Session 1: Session Title s8

Year 5/6A Spring 1 Science Animals, including humans – The Human Species Session 3: Growth and Changes: adults, old age and timelines Science curriculum area: Content: Animals, incl. 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, https://www.youtube.com/watch?v=LG1cGp5wW-E - Brown sisters aging, YouTube old people around the world, age- http://www.huffingtonpost.com/2014/12/04/brown-sisters_n_6257612.html - Four old stereotypes, chimpanzee life sisters aging over 40 years, Huffington Post cycle, and sample timeline https://www.theguardian.com/uk-news/2016/apr/21/the-queen-at-90-across-the- diagrams/flow charts, photos of decades - The Queen at 90, The Guardian. teachers at different ages (optional). 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 Year 6 Humans timeline: chn to look back through an old person for their exhibition and to create visually appealing their work so far and challenge them to create a visual 2-3 word annotations/labels that reflect the key things that timeline and representation of growth. Give them the happen as the body ages (e.g. wrinkled skin). As a gp chn create an examples to assess and note effective features, as well A1/2 card poster. Humans timeline: chn to look back through as to inspire them. Things to expect’: Chn to choose a their work so far and challenge them to create a visual timeline photo and create a poem (in any chosen form) written and representation of growth. Give chn the examples to inspire from the perspective of the older person, highlighting them and to assess and note effective features. the key things that happen as the 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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