Year 4 Animals including humans - Beverley Minster Primary

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Kent Scheme of Work for Primary Science, 2014, Edukent

Year 4 – Animals including humans

Reference to the Programme of Study, 2014 Pupils should be taught to:

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.

The learning journey: Animals including humans Year group Statutory Requirements from the Programme of study

1 Identify and name a variety of common animals that are birds, fish, amphibians, reptiles and mammals

Identify and name a variety of common animals that are carnivores, herbivores and omnivores.

Describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles and mammals, and including pets).

Identify, name draw and label the basic parts of the human body and say which parts of the body is associated with each sense.

2 Notice that animals, including humans, have offspring which grow into adults

Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

3 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 animals have skeletons and muscles for support, protection and movement.

4 Describe the simple functions of the basic parts of the digestive system in humans

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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.

5 Describe the changes as humans develop from birth to old age. 6 Identify and name the main parts of the human circulatory system, and explain 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.

How the children should learn science at Lower Key Stage 2 The principal focus of science teaching in Lower Key Stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out

Suggestions for Working Scientifically Pupils might work scientifically by: comparing the teeth of carnivores and herbivores, and suggesting reasons for differences; finding out what damages teeth and how to look after them. They might draw and discuss their ideas about the digestive system and compare them with models or images. Further guidance The following opportunities for working scientifically should be provided across Years 3 and 4 so that the expectations in the programme of study can be met by the end of Year 4. Pupils are not expected to cover each aspect for every area of study.

Raising Questions. They should be given a range of scientific experiences to enable them to raise their own questions about the world around them.

Choosing a suitable scientific enquiry. They should start to make their own decisions about the most appropriate type of scientific enquiry they might use to answer questions

Observations. They should help to make decisions about what observations to make, how long to make them for. They should make systematic and careful observations.

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Fair testing. Recognise when a simple fair test is necessary. Sorting and classifying. Talk about the criteria for grouping, sorting and classifying and use simple keys. Secondary sources. They should recognise when and how secondary sources might help them to answer questions that cannot be answered

through practical investigations. Choosing equipment. They should help to make decisions about the type of simple equipment that might be used. They should learn how to use

new equipment, such as a data loggers and thermometers, appropriately. Collecting data. They should collect data from their own observations and measurements. Measuring. They should use standard units. Recording. They should make decisions as to how to record. They should record in notes, drawings, labelled diagrams, bar charts and simple tables.

Pupils should use relevant scientific language to discuss their ideas and communicate their findings in ways that are appropriate for different audiences.

Analysing data. They should make decisions as to how to analyse the data. They should begin to look for patterns and decide what data to collect to identify them. With help, pupils should look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer questions. With support, they should identify new questions arising from the data, making predictions for new values within or beyond the data they have collected.

Making improvements. They should find ways of improving what they have already done. Resources

Dental mirrors

Baguette

Apples

Plasticene

Bread

Zip-lock bags

Crackers/bread

Orange juice/coke

Labels of parts of the digestive system

Large sheets of paper

Home-made food-chain headbands and organism picture cards from a variety of local habitats

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Key vocabulary Scientific Language

Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing word reading and spelling knowledge

Digestive system –, oesophagus, stomach, acid, small intestine

Protein, vitamin, mineral, carbohydrate, fats, energy, growth, repair. Saliva

Teeth – Incisors, canines, premolars, molars

Function

Foodchain – producer, consumer, predator, prey

Key information for teachers Digestive System

The digestive system

The digestive system is made up of organs that break down food into protein, vitamins, minerals, carbohydrates, and fats, which the body needs for

energy, growth, and repair. After food is chewed and swallowed, it goes down the oesophagus and enters the stomach, where it is further broken down by

powerful stomach acids. From the stomach the food travels into the small intestine. This is where your food is broken down into nutrients that can enter

the bloodstream through tiny hair-like projections. The excess food that the body doesn't need or can't digest is turned into waste and is eliminated from

the body.

Teeth

There are different types of teeth:

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1. Incisors .These are for cutting, so have a flat front and a ‘chisel-shaped’ back.

2. Canines. These are pointed and allow food to be pierced.

3. Premolars and molars. These have rough. Squarer surfaces, ideal for chewing

Food-chains

Plants are the primary producers in a food-chain. Through photosynthesis they convert the energy in sunlight into chemical energy in the form of sugars.

A snail is an example of a primary consumer; some of the energy stored in the plant on which it feeds is retrieved by its grazing of this plant. A centipede is

a fierce hunter, feeding on a variety of primary consumers. It is therefore known as a secondary consumer.

Key scientists

Al-Jahiz (9th Century) – Provided one of the earliest descriptions of food webs. He was working in Baghdad, Iraq, in the early 800s.

Charles Elton (1900 – 1991) – Initiated the study of animal ecology

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Learning Expectations Possible Tasks Resources

Identify the different types of teeth in humans and their simple functions.

To be able to identify the correct type of enquiry to answer a question.

To be able to set up a simple test.

Observing – How many different types of teeth have we got? What are their functions? Children observe their teeth and a friends using dental mirrors (carefully) Simple test – What are the functions of the different types of teeth? Game – Science enquiry run-around Ask children to decide what type of enquiry they should do in order to find out the functions of the different teeth. If necessary, play the same game that they would have played in Year 3, to establish the different the different types of enquiry that exist: Put up labels of different types of enquiries at the front of the classroom: ‘fair test’, ‘comparative test’, ‘investigation over time’, ‘problem-solve’, ‘secondary sources’, ‘identifying and classifying’. Provide children with an example of each:

1. Fair test – Which paper towel soaks up the most water? 2. Comparative test – How well do objects float? 3. Investigation over time – What happens to the daisy over the next three weeks? 4. Problem-solve – How can a paper plane stay in the air for 10 seconds? 5. Secondary sources – How can we find out which animals on Earth are the heaviest? 6. Identifying and classifying – Which rocks have we got? How can we group them? 7. Pattern-seeking – Do people with the longest hands have the biggest feet?

Now, read out a question to the children (e.g. Which surface can toy cars travel the furthest on?). They must then discuss which enquiry/enquiries would be best at helping us to find the answer. When asked to, a member from each group places a post-it on one of the enquiry labels at the front of the classroom. Discuss the children’s choices. The children might identify that they need to perform a simple test; use their different teeth to bite into different food stuffs and record what the teeth could do. Food to use could include: baguette (quite tough), apples, fruit pastilles and liquorice laces. ,

Dental mirrors

Baguette

Apples

Plasticene

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Recording Challenge the children to use plasticene to make their own jaw with teeth of the correct type in the correct position. Each of the type of teeth can be labelled with its function. A photo could be taken of the model and stuck in the child’s book

To be able to describe the simple functions of the basic part of the digestive system in humans.

Simple test – What happens when we chew food? Allow children an opportunity to discuss what they think happens to bread when we place it in our mouths. Each of the children can begin to chew some bread (do not swallow). Chew for a minute and observe how it changes. Stop chewing and think about what is the liquid that has mixed in with the food. Leave the ball of food in mouth for three minute and then observe its taste. It should have become sweeter as saliva contains a chemical (an enzyme, salivary amylase) which digests food to a sugar. This is a chemical change. Swallow the chewed food and ask them to immediately eat another piece of bread. The sweetness should be easier to detect now. Recording The children could draw a simple flow diagram to show what happens to the piece of bread.

Bread


Modelling - The stomach Give each child a zip loc bag and a couple of crackers or piece of bread. The bag is like the stomach - a muscle that squeezes the food. First have them pour a little orange juice or coke into the bag to act as the "digestive juices." Observe what begins to happen to the bread. Then have them squeeze the bag for two minutes. Note changes in the bread. - it turns to liquid and is ready to be absorbed into the small intestine and into the blood stream. Recording The children could draw what happened in their model, and then uses this to explain what happens in our stomachs.

Zip-lock bags

Crackers/bread

Orange juice/coke

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To be able to record findings using labelled diagrams.

To be able to use written explanations to report on findings from an enquiry.

Introducing the whole digestive system http://www.e-learningforkids.org/Courses/Liquid_Animation/Body_Parts/Digestive_System/ The link above is an animation. Children can see what happens to Lenny’s burger once he has eaten it. This will introduce the main parts of the digestive system and their functions. The video below is animation of the digestive system; explaining the processes with the correct scientific terminology: http://www.bbc.co.uk/learningzone/clips/the-digestive-system/4180.html Drama/modelling – Acting out the digestive system A chain of children could represent the food. Other children form a line, each of them holding a label of one of the parts of the body involved in digestion:

1. The food is chewed up in the mouth (i.e. the chain of children begin to break up) 2. Digestive juices lubricate the food and break it down further 3. The stomach will secrete gastric juices that contain hydrochloric acid and the enzyme

peptin to break down the proteins. 4. The small intestine produces enzymes that break down the food further. 5. As the food passes along the small intestine into the large intestine the products of

digestion are absorbed into the body. 6. In the colon excess water is reabsorbed. 7. The remaining material passes into the rectum where it is stored until ready to passed out

of the body Recording http://www.learnnc.org/lp/media/uploads/2010/02/digestion.pdf This is a useful diagram of the digestive system. The children could work in groups. Each group draws around one of their members on a large

Labels of parts of the digestive system

Large sheets of paper

http://www.e-learningforkids.org/Courses/Liquid_Animation/Body_Parts/Digestive_System/

http://www.bbc.co.uk/learningzone/clips/the-digestive-system/4180.html

http://www.learnnc.org/lp/media/uploads/2010/02/digestion.pdf

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sheet of paper. Together, they draw the different parts of the digestive system and stick them in the correct place inside the outline of the body. Next to each organ the children can stick a label explaining the function of that organ. Individually, the children could use a labelled diagram to show the inside of the human body, and what happens to food on its way through the digestive system. The children could each write a diary for a piece of food being eaten. To make things a little bit more interesting, they can write the story as if they were the food!

To be able to construct and interpret a variety of food chains, identifying producers, predators and prey. To be able to use evidence to support findings.

Deep thinking time – What are food-chains? Begin by asking the children to list some of the things that we eat. Explain that we are part of a food-chain; the food has come from somewhere else and we have eaten it. Model to the children how we can trace back the origins of some our natural food. For example, they might have eaten a beef burger. The beef was part of a cow that fed on grasses. After a few examples they should see that every food-chain has plants at its base. Survey – What do animals in our wildlife area eat? Be aware that you are unlikely to find all your wildlife animals eating. However the children can look for clues. They might find caterpillars on the underside of cabbage leaves; they might see butterflies or bees on flowers or pond skaters gathering around another dead invertebrate. Research – Find out what different animals in the wildlife area eat. The following website is a good starting point for the children: http://diet.yukozimo.com/ Information on all types of animals can be found at: http://www.bbc.co.uk/nature/animals/ The children should treat their research as evidence, which they are then using to support their findings from their observational learning outside. They can then use this information to model what food-chains look like. Try to use examples from different habitats in your wildlife area.

Home-made food-chain headbands and organism picture cards from a variety of local habitats.

http://diet.yukozimo.com/

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Modelling - Food-chain headbands Make some headbands from strips of card that have been stapled together. Make a slip at the front in which a picture of an organism can be placed. For a small group of children (around 6) provide them each with a headband and each with an organism card (turned over so they can’t see what animal or plant is on it). Ensure that each pile of organism pictures can exist in the same food-chain. Each child must place their picture card in their headbands without looking at the picture. After they have put on their headbands, they must try to organise themselves in a food-chain without telling each what they are. To extend this, children can decide what other animals could have eaten some of the animals in their food chain. Recording Children could draw some of their food-chains. Each time they must ensure that the arrow shows the direction in which the energy is being passed. Further research The children could be challenged to find out more about food-chains of animals and plants all around the world.

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Year 4 – Animals including humans Assessing children’s knowledge and understanding of the nature, processes and methods of science

Learning expectation Group 1

(lower ability)

Group 2 (average ability)

Group 3 (higher ability)

Comments

To be able to describe the simple functions of the basic parts of the digestive system in humans.

To be able to identify the different types of teeth in humans and their simple functions.

To be able to record findings using labelled diagrams.

To be able to use written explanations to report on findings from an enquiry.

To be able to identify the correct type of enquiry to answer a question.

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To be able to set up a comparative test.

To be able to use evidence to support findings.

Children below the learning expectations

Children above the learning expectations

Documents

Year 4 Animals including humans - Beverley Minster Primary