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Common Names Skeleton Labelling Activity Sheet : Reinforce | [dentify the main bones in the body and how. common names of bones, a skeleton protects, supports and helps the body to move. Scenic Maes Skelton Labeling Act Shetonioce and [UU eaMi@meve, | | Jearn the scientific names of bones. pea Seas seca Sati a to enable movement. ‘Skeleton Cut Out and Label Activity Sheet: Create your own skeleton and label with either the common or scientific names of bones, .most children will be able to: + Explain the different ways that plants and animals including humans obtain food. + Explain the difference between food groups and nutrient groups. Wider Learning + Explain what the right type and amounts of Functions of a skeleton. nutrition are for human beings as well as some of the consequences related to eating Joint types and movement, the wrong type of diet. ‘+ Use the scientific names for the main bones in the human body and explain how the skeleton protects, supports and helps the body to move. + Set up a simple practical enquiry and write ‘an explanation for their findings. Human body app (ios) allows children to manipulate the skeleton and) Some children will be able to: * Explain why humans need some types of nutrients + Identify the similarities and differences between animals based on their diets ‘+ Identify the pros and cons of different types of skeletons and explain how the different parts of a skeleton work * Extend their knowledge by identifying the main bones in the skeleton of animals other than humans. + Make modifications to their practical enquiry while conducting it and be able to write a conclusion that links their findings to support or refute general scientific ideas. Som Reed Genie olLesson Breakdown Resources 1. Types of Nutrition + Sessors Identify that they cannot make their own food; they get * SWesticks nutrition from what they eat by comparing how plants and humans obtain food. * I can explain how lving things ebtain food Identify that animals, including humans, need the right {ypes of nutrition by examining food groups and nutrient groups. * I can state why animals, including humans, need the Fight type of nutrients Amount of Nutrition + Sessors Identify that animals, including humans, need the right * SWeSticks: amount of nutrtionin the context of identifying differences, and similarities related to simple scientific processes by grouping animals according to their diets ‘Ian compare and group animals by their chet 3. Types of Skeleton + Scissors + Glue Sticks Identity that humans and some other animals have skeletons by investigating skeleton types. * Ican sort animals based on thelr skeletons. Sticky tape/split pins/lu-tack ‘Model skeleton it younave fone) 4, Naming Bones Identity that humans and some otner animals. have skeletons by identifying the parts ofthe skeleton * Ican identity and name bores ‘Model skeleton with organs it ‘youhave one) + Colouring pencils 5. Functions of a Skeleton Identity that humans and some other animals have skeletons for support, protection and movement, by focusing on skeleton types. * Ican identity and explain the three main functions of a skeleton, ‘Model skeleton it youhave one} 6. Mighty Muscles Identity that humans and some other animals have muscles eos for movement by examninghow muses work Se Taian }ow why we need muscles to move SiGe par graie Setting up simple practical enquiries in the context of investigating pairs of muscles. + I can set up a simple practical enquiry Recording findings using simole scientiic language by wiiting the results ofthe practical investigation + Ian record my finaings. are National Curriculum Aimy Lesson Context Child Friendly - aE * +