Year 3/4A Autumn 2 Science Animals Including Humans – Fit For Success Session 3: Skeletons and Bones Science curriculum Content area: Animals, i. identify that humans and some other animals have skeletons and muscles for support, protection and movement Including Humans Working ii. identifying differences, similarities or changes related to simple scientific ideas and processes Scientifically National Design and Technology Curriculum  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  Understand that not all animals have an internal skeleton and that the presence of this is an Objectives important feature in classifying them.  Know that a skeleton is needed for support, protection and movement. Teaching  Learn and communicate knowledge of the skeleton through the construction of a string Objectives 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, http://www.bbc.co.uk/education/clips/ztfnv teaching, 5 lives and skeleton puppet PowerPoints. Vertebrate or cw - Film on human skeleton with skeletons invertebrate game sheet and teachers’ notes. A glove puppet, an old clean of other animals shown; animal bone, plastic gloves, game sheet for each hockey player group, pens, http://www.bbc.co.uk/education/clips/zmj8 pencils, a piece of string (about 3m), card printouts of skeleton puppet q6f - Film clip on invertebrate with template, stiff black card (an A4 sheet per puppet), soft white art crayons or exoskeletons. 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 Year 4 Work in groups of 2 or 3 using the Yr 4 task sheet to write skeleton dance. Cut out the arrows on the Yr 3 labels a script that can voice over a skeleton puppet dance. If time sheet. Use them to point to the various bones. practise this presentation. Teacher 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 – https://www.google.co.uk/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=dem%20bones (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)

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the block overview, about links to other websites. Year 3/4A Autumn 2 Science Animals Including Humans – Fit For Success  Puppeteer a skeleton dance (Yr3 &4)

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the block overview, about links to other websites.