Nickywin

MEDIUM TERMPLANSUBJECT : Science 4A Moving andGrowing

CLASS: 4

TERM: Summer 2008

TEACHER:

LEARNING OBJECTIVES

P.O.S

GROUP/WHOLE CLASS WORK

ICT &RESOURCES

VOCAB

SUCCESS CRITERIA(Remember to)

Lesson 1

To find own the childrens current knowledge/ understanding.

Key Questions

What can you tell me about that part there? Do you think these areconnected? What do you think this does?

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Explain beginning newtopic and you want to find out what ideas they have.

In table groups onechild lies on sheet others draw round. Draw inside the outline whatthey think they would find inside their bodies. Staff circulateasking questions about what they have draw.

Put up pictures andask questions. Look for ideas they hold that are not in line withscientific ideas. Not children who will need extra support.

Paper

Felt pens

Be aware of your ownideas.

Listen to what othersin your group have to say.

Lesson2

That humans have askeleton which is made up of bones.

KeyQuestions

Do we move in thesame way? In what ways are our movements the same? In what ways arethey different? Where are the ribs?

Are they hardor soft?

How many ribscan we feel?

Where else can wefeel bones?

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Using dolls getchildren to compare how the dolls move to how they move. Focus inon the skeleton. See what the children already know about theirskeleton by asking them to draw what they think their bones looklike and to locate major bones on an outline of a human body.Suggest children explore what they can feel of their own bones. Usethe model of the human skeleton and let the children locate some ofthe bones.

On drawing ofskeleton label skull, spine and ribs. Annotate different jointswith a comment about how they move by exploring own body. Mirrormovements of partner. Challenge find movement for everyjoint.

Learn Premiumwebsite

IWBfile

http://kidshealth.org/kid/htbw/htbw_main_page.html

MA look for moredetail and knowledge of bones.

LA use a mirror tolook at their movements and bones ?

Skull

Ribs

Spine

Bone

Skeleton

Name and locate someof the major bones in the body e.g. ribs, spine, skull, arm bones,leg bones.

Name and locate othermajor bones in the body e.g. breast bone, shoulder blade, pelvis,thighbone, shinbone etc.

Lesson3

Comparethe length of their forearm with that of an adult or older oryounger child in the school.

KeyQuestions

Howdo you think your forearm has changed since you were born? Do youexpect it to change as you grow older? How could we find out abouthow childrens arms grow?

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Discussrelative sizes of bones in people e.g. the forearm in childrenwithin the class and adults (teachers, parents, helpers) orchildren in other classes. Discuss how the size of parts of thebody e.g. length of forearm, circumference of head changes as theygrow.

Askchildren to suggest ideas about differences (in skeletons). Puttheir ideas down onto individual cards. Help the children to turntheir ideas into a form that can be investigatede.g..

-      Who has the longestarms, children or adults?

-      Who has the longestarms boys or girls?

Are the adults headsbigger than childrens heads?

I think Year 6children have longer arms than Year 4 children do.

Let each group decidewhat to investigate.

Discuss with childrenexactly how they make their measurements to make reliablecomparisons and how they will present their results e.g. bymaking tables, bar charts or pictograms of the twocategories.

Use the graph topredict the length of arm of a child who was away etc. who was notmeasured and then see if they fit the pattern.

Learn Premiumwebsite

IWBfile

LA checkmeasurements are correct (should be same as others who aremeasuring in group)

Forearm

Bone

Skull

Think about how yourskeleton grows as you grow.

Record yourmeasurements in a way that is clear

Lesson4

Toknow that all bodies need support and that vertebrates have aninternal skeleton to do this. To know that some animals do not havean internal skeleton.

Tomake comparisons between animals with and without an internalskeleton and observe how they are supported.

KeyQuestions

Whatsupports your body? Could your animal stand up? Why? Whynot?

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Observesome invertebrates e.g. snails and worms and compare thebody of the invertebrate (its lack of rigidity) with the humanbody.

Sort animals into twogroups and explain that all animals need support but not allanimals support their bodies with an internal skeleton.

Show chn how to joinstraws together. Children design their own skeleton for animaginary animal. Use cotton wool stuck onto the skeleton torepresent body parts. Question how straw skeleton support theanimals they are making.

Show models anddiscuss how the straws act like a skeleton.

Straws

Cotton wool

Support children whoare less dexterous.

Bones

Support

joints

Use the model toexplore your ideas.

Think about how theskeleton supports your body.

Lesson5

Toknow that the skeleton supports and protects organs in the humanbody.

Tolocate and name some of the organs of the body

KeyQuestions

Whatis inside your body? What shape is your heart? Where are yourlungs? Where does your food go? What does the skeletonprotect?

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NEEDUSE OF ICT SUITE FOR THIS LESSON

Reviewdrawings from session 1. What is inside their bodies? Make list onboard. Show IWB file Resources.

Inpairs get children to answer prepared questions. Use BBCwebsite and kidshealth.org to find answers.

Discussfindings, misconceptions.

www.kidshealth.orgwww.bbc.co.uk

Questionsheets.

Kidney,Heart,

Lung, Brain,

Intestine. Stomach,bladder

Think about where theorgan is you are looking at and what function it has.

Lesson6

Thatbones cannot move by themselves.

Thatanimals with skeletons have muscles attached to the bones and thatmuscles help to move the bones.

KeyQuestions

Whatdo we already know? What makes our arms and legs move? How domuscles work? What tells the muscles to pull on the bones?

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Recapwhat chn have learned about skeleton and note on board. What do wehave to help us move? Demonstrate how the arm moves by using tworulers, rubber band and pop socks (100 science lessons Yr 4 pg 19).Get chn to feel their muscles as you explain. Explain musclecontraction as an active process and relaxation as being passive.Ask children to explore their own muscles moving e.g. in theirarms and what this feels like. Make a model of an arm todemonstrate how movement occurs and ask the children to explainwhat the models show.

Chn complete musclesworksheet. Discuss what drives the muscles (brain).

IWBfile

LearnPremium

http://www.bbc.co.uk/science/humanbody/body/

Bone, contract,relax, strengthen,

Correctly locate andname some organs of the body