves are longitudinal, pressure waves transferring energy; use for cleaning and physiotherapy by ultrasound; waves transferring information for conversion to electrical signals by microphone, the similarities and differences between light waves and waves in matter, light waves travelling through a vacuum; speed of light, the transmission of light through materials: absorption, diffuse scattering and specular reflection at a surface, use of ray model to explain imaging in mirrors, the pinhole camera, the refraction of light and action of convex lens in focusing (qualitative); the human eye, light transferring energy from source to absorber, leading to chemical and electrical effects; photosensitive material in the retina and in cameras, colours and the different frequencies of light, white light and prisms (qualitative only); differential colour effects in absorption and diffuse reflection, electric current, measured in amperes, in circuits, series and parallel circuits, currents add where branches meet and current as flow of charge, potential difference, measured in volts, battery and bulb ratings; resistance, measured in ohms, as the ratio of potential difference (p.d.) Please visit the Amgen Faculty pagefor information on over 100 potential mentors on the UCLA campus. cycle 2 cycle 3 électricité expériences sciences. Pupils should use the local environment throughout the year to explore and answer questions about plants growing in their habitat. All schools are also required to set out their school curriculum for science on a year-by-year basis and make this information available online. BO spécial n°11 du 26 Novembre 2015 . For a reading/curriculum plan that overlaps much of the memory work studied during Cycle 3 with an emphasis on America’s foundations of faith along with an integrated study of U.S. history, geography, and fine arts (along with science studies from a Christian worldview), check out our Mission: Lasting Liberty Curriculum Plan. They could extend their experience of light by looking a range of phenomena including rainbows, colours on soap bubbles, objects looking bent in water, and coloured filters (they do not need to explain why these phenomena occur). Pupils should find out about different types of reproduction, including sexual and asexual reproduction in plants, and sexual reproduction in animals. Cette version du texte met en évidence les modifications apportées au programme en application jusqu’à l’année scolaire 2019-2020 afin de renforcer les enseignements relatifs au changement climatique, Pupils should begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding. Adresses et accès Rectorat académie de Strasbourg 6 rue de la Toussaint - 67975 Strasbourg Cedex Tél 03 88 23 37 23 Horaires d'ouverture au public du lundi au vendredi de 8h30 à 12h00 et de 13h30 à 17h00 Plan d'accès | Contact DSDEN Bas-Rhin Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. Pupils might work scientifically by: observing and comparing the life cycles of plants and animals in their local environment with other plants and animals around the world (in the rainforest, in the oceans, in desert areas and in prehistoric times), asking pertinent questions and suggesting reasons for similarities and differences. Télécharger le programme de sciences 2020 pour le cycle 3 (version pdf) Télécharger l’ensemble du programme 2020 pour le cycle 3 (version pdf) Toutes les disciplines scientifiques et la technologie concourent à la construction d’une première représentation globale, rationnelle et cohérente du monde dans lequel l’élève vit. Télécharger le programme « Sciences et Technologie » Version 2020 en PDF. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings. Modification des programmes de cycle 2, de cycle 3 et de cycle 4 – BO n°31 du 30/07/2020 Cette circulaire présente les programmes modifiés des cycles 2, 3 et 4 applicables à la rentrée 2020 avec un renforcement des enseignements relatifs au changement climatique, à la biodiversité́ et au développement durable. They should raise and answer questions that help them to become familiar with the life processes that are common to all living things. Des premières transformations d’énergie peuvent aussi être présentées en CM1-CM2 ; les objets techniques en charge de convertir les formes d’énergie sont identifiés et qualifiés d’un point de vue fonctionnel. Pupils should learn how to keep their bodies healthy and how their bodies might be damaged – including how some drugs and other substances can be harmful to the human body. En fin de cycle, l’énergie (ici associée à un objet en mouvement) peut qualitativement être reliée à la masse et à la vitesse de l’objet ; un échange d’énergie est constaté lors d’une augmentation ou diminution de la valeur de la vitesse, le concept de force et d’inertie sont réservés au cycle 4. 2012-2013, Concours Collèges "Ramène ta Science !" » » L’observation et la caractérisation de mouvements variés permettent d’introduire la vitesse et ses unités, d’aborder le rôle de la position de l’observateur (CM1-CM2) ; l’étude des mouvements à valeur de vitesse variable sera poursuivie en 6e. Pupils might work scientifically by: systematically identifying the effect of changing one component at a time in a circuit; designing and making a set of traffic lights, a burglar alarm or some other useful circuit. Repères de progressivité Pupils should construct simple series circuits, trying different components, for example, bulbs, buzzers and motors, and including switches, and use their circuits to create simple devices. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. » » Identifier des enjeux liés à l’environnement. They should learn about the changes experienced in puberty. Toutes les disciplines scientifiques et la technologie concourent à la construction d’une première représentation globale, rationnelle et cohérente du monde dans lequel l’élève vit. Note: plants can be grouped into categories such as flowering plants (including grasses) and non-flowering plants, for example ferns and mosses. They should experience different types of scientific enquiries, including practical activities, and begin to recognise ways in which they might answer scientific questions. » » Classer les organismes, exploiter les liens de parenté pour comprendre et expliquer l’évolution des organismes. Note: pupils are not required to make quantitative measurements about conductivity and insulation at this stage. ‘Working and thinking scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Pupils might work scientifically by: observing, through video or first-hand observation and measurement, how different animals, including humans, grow; asking questions about what things animals need for survival and what humans need to stay healthy; and suggesting ways to find answers to their questions.
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