Outcomes/Evidence of what they have learnt (Where will this be found? Will it be in a book? Topic book? Display? Photographic evidence?

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1 Year 3/4 Key Skills to be covered, taken from Lancashire Key Learning Document pitching at the correct year group and differentiation within plan for different groups Be specific in the key skills, and make them more understandable for children. Consider what it is YOU feel the children should learn as well as the National Curriculum: We will: Describe the simple functions of the basic parts of the digestive system in humans Identify the different types of teeth in humans, be able to name them and describe their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey Describe how teeth and gums have to be cared for in order to keep them healthy Possible Cross-curricular links, especially opportunities for English, Mathematics and Computing within teaching: English links Explanations of what they see, reading in online research. Mathematics links Computing links Measuring liquids for experiments Make a video of different teeth types, photographing Other links Possible Experiences including visits/visitors/other: Consider what could augment your planning to really enthuse the children in your class: Visit from dentist or dental hygienist Display/Resources ideas: Consider what resources could be brought into the classroom and what display work could be completed either before/during or after topic is taught: As part of the digestion modelling cas a class you could make a model of the digestive system for display (funnel= moth, tube, oesophagus, clear bag for stomach, tights for small intestine, tubes for large intestine.

2 Session Key Objective from skills listed above (What is it that you want the children to learn?) Over arching question to lead the topic: What is digestion? 1 Will take a double lesson Teeth Identify the different types of teeth in humans, be able to name them and describe their simple functions What types of teeth do we have? Possible Activities including use of Computing and other technologies, and showing at least 3 differentiations Intro to topic- ask chn to draw digestion ask them about main parts of the body used and what happens inside the body. They may draw food also (this is a good way to see any misconceptions and deal with them in the following lessons) label this my thoughts on digestion Today s focus: teeth (key voacb: Teeth, incisor, molar, canine) Wow / Launch: Disclosure tablets. Before attempting this activity parental permission must be sought. Contact your local dentist or school nurse to find out how you can obtain disclosing tablets. Children are given disclosure tablets to chew. These stain plaque on the teeth a different colour. Children can observe after lunch where plaque has built up on their teeth. They can then use their toothbrushes brought from home to see how well they clean their teeth and gums and whether they can remove the dye. Main investigation: Ask chn to feel inside their mouths and to count and draw their teeth, they could also look in their mouths with a mirror. How many different types of teeth do they think there are? How many of each do they have? (they could record this by bginning to group and classify their teeth, what name would they give each?) Then using ipads/laptops chn research different types of teeth and their basic functions drawing a labelled diagram. (also ppt Teeth and Healthy eating to help) LA as a group supported by adult MA three types of teeth HA not just human teeth but find differences in animals too and draw and label. Outcomes/Evidence of what they have learnt (Where will this be found? Will it be in a book? Topic book? Display? Photographic evidence? Sketch of my thoughts on digestion Photographs of disclosure tablets. Notes on grouping and classifying teeth as well as a labelled diagram showing different types of teeth with notes on functions Notes/diagrams/photos of modelling of different teeth types/ video Possible extension into homework if appropriate to enhance and deepen learning Compare your teeth to your family members- ask them to count their teeth: baby, toddler, child, adult, old person

3 2 Teeth Describe how teeth and gums have to be cared for in order to keep them healthy How can we care for our teeth? Types of teeth bbc bitesize Incisors: snipping and cutting food when you bite (remember by relating to word scissors). Molars: grinding, crushing and chewing. Canines: ripping and tearing. Consider how teeth are shaped for their purpose. Incisors are thin and smooth for cutting food. Molars are flat and grooved for crushing food. Canines are pointed and sharp for ripping food. Modelling:/ assessment Children are given different tools to represent the jobs of different teeth. Suggested tools tweezers, scissors, forks, plastic building bricks. Suggested foods banana, plain biscuits. Which tool best matches the functions of which tooth type? Chn say why they have chosen each. LA- supported and in a group MA- in pairs HA- in pairs and record their findings and reasons in labelled diagrams NB chn could use ipads to make a short video of their modelling of the three types of teeth and explain their choices. Intro: Diamond nine activity by chn- to order cards in order of importance Photographs of diamond nines Some written questions asked Posters showing how to care for your teeth. Have a healthy diet, brush your teeth twice a day, floss, use mouthwash, eat meat, eat vegetables, eat fruit, eat 5 pieces of fruit and veg a day, brush your tongue, clean your gums. Discuss chns answers.

4 3 Describe how teeth and gums have to be cared for in order to keep them healthy What effect do different drinks have on our teeth? Say we are not sure of the answers: what should we do? Probably say internet etc. today we have an expert Visit from dentist/dental hygienist Ask them questions about how to care for your teeth. Give chn question words to help: how, when, why, where etc but also,should, could,would to encourage higher level questioning from HA. Use cards from diamond nine to ask questions e.g. should you brush your tongue? Ask chn for any words they have come across that they would like explaining e.g. plaque, decay LA- form questions as a group MA- form questions using question words HA- work with support to develop higher level/more probing questions Visit from dentist/dental hygienist. Chn create a poster (could be done on computers) sowing what they have learnt about caring for teeth and gums Children can explore the affect of acidic drinks on our teeth. Use a fresh, uncooked eggs. NB actually set up this experiment a week before this lesson. So have the discussion with the children about which drinks they would like to test (water, full sugar coke, coke zero, orange juice, toothpaste on top first/ mouthwash on top first). NB photograph each test egg first. Observe changes closely using magnifying glasses and compare to photos at start of the experiment LA-only compare two eggs the water egg and one more. Ask them to take photos and add notes/labels and to explain what they have learnt. MA- given a table chn compare the eggs tested and give a reason for their observations. HA- draw, label and compare all of the eggs tested in a self drawn table (columns for egg at start, egg when finished and description of change). Chn must also say what they think has happened. To help them explain further ask them to use ipads to research further giving them the vocabulary: bacteria, acid, enamel (because the bacteria feed on the sugar left on our teeth and excrete an acid which attacked the tooth enamel) NB you could ask one child to photograph an egg each day to create a slideshow or movie of the experiment to see the changes. And publish this on website. Labelled diagrams of observations/ table 4 Describe the simple functions of the basic parts of the digestive system in humans Digestion, digestive system, teeth, mouth, Recap on the drawing from the beginning of the unit nd discuss what we have found out about the role of teeth in digestion. Display key vocab: digestion, teeth, mouth, saliva, oesophagus, stomach, small intestine, large intestine, anus. (NB animations also uses duodenum, ileun and colon we can just focus on learning large and small intestine) NB model of organs of body would be very useful to display in class. A video of the experiment We are going to recreate this digestive system together. Take photos to support writing it up Modelling: Pupils will recreate the digestive system following the video. Photos of our modelling.

5 saliva, oesophagus, stomach, duodenum, ileum, colon, intestine, anus Flip Chart Crackers Zip Lock Bags Step 1 [mouth]: put a cracker into their zip-lock bag. Start crushing it up to represent the teeth. What does our mouth produce to make food easier to swallow? Saliva: softens the food and starts breaking it down (add water to the bag). The food then travels down the oesophagus. Step 2 [stomach]: what does the stomach have that helps break down food? Acid and digestive juices break down the food (add orange juice). Continue gently squeezing the bag to represent the stomach churning the food to break it down. This is completed in the duodenum. Step 3 [ileum small intestine]: proteins, fats and vitamins are absorbed from the food. The walls of the ileum are lined with tiny finger like villi expanding the surface area so it can absorb more. (pass through a tube) Step 4 [colon large intestine]: absorbs the water from the remaining waste to be used by the body before it is excreted through the anus. Pour the stomach contents for each table into a pair of tights, lay to rest over kitchen roll. The liquid will pass through the tights and be absorbed by the kitchen roll, leaving only the waste. Water Orange Juice Tights Kitchen Roll Trays Tubes (bin bas wrapped up?)or kitchen roll? 5 Describe the simple functions of the basic parts of the digestive system in humans After last time ask so what is digestion? Digestion? The act of softening & changing food so that the body can absorb it for energy & growth. Recap and discuss the functions of different parts 1. Mouth: saliva softens the food and starts breaking it down. Then travels down the oesophagus. 2. Stomach: stomach acid and digestive juices break down the food. Food is squeezed and churned to break it down. This is completed in the duodenum. 3. Ileum (small intestine): proteins, fats and vitamins are absorbed from the food. The walls of the ileum are lined with tiny finger like villi expanding the surface area so it can absorb more. 4. Colon (large intestine): absorbs the water from the remaining waste to be used by the body before it is excreted through the anus. Chn draw and label the main parts of the digestive system. LA- have a diagram to label/ photos to order and label MA- given photo to help them and given explanations of all the different parts to match. HA- draw and able and begin to make notes on the functions of different parts. Drawing, labels and notes on the functions of different parts.

6 6 Construct and interpret a variety of food chains, identifying producers, predators and prey Introduce chn to concept of food chains and the main vocabulary we want them to learn : producers, predators and prey. BBC clips food chains Great intro to food chains etc with all relevant voacb Woodlands food chains lots of info on food chains and links to games Acitivty: Make a food chain Each child is given a card with an image and a part/animal in the food chain on and need to figure out whether they are a predator, prey or producer, find the other members of their food chain and order themselves into a food chain. (after 5 mnis use the table help chn order themselves) (see food chain cards) In groups chn then act out the food chain and take photos of each part of the food chain with the arrows showing energy transfer and big labels on the photos saying predator prey or producer. Chn can then print and annotate food chain in their book Photographs of acting out of food chains Notes and photos in books Below is are some alternative food chains you could use. LA- in a group supported and give a more straight forward chain e.g. leaves, worm, thrush, fox MA- work in small groups to complete above activity HA- give them ipad and just one animal from a food chain and the habitat get them to research the food chain before acting out and photographing it e.g. arable land, bat Chn can then create other food chains. NB you could adapt this activity and go into the school ground to spot animals / identify plants and then research the food chains we have in our school grounds and then act these out. Game: grass, rabbits and foxes Grass cannot move and there is mostly grass, rabbits can eat up to 5 patches of grass each before they need a 1 min rest, there are the least foxes, foxes can eat up to 3 rabbits eat before they need a 1 min rest. After 5 minutes who survives? (nb grass can hold a pic of grass etc.) (15 lettuce, 10 rabbits and 5 foxes in a class of 30)

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