Name | Keeping Healthy |
---|---|
Owner | blagartist |
Level | 5 |
Topic | Science |
Unit | Keeping Healthy |
Description | Science unit Keeping Healthy |
File 1 | 585_Science Keeping Healthy 030807.doc |
File 2 | 585_Scurvy story.doc |
☝️ Download Planning | ✌️ Download Support File |
St AlbansC of E Primary School Foundation Subject Planning
Year:5 Term: Autumn 1sthalf Subject: Science
Unit Title:Keeping Healthy
InclusiveTeaching Strategies to support EAL/SEN/G&T:
CD:CulturallyDiverse/ relevant and accessible materials HL: Home Languageused PK: Activating Prior Knowledge VS: VisualSupport multi media, artefacts, pictures, puppets,checklists
R:Repetitionof language items or processes S+L: Speaking and Listeningactivities V: Topic specific Vocabulary identified andtaught word banks, checklists, picture prompts, homelanguage
TM/PM: Teacheror Peer Modelling GO: Graphic Organiser key visual toorganise information SR/ SW /ST: Scaffolding Reading,Writing, Thinking - sequencing, visualising questions, oralrehearsal, whiteboard rehearsal, writing frames, thinking aloudOQ: Open Questioning DDQ: Directed DifferentiatedQuestioning CA: Collaborative Activity PW: PairedWork
MAG:MixedAbility Group AR: Adult Roles clearly defined D:Drama role play, hot seating, freeze frame, mime, puppetsTP: Talk Partners WW: Work put on Working Wall
Date | LearningIntentions and Success Criteria | Tasks including, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities. | Resources
| KeyVocab | Evaluation |
4/09/07 Session 1 | Learning Intentions Understandhow a scientific idea can be tested and the evidence used tosupport the idea
Create Freezeframes
Success Criteria
Understandthe relationship between certain foods and diseases.
| Intro: Review work on growth anddiet, through and a true/false quiz, of childrens ideas about abalanced diet and explanation of why diet is important in terms ofactivity, growth and staying healthy. MA pairs with w/bs. E.g. Q:All fats are bad for you, True or false? Eggs taste nice but arentgood for us. T/F?
Main:Tellchildren a story about inadequate diets eg sailors developingscurvy, babies from well-off families in eighteenth century Parissurviving less well than babies from poorer families and explainhow this puzzled doctors at the time and how they thought ofexplanations and tested them. Sailors diets were deficient invitamin C. Although doctors did not know about vitamins it wassuggested that the lack of fresh fruit and vegetables was the causeof the problem. This idea was tested by giving some sailors limes.Doctors in Paris found that babies from well-off families weresurviving less well than babies from poorer families. Theysuggested this was because their diet consisted of bread and butterand boiled milk, whereas the poorer babies were fed potatoes andgravy, which contained some vitamin C. When doctors suggested dietscontaining cooked potato, lemon juice or fresh milk, the survivalrate improved. Tell the stories again, this time stopping at keypoints and ask children to create a freeze frame of the part of thestory. Differentiation: HA children toresearch on the computer/topic books other illnesses which areaffected by diet such as anaemia, diabetes and osteoporosis. LA/ MAChildren are to draw adverts or create jingles for either limesor potatoes. Teacher focus:HA Plenary: Childrenshare their work. Discussion about balanced diet. Do you haveenough Vitamin C in your diet?
| Picturesof sailors with scurvy and pictures of babies
http://www.bbc.co.uk/history/british/empire_seapower/captaincook_scurvy_01.shtml
Scurvy story print out
http://adam.about.com/encyclopedia/Diet-and-disease.htm
http://www.formulaforlife.com.au/asp/healthyliving.asp?section=body&subsec=diseases&pg=index | Diet Health Scurvy Vitamin c True False |
|
InclusiveTeaching Strategies to support EAL/SEN/G&T:
CD:CulturallyDiverse/ relevant and accessible materials HL: Home Languageused PK: Activating Prior Knowledge VS: VisualSupport multi media, artefacts, pictures, puppets,checklists
R:Repetitionof language items or processes S+L: Speaking and Listeningactivities V: Topic specific Vocabulary identified andtaught word banks, checklists, picture prompts, homelanguage
TM/PM: Teacheror Peer Modelling GO: Graphic Organiser key visual toorganise information SR/ SW /ST: Scaffolding Reading,Writing, Thinking - sequencing, visualising questions, oralrehearsal, whiteboard rehearsal, writing frames, thinking aloudOQ: Open Questioning DDQ: Directed DifferentiatedQuestioning CA: Collaborative Activity PW: PairedWork
MAG:MixedAbility Group AR: Adult Roles clearly defined D:Drama role play, hot seating, freeze frame, mime, puppetsTP: Talk Partners WW: Work put on Working Wall
Date | LearningIntentions and Success Criteria | Tasks including, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities. | Resources
| KeyVocab | Evaluation |
6/9/7 Session 2 | Learning Intentions
that to stay healthy we need an adequate andvaried diet to present information about diet andhealth
Success Criteria Represent abalanced diet by creating a 3D meal on a paper plate fordisplay. | Intro: Brainstorm withchildren different types of food fruit and veg etc, and help themto classify them into food groups. Use the food group posters asvisual aids. Which foods help usgrow? Which foods are good for fighting illness? Main: Talk about the importance of abalanced meal and show the children the plate poster. Children workin MA pairs to create a 3D picture of a meal which contains abalance of food groups, on a plate with labels. They should scrunchup tissue paper and use carboard to make 3D food. Differentiation: HA: Children encouraged toinclude labels. Teacherfocus: LA Plenary: Analyseeach plate, stating which food groups are included on it. Decide asa class for each meal, Is this a balancedmeal?.
| Paperplates Tissuepaper Glue Foodgroups display pictures
| Food group names Balanced diet
|
|
InclusiveTeaching Strategies to support EAL/SEN/G&T:
CD:CulturallyDiverse/ relevant and accessible materials HL: Home Languageused PK: Activating Prior Knowledge VS: VisualSupport multi media, artefacts, pictures, puppets,checklists
R:Repetitionof language items or processes S+L: Speaking and Listeningactivities V: Topic specific Vocabulary identified andtaught word banks, checklists, picture prompts, homelanguage
TM/PM: Teacheror Peer Modelling GO: Graphic Organiser key visual toorganise information SR/ SW /ST: Scaffolding Reading,Writing, Thinking - sequencing, visualising questions, oralrehearsal, whiteboard rehearsal, writing frames, thinking aloudOQ: Open Questioning DDQ: Directed DifferentiatedQuestioning CA: Collaborative Activity PW: PairedWork
MAG:MixedAbility Group AR: Adult Roles clearly defined D:Drama role play, hot seating, freeze frame, mime, puppetsTP: Talk Partners WW: Work put on Working Wall
Date | LearningIntentions and Success Criteria | Tasks including, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities. | Resources
| KeyVocab | Evaluation |
6/9/7 Session 3 | Learning Intentions that the heart and lungs are protected by theribs that the muscle in the walls of the heartcontracts regularly, pumping blood around the body that blood vesselscarry blood around the body Success Criteria locate the heart and describe how the ribsprotect it Create a life-size diagram of the human bodythat shows that the heart pumps blood round the body andidentify someparts of the body eg lungs, brains, muscles through whichblood flows
| Intro: Show the children apicture of a heart on the IWB. What does the heart do? Is our heartreally heart-shaped? Explain its function in the body: -explainthat the muscle in the walls of the heart contracts regularly,pumping blood around the body. Show a bicycle pump and emphasise itis used to push air into the bike tyre. Explain that the heartpumps the blood to all parts of the body where it is neededeg muscles, brain, lungs.Using pictures, locate theheart and lungs within the rib cage.
Main: Children to draw adiagram of the human body in 3 groups. Drawing around a pupil lyingon sugar paper, they should add the heart, brain, lungs,ribs, andarrows showing blood flowing through the organs.
Differentiation:
HAEncourage them to add as many organs as possible. SEN: Give resource to match uporgans to their place in the body.
Teacher focus: HA Plenary: Askchildren to explain their diagrams. What is the heart doing?Where is the blood going? Why is it important for the blood to getto all the parts of the body? Use the chain of cards game to assesswhat children have learnt so far.
| Pic ofheart Model ofheart if poss Bikepump Largepieces of paper, marker pens. Flaps of paper and glue forribs Chain ofCards game | Heart Pump Lungs Oxygen Blood Ribs Muscles |
|
InclusiveTeaching Strategies to support EAL/SEN/G&T:
CD:CulturallyDiverse/ relevant and accessible materials HL: Home Languageused PK: Activating Prior Knowledge VS: VisualSupport multi media, artefacts, pictures, puppets,checklists
R:Repetitionof language items or processes S+L: Speaking and Listeningactivities V: Topic specific Vocabulary identified andtaught word banks, checklists, picture prompts, homelanguage
TM/PM: Teacheror Peer Modelling GO: Graphic Organiser key visual toorganise information SR/ SW /ST: Scaffolding Reading,Writing, Thinking - sequencing, visualising questions, oralrehearsal, whiteboard rehearsal, writing frames, thinking aloudOQ: Open Questioning DDQ: Directed DifferentiatedQuestioning CA: Collaborative Activity PW: PairedWork
MAG:MixedAbility Group AR: Adult Roles clearly defined D:Drama role play, hot seating, freeze frame, mime, puppetsTP: Talk Partners WW: Work put on Working Wall
Date | LearningIntentions and Success Criteria | Tasks including, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities. | Resources
| KeyVocab | Evaluation |
10/9/7
Session 4 | Learning Intentions
how to measure their pulse rate and relate it toheart beat to repeat measurements of pulse rate to represent data about resting pulse rate in abar chart and to say what this shows
Success Criteria describe the connection between pulse rate andheart beat eg the pulse rate tells you how many times theheart beats in a minute measure their resting pulse rate several timesobtaining reasonably consistent results with help, represent dataabout pulse rate in a bar chart and interpret what thisshows | Intro:
Ask children aboutthe relationship between heart beat and pulse. Explain to childrenthat pulse rate is measured as beats per minute. Show children howto measure resting pulse rate and ask them to take and record theirown several times. Ask children to suggest why they didnt get thesame result each time and why it is important to make severalmeasurements. Show them how to count how many in 30 seconds andthen double it.
Main: Ask them tocontribute the result they think is most accurate to a class recordof resting pulse rate. Help children to convert this into a barchart where data is grouped.
Differentiation: HA Use excel toenter results and turn it into several different types of graphbefore drawing their bar chart. SEN work as agroup with TA to produce large scale bar chart
Teacherfocus: MA Plenary: Ask children questions about the bar charteg Which was the most common range for pulserate? What were the highest andlowest pulse rates? Were these very common?
|
Clockwith second hand |
Pulse Heart beat Resting Activity
|
|
InclusiveTeaching Strategies to support EAL/SEN/G&T:
CD:CulturallyDiverse/ relevant and accessible materials HL: Home Languageused PK: Activating Prior Knowledge VS: VisualSupport multi media, artefacts, pictures, puppets,checklists
R:Repetitionof language items or processes S+L: Speaking and Listeningactivities V: Topic specific Vocabulary identified andtaught word banks, checklists, picture prompts, homelanguage
TM/PM: Teacheror Peer Modelling GO: Graphic Organiser key visual toorganise information SR/ SW /ST: Scaffolding Reading,Writing, Thinking - sequencing, visualising questions, oralrehearsal, whiteboard rehearsal, writing frames, thinking aloudOQ: Open Questioning DDQ: Directed DifferentiatedQuestioning CA: Collaborative Activity PW: PairedWork
MAG:MixedAbility Group AR: Adult Roles clearly defined D:Drama role play, hot seating, freeze frame, mime, puppetsTP: Talk Partners WW: Work put on Working Wall
Date | LearningIntentions and Success Criteria | Tasks including, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities. | Resources
| KeyVocab | Evaluation |
11/9/7 Session 5 | Learning Intentions to identify factors which could affect pulserate and make predictions about the changes to plan what evidence to collect including thenumber of measurements of pulse rate to take and the number ofchildren to use to present results in a line graph and explainwhat these show and whether they support the prediction
Success Criteria plan an investigation to test theprediction make suitable measurements of pulse rate construct a line graph to show the effects ofexercise on pulse rate explain how exercise affects the heart beat interms of the exercising muscles needing a better supply ofblood describe somelimitations of their work, eg I only tested girls, I think itwould be the same for everybody but I dont really know | Intro: Ask children to speculate about factors whichcould change the pulse rate eg exercise and to make aprediction eg if I run for two minutes it will increase mypulse rate, if I run for three minutes it will increase more andtake longer to get back to normal Record these predictions on whiteboards. Q: How could we investigate therelationship/connection between exercise and pulse rate?Discuss with children what sort of exercisethey think raises pulse rate most? Why it is important to investigate the effecton several children, not just one?
Main:
Children carry out their investigation in pairs.After children have carried out their investigation help them torepresent their data as a line graph. Length of exercise/pulserate. Talk with children about what their graph shows.
Differentiation: LA/SEN To workas a group with TA HA- To carry outseveral experiments and look at the rate of recovery, i.e. recordpulse at different intervals after different lengths ofexercise. Teacherfocus: MA Plenary: Ask children tothink of additional questions eg would we have got the same resultsif wed used adults instead of children? boys as well as girls? andto review their conclusions in the light of these questions.
| whiteboards | Pulse rate Increase Decrease Slow down Speed up Fair test prediction |
|
InclusiveTeaching Strategies to support EAL/SEN/G&T:
CD:CulturallyDiverse/ relevant and accessible materials HL: Home Languageused PK: Activating Prior Knowledge VS: VisualSupport multi media, artefacts, pictures, puppets,checklists
R:Repetitionof language items or processes S+L: Speaking and Listeningactivities V: Topic specific Vocabulary identified andtaught word banks, checklists, picture prompts, homelanguage
TM/PM: Teacheror Peer Modelling GO: Graphic Organiser key visual toorganise information SR/ SW /ST: Scaffolding Reading,Writing, Thinking - sequencing, visualising questions, oralrehearsal, whiteboard rehearsal, writing frames, thinking aloudOQ: Open Questioning DDQ: Directed DifferentiatedQuestioning CA: Collaborative Activity PW: PairedWork
MAG:MixedAbility Group AR: Adult Roles clearly defined D:Drama role play, hot seating, freeze frame, mime, puppetsTP: Talk Partners WW: Work put on Working Wall
Date | LearningIntentions and Success Criteria | Tasks including, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities. | Resources
| KeyVocab | Evaluation |
13/9/07
Session 6 | Learning Intentions
that whenhumans exercise, muscles move parts of the skeleton and thisactivity requires an increased blood supply, so the heart beatincreases and the pulse rate is faster
that we need exercise to stay healthy and tomaintain our muscles that when we exercise, our muscles workharder
Success Criteria Children score more than 7 out of10 on the quiz, retaking if necessary.
| Intro: Discusswith children which muscles they move when they exerciseeg running, jogging, swimming and relate this to howmuscles move their skeletons. Remind them that muscles are attachedto bones and show them a picture on the IWB. Q: Why do our musclesache sometimes after we exercise? Explain the learning objective tothem and ask them to explain in their own words to eachother.
Main:
Children work inMA pairs to do the BBC Science clips online experiment andquiz.
Differentiation: SEN/LA withTA: To have a go at the online activity and then to work withmyself or TA on their Keeping Healthy Workbook activities.
Teacherfocus: SEN andLA
Plenary: What are thereasons for someones pulse rate to increase? What is the heartdoing when someones pulse is at a higher rate?
| ICTsuite Picturesfor SEN
| Muscles Skeleton Blood supply Heart beat Pulse rate Exercise
|
|
InclusiveTeaching Strategies to support EAL/SEN/G&T:
CD:CulturallyDiverse/ relevant and accessible materials HL: Home Languageused PK: Activating Prior Knowledge VS: VisualSupport multi media, artefacts, pictures, puppets,checklists
R:Repetitionof language items or processes S+L: Speaking and Listeningactivities V: Topic specific Vocabulary identified andtaught word banks, checklists, picture prompts, homelanguage
TM/PM: Teacheror Peer Modelling GO: Graphic Organiser key visual toorganise information SR/ SW /ST: Scaffolding Reading,Writing, Thinking - sequencing, visualising questions, oralrehearsal, whiteboard rehearsal, writing frames, thinking aloudOQ: Open Questioning DDQ: Directed DifferentiatedQuestioning CA: Collaborative Activity PW: PairedWork
MAG:MixedAbility Group AR: Adult Roles clearly defined D:Drama role play, hot seating, freeze frame, mime, puppetsTP: Talk Partners WW: Work put on Working Wall
Date | LearningIntentions and Success Criteria | Tasks including, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities. | Resources | KeyVocab | Evaluation |
14/9/7 Session 7
| Learning Intentions
that substances like tobacco, alcohol and otherdrugs can affect the way the body functions and these effects canbe harmful that medicines are also drugs and also affectthe way the body functions but the effects are usually beneficialthough there may be side effects To create a series of freezeframes which showthat medicines can be harmful if they are not taken according toinstructions e.g. too many paracetomol, etc
SuccessCriteria Create aperformance which successfully shows an audience what happens ifsomebody misues a drug or medicine. | Intro: Review work ongrowth and diet, through discussion Explain thedefinition of a drug as any substance which changes our physicalor mental state and talk with children about possible sideeffects. Encourage children to think about why we take medicineseven though there may be unpleasant side effects. Use anti-drugwebsites to illustrate effects of tobacco, alcohol or otherdrugs.
Main: Take the childrenthrough a calming down/focus activity and introduce them to theidea of freeze frame as a powerful way of showing astory/portraying a message. Put them in groups of 3. Tell them thatyou will tell them a story and that in their groups of 3, theyshould produce a still image to tell that part of the story.Introduce rules of no talking, no using props in the classroome.g. rulers or tables and remember to use facial expression to showthe audience what they are thinking. Take them througha story of someone misusing a medicine. If time allows askeach group to then produce 4 still images to tell one of thefollowing stories: - someone drinkingtoo much alcohol at a party and then being sick/doing somethingdangerous - Someone smokingfor many years and becoming unfit - Someone taking toomany paracetomol and having to go to hospital Differentiation: Whole classactivity Teacherfocus: Teacher ledactivity Plenary: Open discussionrelating to activity and also use of drama. What did you find hard?What did you enjoy? What was important to make sure the message wasclear? Which drugs have the most serious consequences if they aremisused?
| Drugwebsites/ leaflets | Drug Medicine Side effect Tobacco Smoking Alcohol Drugs Misuse consequence |
|