Session 1: Session title
|Session 3: Skeletons and Bones |
|Science curriculum area: |Content |
|Animals, Including Humans |i. identify that humans and some other animals have skeletons and muscles for support, protection and movement |
|Working Scientifically |ii. identifying differences, similarities or changes related to simple scientific ideas and processes |
|National Curriculum |Design and Technology |
| |build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes |
| |and products for a wide range of users (a puppet with strings) |
|Teaching Objectives |Understand that not all animals have an internal skeleton and that the presence of this is an important feature in |
| |classifying them. |
| |Know that a skeleton is needed for support, protection and movement. |
|Teaching Objectives |Learn and communicate knowledge of the skeleton through the construction of a string puppet with moving joints. |
|Key Vocabulary: vertebrate, invertebrate, bone, skeleton, skull, ribcage, pelvis, femur |
|Resources: |Weblinks -|
|Yr 3 bone labels, Yr 4 task sheets, Vertebrate or Invertebrate? Task, teaching, 5 lives and |Film on human skeleton with skeletons of other animals |
|skeleton puppet PowerPoints. Vertebrate or invertebrate game sheet and teachers’ notes. A |shown; - |
|glove puppet, an old clean animal bone, plastic gloves, game sheet for each hockey player group,|Film clip on invertebrate with exoskeletons. |
|pens, pencils, a piece of string (about 3m), card printouts of skeleton puppet template, stiff | |
|black card (an A4 sheet per puppet), soft white art crayons or white oil pastels, scissors, 8 | |
|split pins per skeleton, several lumps of Plasticine or sticky tack, 1m of strong thread per | |
|skeleton, 2 garden sticks per skeleton (40-50cm is ideal), and masking tape. | |
|Whole class: |
|Welcome back everyone to the next session of the Teignford hockey club health and fitness coaches. Today we will be thinking about bones and skeletons |
|because our team members have a number of questions needing scientific knowledge in this area. Later we shall build a skeleton puppet that we can use to |
|explain scientific knowledge to our hockey players. Can anyone tell us what a skeleton is? Take a few suggestions. Yes, a skeleton is made up of many |
|bones. Show your real bone and suggest that chn take a closer look at this later in the session (using plastic gloves to handle). What are bones like? |
|They are strong, light and rigid (they don’t bend). Your skeleton is the rigid frame inside that holds your body up. If you didn’t have a skeleton, you |
|would be like this glove puppet – just a soft heap on the floor. But with something rigid inside (your hand) it can hold itself up (demonstrate). Do all |
|animals have a skeleton inside? No. Many animals do not, like worms, jellyfish and flies. All animals can be divided into 2 groups: Vertebrates – |
|animals with a backbone and Invertebrates – animals without a backbone. Now let’s play the team game – “Vertebrate or Invertebrate?” We will play in our |
|hockey player groups. Give out a game sheet to each group. Show the game PowerPoint. Congratulate all the chn on their knowledge and clap the winning |
|team. You may have noticed that whole groups of animals can be classified as vertebrates or invertebrates, e.g. birds, mammals, reptiles, amphibians and |
|typical fish are all ….Vertebrates. Which groups are Invertebrates? … All insects, shell creatures like snails and shellfish, soft bodied creatures like |
|jellyfish, squid, slugs and worms. Now let’s find out even more about skeletons by watching 2 film clips (see Weblinks). Now let’s test our knowledge by |
|playing another game. It’s called 5 lives! Lay a piece of string on the carpet at a right angle to the whiteboard (in the centre). Show the Session 3 |
|PowerPoint. Clap all those still standing at the end of the game and congratulate the class on their growing knowledge and understanding of skeletons and|
|bones. Now it’s time to make our own skeleton puppets! The puppets should be made in groups of 2 or 3 within each team member group. Show the Task |
|PowerPoint which gives detailed instructions on how to make the puppets. Work through the slides making puppets together. |
|Year 3 Work in groups of 2 or 3 to make their skeleton dance. Cut |Year 4 Work in groups of 2 or 3 using the Yr 4 task sheet to write a script that can|
|out the arrows on the Yr 3 labels sheet. Use them to point to the |voice over a skeleton puppet dance. If time practise this presentation. Teacher |
|various bones. |support where needed. |
|Plenary |The Dance of the Skeletons – Make all your skeletons dance on the table-tops to skeleton music e.g. Dem Bones – |
| | (YouTube clip of Dem bones with lyrics) Choose |
| |a group of Yr 4s to read their script over the top. |
|Outcomes |Children will: |
| |Play themed games to learn associated knowledge and vocabulary (Yr3 &4) |
| |Make a skeleton string puppet that has moving joints (Yr3 &4) |
| |Reinforce knowledge by naming bones on the puppets (Yr3) or writing an explanatory script (Yr4) |
| |Puppeteer a skeleton dance (Yr3 &4) |
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