How we organise ourselves
Lines of Inquiry – an inquiry into
- How bodies operate (Function).
- How we can impact our bodies (Change).
- How to make the right lifestyle choices (Responsibility).
- Physical Education
- Design & Technology
- Spoken Language
The children explored what they already knew about the human heart and explored the different parts. They investigated how their heart rate changes after exercise and how many times their heart would beat in an hour, day or year. Then, the children showed their new knowledge of how the heart works through role-play.
Home Learning Opportunities
- Keep a diary of the lifestyle choices that they make that contributes to their health e.g. choice of foods, exercise and how long they did this for each day.
- Cook a healthy meal with my family.
- Complete at least 30 minutes of exercise a day for a week and note down how it made your body feel.
- ‘You Can’t Blend In When You Were Born To Stand Out’ by R.J. Palacio
Transferable skills (approaches to learning)
Heart, oxygenated blood, deoxygenated blood, ventricle, plasma, blood vessel, blood, artery, enzymes, aorta, muscle, oxygen, carbon dioxide, digest and nutrients.
During the term, children will be able to request a selfie of their work to be uploaded onto their Class Dojo profiles. The children will be presenting their three-course meals to their peers to explain how it helps an individual make the right lifestyle and diet choices.
The children will be designing their own three-course meal and explain how the ingredients are important for health. The children will also be able explain the importance of making the right lifestyle choice to their peers.
Milestones covered in this Inquiry
- I can identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.
- I can recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.
- I can describe the ways in which nutrients and water and transported within animals, including humans.
- I can explore the work of medical pioneers, for example, William Harvey and Galen and recognise how much we have learnt about our bodies.
- I can compare the organ systems of humans to other animals.
- I can make a diagram of the human body and explain how different parts work and depend on one another.
- I can they name the major organs in the human body.
- I can locate the major human organs.
- I can make a diagram that outlines the main parts of a body.
- I can use, read, spell and pronounce the scientific vocabulary related to the programme of study correctly.
- I can work scientifically by exploring the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and health
- I can they use information from different sources to answer a question and plan an investigation.
- I can make a prediction which links with other scientific knowledge.
- I can decide which units of measurement they need to use.
- I can explain why a measurement needs to be repeated.
- I can plan in advance which equipment they will need and use it well.
- I can explain qualitative and quantitative data.
- I can make precise measurements
- I can collect information in different ways.
- I can record my measurements and observations systematically.
- I can find a pattern from my data and explain what it shows.
- I can report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.
- I can use a wide range of vocabulary (cause/effect, possibility, predict, presume, suppose, conclude, guess, infer, estimate, suspect, consider, deduce, expect) to speculate about possible outcomes in narrative and real life situations.
- I can adapt the structure of talk in ways which support meaning and show attention to the listener e.g. clearly summarises and reports back findings in a logical order, supported by well-chosen relevant details.
- I can use a range of presentational devices, including use of bullet points, tables and columns, to guide the reader.
- I can use paragraphs to develop and expand some ideas in depth; add detail within each paragraph; coverage may not always be even.
- I can write a range of sentence structures (simple and complex) including relative clauses e.g. using ‘that’, ‘which’.
- I can find the area of different shapes.
- I can find the volume of shapes.
- I can calculate angles.
- I can find angles in a triangle.
- I can find angles in quadrilaterals.
- I can find angles in polygons.
- I can draw nets of 3D shapes.
- I can describe historical events from different periods I am studying?
- I can make comparisons between historical periods; explaining things that have changed and things which have stayed the same?
- I can explain Viking raids and invasion
- I can describe further Viking invasions and describe how Danegeld was used.
- I can collect live data using data logging equipment.
- I can identify data error, patterns and sequences.
- I can use the formulae bar to explore mathematical scenarios.
- I can create my own database and present information from it.
- I can describe how recipes can be adapted to change the appearance, taste, texture and aroma.
- I can explain different food and drink contain different substances – nutrients, water and fibre – that are needed for health.
- I can formulate step-by-step plans as a guide to making.
- I know what positively and negatively affects my physical, mental and emotional health (importance of early intervention, where to seek help if they or others need help – online or in person).
- I know which, why and how substances (drugs, tobacco, alcohol, energy drinks etc) can damage my health and that some are restricted or illegal.
- I understand ‘habits’ and why they can be hard to change.
- I know facts and science relating to allergies, immunisation and vaccination.
- I know why paracetamol, ibuprofen, aspirin and antihistamines are used
- I know medication should be taken with the consent of doctors/parents/guardians.
- I can explain how the body reacts to different kinds of exercise.
- I can choose appropriate warm ups and cool downs.
- I can they explain why we need regular and safe exercise.