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Session 4: Muscles and MovementScience curriculum area: Animals Including Humansii. identify that humans and some other animals have skeletons and muscles for support, protection and movementWorking Scientifically (LKS2 WS)iv. gathering, recording, classifying and presenting data in a variety of ways to help in answering questions ix. using straightforward scientific evidence to answer questions or to support their findings-pattern seeking enquiryTeaching ObjectivesTo understand how muscles work in pairs to allow movement and maintain postureTo investigate whether people who do more sport have stronger musclesOther Curriculum areasMaths - Statistics i. interpret and present data using bar charts, pictograms and tablesii. understand and use simple scales (e.g. 2, 5, 10 units per cm) in pictograms and bar charts with increasing accuracyiii. continue to interpret data presented in many contextsTeaching ObjectivesMake decisions on what data to collect and how to tabulate itTo interpret data using a scattergramKey Vocabulary muscles, joints, tendons, contract, relax, biceps, triceps, data, scattergramResourcesA full water bottle for every child (their usual class drinking bottle will be fine), a drum, a copy of the task sheet per group, pens, pencils, rulers, a flip chart marked with 2 axes, marker pens.Weblinks Film clip showing how muscles work in pairs.Whole Class: Welcome back everyone to the 4th session of the Personal Trainers Research Group. Today we will be researching a topic that is very important in fitness and health and it is a topic on which lots of clients need good advice. Today we will focus on muscles and movement. What are muscles? Take suggestions. Yes, muscles are responsible for every movement our bodies make. Let’s watch a film clip to find out all about them. Use link above. So we know that muscles work in pairs. Let’s think about our arm muscles. Ask the chn to extend one arm in front of them and raise their fist towards their shoulder a few times. Now place your other hand over your upper arm as you do it. You will be able to feel the muscle contracting (getting shorter and thicker) under your skin. This muscle is called your bicep. If you take off your jumper and roll up long sleeves you will be able to see the change in shape of the muscle as you do it. There are muscles opposite your biceps on the lower side of your arm that contract every time you straighten your arm. These are called your triceps. Your biceps and triceps work in pairs to bend and straighten your arms. Let’s get them doing some work! Divide the class in half. Everyone hold your water bottle in one hand out to the side with a straight arm – ask one half the class to gently bring it up to touch their ear and the other half to bring it gently down and under their arm pit. Both groups should repeat their action several times until they feel a slight ache in their muscles. Stop. Point to the slight ache (the ear group will point to their biceps whilst the armpit group will point to the triceps. Why is this? The muscle that is working the hardest is the one that is lifting the weight of the bottle. The triceps are lifting the bottle from the armpit out to the side whilst the biceps are lifting the bottle up from the side up to your ears. Let’s find out a bit more about muscles. Show the Session 4 PowerPoint. Now we are going to do a bit of exercise with our leg muscles but first we need to warm them up. Do some warm up leg stretches. We are going to do some swap jumps. Put one leg a little in front of the other, squat down with your fingertips on the floor. When I beat the drum, jump to swap your legs over so the other leg is in front and squat once more with fingertips on the ground. Do as many as you feel you can without your leg muscles hurting. Stop, just as they begin to ache and count how many you do. Once you’ve stopped just sit on the floor. Count as you beat the drum. Stop when everyone has finished. Record the number of jumps done by each child on the Swap Jumps Record Sheet. Who found it hard? Where does it ache? Why were some people able to do more jumps? There will probably be some discussion around who is good at sport. Did …… do more jumps because they are good at sport or because their muscles are more used to physical activity? Gather ideas. How could we investigate this? Hopefully discussion will raise the question of how much regular sport or physical activity the swap jump champs do. When we investigate a question scientifically, we collect data. What data do we need to collect to investigate this question? Let’s split into our client groups to think about this. Give out the group task sheets and then show the first 7 slides of the Session 4 Task PowerPoint. Task: Each group should decide what data they will collect, how to record it and how to share out the work. Once the data has been collected, show slide 8 and discuss. The groups could show their data to the class if they chose to collect different information. Are the people who did the most jumps also the people who do most exercise? Are there surprises? Were your predictions correct? PlenarySometimes when you collect data it is hard to see straight away if your prediction was correct. The data can look confusing. To help us look for a pattern in our data we will together do a scattergram. Choose the data from one group to use and show the rest of the Task PowerPoint. Congratulate the class for their fantastic research!OutcomesChildren willInvestigate how muscles work in pairs (biceps and triceps) using a bottle of water as a weightInvestigate the question –Do some people have stronger muscles because they use them more?With guidance, decide what data to collect, how to tabulate it and how to share out the work in the groupWith guidance display data as a scattergram and use it to look for a pattern in the data ................
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