Who we are
Central idea
Our minds and bodies can influence our health
Lines of Inquiry – an inquiry into
- How the digestive system works (function)
- How our body behaves depending on how we treat it (change)
- How a healthy diet will affect our wellbeing (connection)
Subject Focus
- PE and Science—healthy lifestyle, healthy mind and healthy body. Children will use scientific study the impact of healthy choices on mental and physical wellbeing.
- Art and DT—through sculpture to create accurate 3D representations of the human teeth
Provocation
- Children will participate in a carousel of activities about healthy and unhealthy lifestyle choices relating to our: physical and mental well-being.
- Students will discuss the central idea and ask questions to guide this term’s inquiry.
Home Learning Opportunities
- Discuss healthy lifestyle choices with family and create a balanced food plan.
- Exercise and mindfulness.
Class Stories
- The Iron Man – Ted Hughes
- A journey through the digestive system with Maxiom Super Scientist – Emily Sohn
Transferrable skills (approaches to learning)
- Social skills: working in groups, team work, and decision making.
- Research skills: investigating children’s snack choices
- Communication skills: Writing, presenting information through.
Links to PSHE / SMSC
This term students will be studying “Dreams and Goals” – helping them build their aspirations for the year ahead. Students will examine the contribution of wellbeing to these aspirations.
Key Vocabulary
- Digestive system – small intestine, large intestine, stomach. appendix, mouth, saliva, tongue, teeth, digestive tract, oesophagus, kidneys, liver.
- Teeth—incisor, canine, premolar, molar.Carnivore, herbivore, omnivore.
Career Links
- Dieticians
- Dentists
- Orthodontists
- Counsellors
- Artist
- Journalist
- Personal trainers
Sharing Success
During the term, children will upload evidence to their Class Dojo profiles that they have met their lines of inquiry. The action will be a reviewed behaviour policy ratified by the students and shared with their peers and the community.
Outcome
Children will research and use their knowledge to write a healthy school snack policy through conducting a Y4 survey on break time snacks. They will then write a persuasive letter to the headteacher, convincing her to implement this policy.
Milestones covered in this Inquiry
Science - Lead Inquiry Subject
- I can they identify and name the basic parts of the digestive system in humans (mouth, tongue, teeth, oesophagus, stomach, and small and large intestine)
- I can describe the simple functions of the basic parts of the digestive system in humans
- I can they identify the simple function of different types of teeth in humans
- I can work scientifically by finding out what damages teeth and how to look after them
- I can work scientifically by comparing the teeth of carnivores and herbivores and suggest reasons for differences
- I can explain what a simple food chain shows
- I can construct and interpret a variety of food chains, identifying producers, predators and prey
Design and Technology
- I can use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking
- I know that a healthy diet is made up from a variety and balance of different food and drink, as depicted in The Eatwell plate
- I can they select tools and equipment suitable for the task
- I can measure, mark out, cut and shape materials and components with some accuracy
- I can assemble, join and combine materials and components with some accuracy
Art
- I can experiment with and combine materials and processes to design and make 3D form
- I can begin to sculpt clay and other moldable materials
PSHE
- I can set high aspirations and goals, some of which might include areas that I want to improve.
- I understand that not all hopes come true, but I can use these experiences to build new dreams. Resilience
- I can work collaboratively towards shared goals, taking on other people’s ideas and encouraging a team spirit.
Computing
- I can create a lengthy presentation that moves from slide to slide and is aimed at a specific audience
- I can insert sound recordings into a multimedia presentation
- I know how to manipulate text, underline text, centre text, change font and size and save text to a folder
RE
- I can make connections between stories of temptation and why people can find it difficult to be good
- I can give examples of rules for living from religions and suggest ways
- I can give examples of ways in which inspirational people have been guided
English: Spoken Language
- I can give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
- I can articulate and justify answers, arguments and opinions.
- I can use relevant strategies to build my vocabulary.
- I can ask relevant questions to extend my understanding and knowledge.
- I can participate in discussions, presentations, performances, role play/improvisations and debates .
- I can consider and evaluate different viewpoints, attending to and building on the contributions of others
English: Writing
- I can use a range of presentational devices, including use of title, subheadings and bullet points.
- I can organise writing into sections or paragraphs; create cohesion by linking ideas within paragraphs.
- I can discuss and develop initial ideas in order to plan and draft before writing.
- I can describe characters, settings and plot.
- I can find key words and ideas; begin to write a summary.
Maths
- I can identify, represent and estimate numbers using different representations
- I can count in multiples of 6, 7, 9, 25 and 1000
- I can recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
- I can order and compare numbers beyond 1000
- I can read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value
- I can identify, represent and estimate numbers using different representations
- I can find 1000 more or less than a given number
- I can count backwards through zero to include negative numbers
- I can order and compare numbers beyond 1000
- I can round any number to the nearest 10, 100 or 1000
- I can solve number and practical problems that involve all of the above and with increasingly large positive numbers
- I can interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero