Session 1: Session title



|Session 3: Growth and Changes: adults, old age and timelines |

|Science curriculum area: Animals, incl.|Content: |

|humans |i. describe the changes as humans develop to old age |

|Working Scientifically |i. record data using scientific diagrams and labels |

| |ii. identify scientific evidence that has been used to support or refute ideas or argument |

|Teaching Objectives |To identify physical & mental changes that happen from adulthood to old age (Yr5&6) |

| |To identify, order and explain the 6 key stages in a human life (Yr5&6) |

| |To create a human timeline diagram (Yr5&6) |

|Key Vocabulary: aging, old age, elderly, adult, causal relationship, growth, change, death, life cycle, timeline |

|Resources |Weblinks |

|Aging photos, correlation examples, old people | - Brown sisters aging, YouTube |

|around the world, age-old stereotypes, | - Four sisters aging over 40 years,|

|chimpanzee life cycle, and sample timeline |Huffington Post |

|diagrams/flow charts, photos of teachers at | - The Queen at 90, The|

|different ages (optional). |Guardian. |

|Whole class: Have the age-old stereotype cards and the aging photos printed off. As chn arrive show them the Brown sisters video (look at the photos of |

|The Queen as well), then get them to order the photos of Judy Dench, Ian McKellen and Anthony Hopkins by age (if any older staff have such photos, ask if|

|they would be happy to contribute some as well). Compare orders and note that humans generally stop growing around the age of 20 years and spend most of |

|their adult lives gradually aging. Ask chn which features they used to help sort the images into age order (hair colour, skin condition etc.). Ask at |

|what age they think adults (especially females) have chn. Note that generally it is in their 20s, 30s and 40s (for women) – this is because fertility |

|starts to deteriorate and the risks to mother and baby increase as a woman ages. Note that men can reproduce at any adult age while women reach a point, |

|usually in their 50s, when they go through menopause, during which time they stop menstruating and can no longer reproduce. Ask chn what they think |

|happens to the specific parts of our bodies as we age: bones weaken; shrink slightly in height; hair loss (more often in men) and hair loses its colour; |

|often deterioration in hearing & eyesight; the heartrate slows down; an end to fertility; skin becomes wrinkled (less elastic); muscles weaken and joints|

|may ache. Get chn to think about someone they know who is in old age (this is sometimes defined as 65+ and sometimes 75+) and to think about how they |

|would describe their physical features. Old age is also often associated with a decline in mental agility, although many elderly people are very sharp, |

|especially if they keep mentally active. Why do chn think that these things happen? Changes in hormones, genes and our immune systems as well as general |

|wear and tear on the body, although scientists continue to study aging in a bid to understand why and how it occurs. How do scientists know about these |

|changes –they do studies on groups of people to see how specific things may change and try to link these to changes in hormone levels or the behaviour of|

|specific genes. Ask chn to remind you of the term we use for making these kinds of links (causal relationships). Also remind chn of the term correlation |

|and note that scientists study the correlations of certain body changes with old age – see examples. Note also that people usually retire at some point |

|in their 60s or 70s. Play Age-old Stereotypes in gps and highlight that attitudes and understanding of older aged people are often stereotypical and not |

|very helpful – in many cultures old people are revered and are often seen as very wise having lived a long time. Explain that chn are going to create a |

|‘things to expect as you age’ section for their exhibition as well as an overarching timeline of the human life cycle which will need to include physical|

|and mental changes to the body. |

|Year 5 ‘Things to expect’: each child in the gp to cut out a photo of an old person|Year 6 Humans timeline: chn to look back through their work so far |

|for their exhibition and to create visually appealing 2-3 word annotations/labels |and challenge them to create a visual timeline and representation of |

|that reflect the key things that happen as the body ages (e.g. wrinkled skin). As a|growth. Give them the examples to assess and note effective features,|

|gp chn create an A1/2 card poster. Humans timeline: chn to look back through their |as well as to inspire them. Things to expect’: Chn to choose a photo |

|work so far and challenge them to create a visual timeline and representation of |and create a poem (in any chosen form) written from the perspective |

|growth. Give chn the examples to inspire them and to assess and note effective |of the older person, highlighting the key things that happen as the |

|features. |body ages. |

|Plenary |Get chn to share their statements & poems and ask whether they think aging in the animal world happens in a similar way. Look at the chimp|

| |life cycle example then note that elderly animals have similar changes to humans and that while some animal species look after their |

| |elderly, others don’t. Why do chn think this might be (survival of the gp)? Use the timelines as an assessment opportunity to identify key|

| |learnings. Note any continued misconceptions or gaps and highlight these to the class, clarifying understanding and consolidating |

| |learning. H/W - complete the BBC human life cycles quiz. |

|Outcomes |Children will: |

| |Create a labelled photography display showing the physical & mental changes of an aging human (Yr5) |

| |Compose a poem that explores the physical and mental changes to the human body as it ages (Yr6) |

| |Create a visual timeline of key events in a human life (Yr5&6) |

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