Embedded Files
Unit Overview
Unit Overview
Children explore the human skeleton for the first time by naming and identifying bones. There are lots of bones in the human skeleton, many of which have complex names. The focus is on the skull, femur, pelvis, spine and ribcage. Children learn that humans have skeletons for movement, support and protection. It is important that children are not only aware of the function of the skeleton but also the jobs of specific bones. Children learn that some animals have skeletons. They use their knowledge of bones in the human skeleton to identify, locate and name bones in a variety of animals. They are introduced to the term “exoskeleton“ to describe an animal with a skeleton on the outside of its body. They should identify, sort and group animals in different ways based on their skeletal systems.
❇ MEMORABLE MOMENT
We will be exploring stopping our joints from moving freely whilst completing simple tasks.
️✏️ WRITING OPPORTUNITIES
Making research notes.
🌳 LEARNING OUTSIDE THE CLASSROOM
Movement on the playground exploring joints and muscles in our bodies.
Scientific Enquiry: Investigations
Scientific Enquiry: Investigations
What are our joints for?
Research major bones in the human body.
Explore what happens when their joints are obstructed.
Unit Sequence: Learning Intentions
Unit Sequence: Learning Intentions
Whkhsogfich bones do humans have in their body? Identify that humans and some other animals have skeletons and muscles for support, protection and movement. • Working scientifically – Asking relevant questions and using different types of scientific enquiries to answer them.
Why do we have a skeleton? Identify that humans and some other animals have skeletons and muscles for support, protection and movement. • Working scientifically – Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables .
Do animals all have the same bones? Identify that humans and some other animals have skeletons and muscles for support, protection and movement. • Working scientifically – Talk about criteria for grouping, sorting and classifying (non-statutory).
Do all animals have a spine? Identify that humans and some other animals have skeletons and muscles for support, protection and movement. • Working scientifically – Talk about criteria for grouping, sorting and classifying (non-statutory).
Are all skeletons the same? Identify that humans and some other animals have skeletons and muscles for support, protection and movement. • Working scientifically – Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
What are joints? Identify that humans and some other animals have skeletons and muscles for support, protection and movement. • Working scientifically − Recognise when and how secondary sources might help them to answer questions that cannot be answered through practical investigations (non-statutory).
How do we move? Identify that humans and some other animals have skeletons and muscles for support, protection and movement. • Working scientifically – Communicate their findings in ways that are appropriate for different audiences (non-statutory).
🏁 SHOW WHAT YOU KNOW
Each investigation comes to its own conclusion.
📖 FOCUS TEXT(S)
George's Marvellous Medicine
Page updated
Google Sites
Report abuse