Prior knowledge - Empiribox · Prior knowledge Regular exercise and ... a few fish and a few snails. In mammals and the more complex life forms, the two lungs are located in the chest

Human Health and Fitness – Exercise and Breathing Lessons 1 and 2

Empiribox KS2 LP1/2 HHF.001 V1 6 October 2015 | Page 1

Prior knowledge

Regular exercise and a balanced diet are needed to keep the body healthy. Too little food leads to a person

being underweight and prone to illness, while too much food and not enough exercise leads to a person being

overweight and prone to other illnesses. Excess cholesterol increases the risk of heart disease, and excess salt

causes high blood pressure and increases the risk of heart disease and stroke.

Exercise:

The NHS recommends that to maintain a basic level of health, children and young people aged 5 to 18 need to

do:

At least 60 minutes of physical activity every day, which should range between moderate activity,

such as cycling and playground activities, and vigorous activity, such as running and tennis.

On three days a week, these activities should involve exercises for strong muscles, such as push-

ups, and exercises for strong bones, such as jumping and running.

Many vigorous activities can help children build strong muscles and bones, such as anything involving running

and jumping, like gymnastics, martial arts and football.

Children and young people should reduce the time they spend sitting watching TV, playing computer games

and travelling by car when they could walk or cycle instead.

Balanced Diet:

Having a healthy diet doesn’t just depend on the amount of food you eat. Our bodies require a mix of different

types of foods to stay healthy, and we also need to exercise to keep our bodies in good condition.

A mix of all of the food groups is essential for maintaining a healthy diet. The three main food groups and their

uses are outlined in the table:

http://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-young-people.aspx#moderate

http://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-young-people.aspx#vigorous

http://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-young-people.aspx#muscle

http://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-young-people.aspx#bone



These food groups all provide the body with energy. They are used by the body to provide fuel for respiration.

As well as protein, carbohydrate and fat, the body also requires:

Water – the human body is made up of about 60% water. If we don’t drink enough fluids, our bodies

become dehydrated. The recommended amount is about 8 glasses for women and 10 for men, but an

individual’s needs will vary depending on activity level, and temperature.

Vitamins – Our bodies need a variety of vitamins to keep working properly. Vitamin C, found in oranges, is

essential to prevent scurvy, and also important in the immune system. Vitamin B, found in vegetables and

fruit, has many functions.

Minerals – iron and calcium are essential minerals, found in a variety of foods, needed for turning the

food you eat into energy, and building healthy teeth and bones

Fibre – found in food that comes from plants. Many benefits to our bodies, including aiding digestion.

A balanced diet can be very different for different people. That’s why if you’re trying to eat healthily, there is

no secret formula that will work for everybody. The exact requirements of your body depends on your age,

gender, how active you are, and whether you have any special dietary requirements (e.g. you choose not to

eat certain food types, or have a food allergy).

Lessons are designed to be flexible, and can be organised to suit your class and timetable. Our suggested plan

is to spend one lesson delivering the theory and demonstration. The website has a lesson plan, support

documents and pupil sheets. There you will also find videos and support documents for further instructions on

demonstrations and investigations. Time can then also be spent on the skills focus, i.e. planning, collecting

data or interpreting data. Children can build upon their knowledge of predicting, devising questions that could

be tested and data collection. This term they will develop the skills necessary to evaluate the data they collect.

The following week time can be taken to revisit the scientific knowledge and children have the opportunity to

plan and carry out their own investigation. There is then time to work in pairs to carry out the experiment and

evaluate their findings and observations at the end of the lesson.

Each lesson plan has homework suggestions and links to further studies.

Differentiation is not stated by year groups as classes vary from year to year, cohort to cohort and school to

school. We state our aims for most children and then for some. This means that every demonstration and

investigation has been chosen because any KS2 child can access it at some level. Evaluation sheets are

available for Lower and Upper KS2.

The level of understanding, language used, ability to relate concepts and investigate are the skills which

develop as the child learns. Please refer to the Welcome Pack for further details.



Lessons 1 and 2 Exercise and Breathing

Essential Knowledge for Teachers

1. Breathing has two purposes; to move oxygen into the body and to remove waste carbon dioxide from the body. Oxygen is required by the body to ‘burn’ sugar absorbed from digestion to produce energy. This process is known as respiration. The equation for respiration is as follows:

glucose + oxygen → carbon dioxide + water (+ energy)

C6H12O6 + 6O2 → 6CO2 + 6H2O (+ energy)

Bonus points for anyone remembering the chemical equation!

2. Our lungs are in our chest, and they are so large that they take up most of the space in there. We have two lungs, but they aren't the same size the way your eyes or nostrils are. Instead, the lung on the left side of our body is a bit smaller than the lung on the right. This extra space on the left leaves room for our heart.

3. The lung is the essential respiration organ in all air-breathing animals, including most tetrapods, a few fish and a few snails. In mammals and the more complex life forms, the two lungs are located in the chest on either side of the heart. Their principal function is to transport oxygen from the atmosphere into the bloodstream, and to release carbon dioxide from the bloodstream into the atmosphere. This exchange of gases is accomplished in the mosaic of specialized cells that form millions of tiny, exceptionally thin-walled air sacs called alveoli.

4. When we ‘exhale’ the diaphragm moves down and the ribs down and out. During inhalation the reverse takes place. 5. Smoke contains thousands of chemicals, many of which are either carcinogenic or poisonous such as tar, formaldehyde,

cadmium, arsenic etc. 70% of the tar in cigarettes is trapped in the lungs. 6. If the inner surface of the lungs could be stretched out flat, they would occupy an area of around 80 to 100 square

meters – about the size of half of a tennis court! Children love facts like this.

Common Misconceptions

Air is mostly oxygen.

The air that we exhale has no oxygen in it.

Plants photosynthesize and animals respire.

Myth 1: Deep breathing is good for you. The truth then is that the more you breathe, the lower the oxygen level in your brain and body tissues. This is why you can get dizzy/hypoxic blowing up balloons and practising deep breathing in a fitness class.

Myth 2: The more oxygen we take in, the better. We normally breathe in far more oxygen than we need or can use. With normal breathing, a healthy person’s blood is already 97-99% saturated with oxygen. People with healthy lungs can in fact lower their breathing rate quite a lot, or breathe air that is lower in oxygen (like at altitude) for quite a while before they notice any difference.

Myth 3: Carbon dioxide is a poisonous waste gas. There is another common instruction: “Take deep breaths and blow off your ‘stale’ carbon dioxide”. We may be exhorted to fully and forcefully exhale, to expel more of this ‘poison’. Carbon dioxide is in fact a clear, tasteless, odourless gas that is absolutely necessary to sustain life. It is a vital part of all organic life on this planet. Like oxygen, we need the right amount – too much or too little is a problem. If carbon dioxide drops too low it is fatal.

Air travels to the body in air vessels like blood.

The only gas we breathe out is carbon dioxide.

We breathe in only oxygen and breathe out only carbon dioxide.

Inhaled air remains in the head.

Air is inhaled into the lungs, then exhaled, without links with the heart and circulatory system.

Inability to link the need for oxygen with the use of food.

Respiration is the same as breathing; the respiratory system is for carrying out respiration.



Termly Scientific Skills Development Focus: Evaluation Questions that should be asked: (For more suggestions see page 20 of the Scheme of Work)

Are there any results/observations which don’t seem to match others? How would you explain any results/observations that you were not expecting? How would you use science to explain any results/ observations which don’t seem to match others? What could you do to make your method better?

Opportunities should be given throughout the lesson for children to use and develop their knowledge of planning investigations and collecting data. They should be encouraged to question the validity of their results.

Cross curricular links

Literacy Create a persuasive piece on the dangers of smoking. Write a facts/myths piece on smoking. Research and produce “Fun Facts” on your lungs. This link may get the children

started: http://www.sciencekids.co.nz/sciencefacts/humanbody/lungs.html Poetry: personification eg. Last Night I saw the City Breathing by Andrew Fusek

Peters http://childrenspoetryarchive.org/poem/last-night-i-saw-city-breathing

Numeracy Using data collected to find averages. Collected data can be used in a variety of graphs and tables. Write questions that can be answered from the data collected.

Other subjects Research and make alternative model lungs. Practise deep breathing and relaxation techniques with children.

Starter Activity You can't see your lungs, but it's easy to feel them in action: Put your hands on your chest and breathe in very deeply. You will

feel your chest getting slightly bigger. Now breathe out the air, and feel your chest return to its regular size. You've just felt the power of your lungs! Next, get children to feel under their ribcage and take slow, deep breaths. They may feel something moving, this would be their diaphragm. Show pupils a diagram of the lungs and use some of the vocabulary, they do not need to learn these but may become familiar with them. Discuss with children the role of the lungs. An explanation below :

Very simply, the function of the lungs is to absorb oxygen, a gas that your body needs

to function, and expel carbon dioxide, a "waste gas" that your body can't use (no,

not that kind of waste gas!). But nothing is ever as simple as it sounds. When you

breathe in, your diaphragm and other muscles expand to allow room for your lungs to fill. The low air pressure in your empty lungs

enables air from the higher-pressure environment to flow in. The air flows from your nose and mouth, through your

trachea (windpipe) and into your lungs.

How Lungs Work - The Big Trade Off

Once the air reaches the lungs, it flows into increasingly narrow bronchioles (small airways that extend into the lobes of the lungs)

until it reaches the alveoli (tiny, thin-walled sacks). Once in the alveoli, the oxygen in the air passes through the thin membrane

walls and into the pulmonary capillary. From there, the oxygen binds to the haemoglobin in red blood cells. The red blood cells

give back carbon dioxide, which then goes back through the membrane, into the alveoli, through the bronchioles, into the lungs

and - whoosh - is exhaled back out of your body. The oxygen that was passed off to the red blood cells is then circulated around

your body.

http://www.sciencekids.co.nz/sciencefacts/humanbody/lungs.html

http://childrenspoetryarchive.org/poem/last-night-i-saw-city-breathing

http://www.kidzworld.com/article/473-the-science-of-farting

http://www.kidzworld.com/article/5323-toning-tips-for-that-special-dress

http://www.kidzworld.com/article/5931-no-stress-chess-review

http://www.kidzworld.com/article/6590-air-kicks-anti-gravity-boots

http://www.kidzworld.com/article/1240-how-blood-carries-oxygen





Alternatively you may wish to share the video clips: https://www.youtube.com/watch?v=qMuWpacZmPQ (simpler) https://www.youtube.com/watch?v=SejXhR6kEvg (greater detail)

Possible Questions/ Suggestions for discussion What happens to your breathing after exercise? What could be the reasons for that? What happens after you have rested? Why does that happen? Is there anything people do that can damage their lungs?

Teacher Demonstration

Teacher Demonstration 1:‘Smokey Sue’

Smokey Sue

Cigarette

Ethanol

Cloth THIS MUST BE DONE OUTSIDE AND AT A SAFE DISTANCE FROM THE CHILDREN.

1. Place a lighted cigarette in the mouth of Smokey Sue. 2. Squeeze her chest. 3. Repeat until the cigarette is finished. 4. Remove the tube from Smokey Sue and show children the “muck” collected from a single cigarette.

Ask students to say what they see and what they think are some of the problems with smoking – showing some clips of lung cancer from YouTube is always good here. http://www.youtube.com/watch?v=D0mUHzmnN_4&feature=related AFTER USE PLEASE POUR A LITTLE ETHANOL ONTO A CLOTH TO CLEAN THE TUBE. ENSURE YOU ARE WEARING GLOVES. Teacher Demonstration 2: Aspirator to measure lung capacity

5ltr bottle

Plastic tank

Tube

Beehive

Sterilising tablets

Masking tape

250ml Measuring cylinder

Food colouring

1. Attach a strip of tape to the 5l bottle from top to bottom. 2. Use the measuring cylinder to add 250 ml of coloured water to the bottle. Use the pen to mark the water level on the

strip of masking tape. 3. Repeat the previous step until the bottle is marked to the top. 4. Fill the tank with water to a depth of around 10 cm and place the large bottle upright in the tub, on top of the beehive. 5. Fill the bottle to the very top. Place your hand over the top of the bottle. Invert the bottle into the tub of water. Don't

remove your hand until the bottle neck is under the water. Insert one end of the tubing into the neck of the bottle, through the beehive.

6. Hold the tube, take a deep breath and blow until it feels like there is no air left in your lungs. 7. Measure how much air is in the bottle (count the marks). 8. To calculate your lung capacity multiply the number of marks by 250 and then divide by 1000.

e.g. 13 x 250 = 3250 ml / 1000 = 3.25 litres

Video demonstration available at: http://www.glasgowsciencecentre.org/teacher-resources/lung-capacity.html

Ensure you clean the tube thoroughly before another person uses it.

https://www.youtube.com/watch?v=qMuWpacZmPQ

https://www.youtube.com/watch?v=SejXhR6kEvg

http://www.youtube.com/watch?v=D0mUHzmnN_4&feature=related

http://www.glasgowsciencecentre.org/teacher-resources/lung-capacity.html



Children’s Investigation

Investigation 1: Making a model lung with a pop bottle

Pupils can make their own model lung. The thorax is represented by the pop bottle and the straw represents the trachea/bronchus. One balloon represents the lung and the other balloon, the diaphragm.

Each pair will need: 2 balloons, a straw, a pencil, scissors, 500ml bottle, 2cm ball of blutack and an elastic band.

Full instructions are available from:

http://www.youtube.com/watch?v=CBv2BqqAydE&feature=related

The model is good because it shows simply how the movement of the diaphragm moves air in and out of the lungs. Its weaknesses are that there is only one lung instead of two, the lung does not fill the thorax enough and this thorax does not contribute to breathing. However, it is a good enough model to explain breathing.

Once the pupils have made their model of the human lungs, ask them questions to check their understanding about where they are in the body, what their function is. As an extension, challenge the pupils to identify the strengths and weaknesses of their models.

Investigation 2: Exercise and breathing Show children how to use the peak flow meter: Stand up, take a very deep breath and blow hard into the meter to get the best reading possible. Some may have used it at the doctors. Explain it is used to measure air flow. Children are going to measure their air flow before and after exercise. Either issue a simple results table or use the opportunity to get the class to draw their own.

Exercise Breaths every

20s Before

Breaths every

20s After

Difference

Press Ups

Running for 1 min

Hopping

Star jumps

Etc.

The peak flow experiment can run over three weeks. Simply set up an Excel spreadsheet to record the class information as follows.

Names Day /

Time

Mon Tues etc

Ben AM BE* BE

IAE* IAE

AR* AR

PM BE BE

IAE IAE

AR AR

Sian AM BE BE

*BE = Before exercise, IAE = Immediately after exercise, AR = After rest Note on peak flow meters The peak flow meter works by measuring how fast air comes out of the lungs when you exhale forcefully after inhaling fully. This measure is called a "peak expiratory flow”, or "PEF." Measuring the change in your PEF is one way you can see if exercise increases your peak flow (also see http://en.wikipedia.org/wiki/Peak_expiratory_flow)

http://www.youtube.com/watch?v=CBv2BqqAydE&feature=related

http://en.wikipedia.org/wiki/Peak_expiratory_flow



Possible Questions/ Suggestions for discussion

What patterns can we see from our data? Are there any results we feel are wrong? Why could that be? Is there a difference between girls and boys? How could we improve our investigation?

Learning Outcomes All children should

Learn that different forms of exercise cause breathing rate to change. Develop the skill of evaluating a scientific investigation. Make predictions about which types of exercise will cause the biggest change in

breathing rate. Learn that we breathe in order to get oxygen into our bodies and remove carbon

dioxide.

Some children could Understand that the lungs expand when you breathe in and contract when you

exhale. Know that smoking is very dangerous and can leave ‘tar’ trapped in the lungs for

years. Develop the skill of identifying problems within an experiment and suggest ways

of improving it. Explain the role of the lungs in the human body.

A few children could Be able to explain in detail anomalies that occurred in their data and how these

could be prevented. Explain the process of breathing with reference to parts of the respiratory

system. Muscles need oxygen to work and that they work harder during exercise and so

you need to breathe more oxygen in.

Plenary/Review including Skills Progression focus: Evaluation Evaluation involves critically considering the reliability of the data and discussing how it can be improved. Pupils explain whether their evidence is robust enough to support a firm conclusion. They also suggest ideas to enable their investigation to provide additional relevant evidence.

Through whole class discussion elicit from the pupils what they observed. What do children think they needed to do to ensure that they would get the same results if they or someone else was to

repeat this experiment? The class should write on their experiment sheets an agreed definition for the term ‘valid data’. How could this experiment be improved to make the data more precise, accurate and valid?

In what ways might data from this type of experiment be useful in the real world? Can children think of another investigation which would produce similar results?

Useful websites Use of peak flow meter: http://en.wikipedia.org/wiki/Peak_expiratory_flow Breathing Exercises: http://move-with-me.com/self-regulation/4-breathing-exercises-for-kids-to-empower-calm-and-self-regulate/ More breathing exercises: http://www.teachingideas.co.uk/more/pshe/chillskills2.htm

http://en.wikipedia.org/wiki/Peak_expiratory_flow

http://move-with-me.com/self-regulation/4-breathing-exercises-for-kids-to-empower-calm-and-self-regulate/

http://move-with-me.com/self-regulation/4-breathing-exercises-for-kids-to-empower-calm-and-self-regulate/

http://www.teachingideas.co.uk/more/pshe/chillskills2.htm



NOTES:

Human Health and Fitness – Exercise and Heart Rate Lessons 3 and 4


Lessons 3 and 4 Exercise and Heart Rate


1. Your heart is really a muscle. It's located a little to the left of the middle of your chest, and it's about the size of your fist. The heart sends blood around your body. The blood provides your body with the oxygen and nutrients it needs. It also carries away waste. Your heart is sort of like a pump, or two pumps in one. The right side of your heart receives blood from the body and pumps it to the lungs. The left side of the heart does the exact opposite: It receives blood from the lungs and pumps it out to the body.

2. The left side of your heart sends that oxygen-rich blood out to the body. The body takes the oxygen out of the blood and uses it in your body's cells. When the cells use the oxygen, they make carbon dioxide and other stuff that gets carried away by the blood. It's like the blood delivers lunch to the cells and then has to pick up the waste.

3. The returning blood enters the right side of the heart. The right ventricle pumps the blood to the lungs for a little freshening up. In the lungs, carbon dioxide is removed from the blood and sent out of the body when we exhale. What's next? An inhale, of course, and a fresh breath of oxygen that can enter the blood to start the process again. This all happens in about a minute.

4. The heart is a myogenic muscular organ found in all animals with a circulatory system (including all vertebrates), that is responsible for pumping blood throughout the blood vessels by repeated, rhythmic contractions. The term cardiac (as in cardiology) means "related to the heart" and comes from the Greek καρδιά, kardia, for "heart". The vertebrate heart is composed of cardiac muscle, which is an involuntary striated muscle tissue found only in this organ, and connective tissue. The average human heart, beating at 72 beats per minute, will beat approximately 2.5 billion times during an average 66 year lifespan, and weighs approximately 250 to 300 grams in females and 300 to 350 grams in males

5. Individual heart muscle cells undergo natural rhythmic contractions and beat 20 to 30 times per minute. The synchronous contractions of the muscle cells are coordinated by the pace maker cells.


● The heart stops when we are asleep. ● Pulse is different from heart rate. ● Many children ignore the function of internal organs that are not measurable. Lungs, heart, stomach, bones have a clear

function that can be physically felt. Kidneys, liver, intestine have functions that cannot be felt. ● The most common misconception is the “single loop” model, wherein the arteries carry blood from the heart to the

body (where oxygen is deposited and waste collected) and the veins carry blood from the body to the heart (where it is cleaned and re-oxygenated).

● That only human beings have hearts.





Literacy Heart phrases: broken heart - to lose love, heartfelt - deeply felt, have your heart in the

right place - to be kind hearted. Write the journey of a red blood cell – as an explanation text or as a diary.

http://kidshealth.org/kid/talk/qa/blood.html



Poetry: Look at this link for a suggestion http://sciencepoems.net/sciencepoems/heart.aspx#.VgpUq_lViko

Write a historical news story on the first successful heart transplant by Christiaan Barnard in 1967.

Numeracy Pupils can find various ways to chart and graph data collected. Find averages of heart rates before and after exercise.

Other subjects PE – What is the effect of different types of exercise on heart rates? Music – Compose a piece which to accompany changing heart rates or emotions.

Art – Use examples of Banksy to inspire children’s work. Is the child happy or sad? What is the story behind the picture?

Art/DT- Make a 3D poster on the circulatory system, with labels. Philosophy – Why is the heart associated with love?

Starter Activity Begin by asking the children what they know about their hearts. Are there any common misconceptions? Record ideas on the board to come back to at the end of the lesson, children can then see their progress. Watch https://www.youtube.com/watch?v=gxUNxvsG7lc (straightforward information for younger children) OR https://www.youtube.com/watch?v=-s5iCoCaofc (Children’s videos with more detailed language) Get the students to place the tips of their index and second fingers on their lower neck, on either side of their windpipes and see if they can find their pulse. What can they recall about what is happening every time they feel their pulse?

Possible Questions/ Suggestions for discussion Which new words have we learnt? What role does the heart play? How do we measure our heart rate? What happens to our heart rate during the day…Why?


Three Demonstrations

Model heart/ Stethoscope

Sphygmomanometer

Video clip 1. Show the students the model of the human heart and ask them questions to check understanding about where it is in

the body, and what its function is. Children can make a list of key vocabulary. Use a stethoscope to listen to heartbeats.

2. Then using the sphygmomanometer, show the students how to measure blood pressure.

3. Watch the video clip to consider the size of animal hearts: The dissection of a whale which died from illness and suffocation on a sand bar in Ireland can be seen at: https://www.youtube.com/watch?v=kJnKuw7Wvz4 Water flea heart :http://www.youtube.com/watch?v=ibDwYghgb2k&feature=related

SOME CHILDREN MAY FIND PARTS OF THE WHALE CLIP UPSETTING, SO PLEASE PREPARE THEM FOR THIS. The whole programme, ‘Inside Nature's Giants - The Fin Whale’, was originally broadcast on Channel 4 and lasts for 48 minutes. To see where they get to the lungs and heart, skip to 36 minutes through the programme. The heart is not removed from the whale because as the team are prevented from cutting the ribcage open. A picture of a model blue whale heart is reproduced at the end of this lesson plan to show the colossal size. Showing some clips /pictures of the range in size of different animal hearts from YouTube and Google is always interesting at this point.

http://sciencepoems.net/sciencepoems/heart.aspx#.VgpUq_lViko

https://www.youtube.com/watch?v=gxUNxvsG7lc

https://www.youtube.com/watch?v=-s5iCoCaofc

https://www.youtube.com/watch?v=kJnKuw7Wvz4

http://www.youtube.com/watch?v=ibDwYghgb2k&feature=related



Children’s Investigation Children’s Investigation: How does exercise affect your heart rate? Demonstrate the apparatus that the students will be using and depending on the class either show / give them some written / verbal instructions on how to carry out the investigation. Either issue a simple results table or use the opportunity to get the class to draw their own. E.g.

Exercise Resting Heart

Rate (1 min)

Heart Rate

Immediately

after exercise

(1 min)

Difference

Press Ups

Running for 1min

etc.


What happened to heart rates after exercise? Why would this happen? What do we need more of when we exercise? What is happening to our heart during/after exercise? What is happening to our breathing during/after exercise? Ask the class if they can think how this kind of investigation may be useful?

Learning Outcomes All children should Learn that different forms of exercise cause heart rate to change.

Develop the skill of recording and analysing scientific investigation. Be able to make predictions about which types of exercise will cause the biggest

change in heart rate. Learn that our heart beats faster when our muscles work harder to deliver more

oxygen to them. Know that the heart is a ‘pump’ and pumps blood around the body.

Some children could Develop the skill of plotting and presenting data graphically. Know parts of the circulatory system, and the role blood cells play. When we exercise the muscles have to work harder and therefore need more

oxygen and so the heart beats faster to deliver oxygen to the working muscles.

A few children could Explain in detail the best way of presenting data from this experiment. Label and explain the circulatory system in depth. Devise a class glossary including scientific vocabulary involving the circulatory

system. That the blood contains dissolved oxygen, which it delivers to muscles.

Plenary/Review including Skills Progression focus: Evaluation Can we spot any patterns in our results? What is the class average? Are there any results we should discount, and if so why? What do we know now that we didn’t at the beginning of the lesson? If we had to do the investigation again, how could we improve it?

Useful websites Link on animal hearts: http://www.bbc.co.uk/guides/zxm2tyc#zphtsg8 Human Heart Facts for children: http://www.sciencekids.co.nz/sciencefacts/humanbody/heart.html Heart parts for children: http://kidshealth.org/kid/htbw/heart.html# BBC Bitesize: http://www.bbc.co.uk/bitesize/ks2/science/living_things/circulation/read/1/

http://www.bbc.co.uk/guides/zxm2tyc#zphtsg8

http://www.sciencekids.co.nz/sciencefacts/humanbody/heart.html

http://kidshealth.org/kid/htbw/heart.html

http://www.bbc.co.uk/bitesize/ks2/science/living_things/circulation/read/1/



Appendix: A model of a blue whale heart to show the scale

Human Health and Fitness – Muscles Lessons 5 and 6


Lessons 5 and 6 Muscles


1. Muscle is a soft tissue in the body of humans and animals. Its main purpose is to produce force and motion. 2. Muscles are responsible for maintaining posture, physical movement (sitting, walking, eating, etc.), and movement of

internal organs (such as keeping the heart pumping to circulate blood and moving food through the digestive system). 3. Tendons connect our soft contracting muscle to our hard bones. 4. There are around 650 skeletal muscles in the human body. 5. There are three types of muscle, skeletal, cardiac, and smooth. 6. Muscle (from Latin musculus, diminutive of mus "mouse") is the contractile tissue of animals and is derived from the

mesodermal layer of embryonic germ cells. Muscle cells contain contractile filaments that move past each other and change the size of the cell. They are classified as skeletal, cardiac, or smooth muscles. Their function is to produce force and cause motion. Muscles can cause either locomotion of the organism itself or movement of internal organs. Cardiac and smooth muscle contraction occurs without conscious thought and is necessary for survival. Examples are the contraction of the heart and peristalsis which pushes food through the digestive system. Voluntary contraction of the skeletal muscles is used to move the body and can be finely controlled. Examples are movements of the eye, or gross movements like the quadriceps muscle of the thigh. There are two broad types of voluntary muscle fibres: slow twitch and fast twitch. Slow twitch fibres contract for long periods of time but with little force while fast twitch fibres contract quickly and powerfully but fatigue very rapidly

7. An interesting research paper from the European Physiology Journal about actual gender differences in muscle strength can be read at http://www.springerlink.com/content/l47235487q162675/


● Meat is different from muscle. ● Muscles can push as well as pull. ● Muscle turns to fat if you stop exercising. ● Muscles are not found all over the body. ● Joints bend and allow us to move, rather than the muscles that are attached to our bones. ● Muscles don't have layers, but work as one major unit. ● Muscles control themselves (but only rarely do they).





Literacy Write an explanation text on the effect of being in space on human muscles. Write a news story on how children are using exercise to improve their lives: eg

Newsround - http://www.bbc.co.uk/newsround/34499989

Numeracy Use data collected to produce a range of charts and tables. Find averages of girls/boys etc.

http://www.sciencekids.co.nz/sciencefacts/humanbody/blood.html

http://www.sciencekids.co.nz/sciencefacts/humanbody/skeletonbones.html

http://www.springerlink.com/content/l47235487q162675/

http://www.bbc.co.uk/newsround/34499989



Practise timing skills using stopwatches during the investigations. Children can use this information for doubling, multiplying by larger numbers to calculate how many repetitions may have been completed in an hour etc.

Other subjects DT: Experiment with making other models to show muscles working. Art: Use the work of Kazuya Akimoto to inspire. (Please select images before allowing

children on the website) http://www.kazuya-akimoto.com/blog/man-male/

Starter Activity Children’s Investigation : Finger muscles You will need: a peg for each child Give each child a peg and ask them to open and close it. Then repeat. Which parts of their body are being used? What could you see if you removed your skin? What else would we not be able to do without our muscles? Have children crouch with their toes on the floor, then stand. Which muscles are they using? Can we name any? Repeat with their hands on their legs – ask children to describe what they feel happening. Repeat with straightening and bending arms.


What would happen if we didn’t have muscles? What do they actually do? (See diagram attached) Are all muscles the same size? If not, why not? Are there any muscles you cannot feel?


Teacher Demonstration: Body Builders In the absence of actual athletes it is worth showing some clips /pictures of the range in size of the different muscles different athletes have from different sports and discuss the reasons for the differences and why each athlete needs different types of muscle. E.g. http://www.oddee.com/item_97013.aspx (Please look at the pictures and use as you feel appropriate.) http://www.theworldsstrongestman.com/gallery.php http://www.youtube.com/watch?v=UVSmPBLnSXY (Flo Jo) There is a click and drag game available at: http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?muscles

Children’s Investigation Children’s Investigation 1 : Gender differences in muscle strength Children will need access to a range of exercise equipment plus school’s exercise mats. Explain that pupils will be investigating to see if there is a difference between the muscle strength of boys and girls. Gather predictions before they begin and ask for explanations to support their theories. Demonstrate the apparatus that the students will be using and depending on the class either show / give them some written / verbal instructions on how to carry out the investigation.

http://www.kazuya-akimoto.com/blog/man-male/

http://www.oddee.com/item_97013.aspx

http://www.theworldsstrongestman.com/gallery.php

http://www.youtube.com/watch?v=UVSmPBLnSXY

http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?muscles



The class could work in pairs and produce a ‘class average’ from their individual results and add this to a spreadsheet e.g.

Exercise No of Reps / Time taken / Weight (N)

Girls Boys

Press-ups

Bicep Curls

100 m run

Triceps Dips

Hand Grip Strength

Children’s Investigation 2 : Model Arms Each pair will need:

1 x thick card strips 15cm long x 4cm 2 x long modelling balloons access to hole punch sellotape

1. Make a hole in either end of both pieces of card, about 1cm from the end. 2. Tape both pieces of card together, making one long strip. 3. Label one piece of card: HUMERUS and the other: RADIUS 4. Thread one balloon through the hole at the top of the bicep, tying a knot to ensure it doesn’t pull through. 5. Then thread it through the top hole of the humerus and tie a knot. 6. Repeat with the second balloon, on the opposite side to the first. As pupils open and close the model, they can observe the “muscles” moving. https://www.youtube.com/watch?v=1phXt2Kumew …this one’s actually quite cool and could be modelled by teachers.

Children’s Investigation 3 : Microscopes + muscle slides Allow pupils to use the viewers to make careful observations of the different muscle types. Pupils can record observations in words or pictures.


Did you find any significant difference between genders? Could you explain differences any other way – height, age? How did you ensure your results were valid? What role do muscles play in the human body? What would we not be able to do without them? Do animal muscles work in a similar way? Which muscles are easier to develop? Which muscles are present inside the human body which we are not aware of? (heart, eyes, etc.)

https://www.youtube.com/watch?v=1phXt2Kumew




Know muscles are the parts of the body that permit us to move. Learn that muscles work by relaxing and contracting. Know how muscles can be trained to make them stronger and larger e.g. for

sports. Know that animals with skeletons have muscles attached to the bones.

Some children could Learn that muscles give you the shape that you have. Understand that everyone has naturally different amounts of each muscle. Understand that a muscle has to contract (shorten) to make a bone move. Know that muscles act in pairs. Realise that there are often ‘patterns’ in science and these are important for

making scientific predictions to test.

A few children could Learn the different types of muscle. Know that it is often difficult to carry out experiments with great ‘Accuracy’ and

this needs to be discussed when evaluating experiments. Learn that VALID data is obtained from experiments where only one variable is

changed.

Plenary/Review including Skills Progression focus: Evaluation

Introduce and explain the terms ‘accuracy’ and ‘precision’ and discuss with the class how they felt their measurements / data were accurate and precise.

Walk the class through the process of evaluating the experiment, going through each part with contributions from the class and once agreement has been reached the class should write these into their notes.

Invite them in pairs to discuss the findings from their data and any conclusions they may have come to. How did we ensure our data was valid? Do we have any anomalies? If so, how can these be explained? What other investigations could we do to produce similar data?

Useful websites Facts and figures for children: http://www.theschoolrun.com/homework-help/bones-and-muscles Animation explaining the muscular system: https://www.youtube.com/watch?v=rGR1eUGV-tA BBC Bitesize: http://www.bbc.co.uk/bitesize/ks2/science/living_things/skeletons_muscles/read/1/ Fun activities for kids to try: http://www.nsbri.org/default/Documents/EducationAndTraining/Muscles/MB_Act7.pdf

http://www.theschoolrun.com/homework-help/bones-and-muscles

https://www.youtube.com/watch?v=rGR1eUGV-tA

http://www.bbc.co.uk/bitesize/ks2/science/living_things/skeletons_muscles/read/1/

http://www.nsbri.org/default/Documents/EducationAndTraining/Muscles/MB_Act7.pdf





NOTES:

Human Health and Fitness – Skeleton and Teeth Lessons 7 and 8


AHEAD OF THIS LESSON – YOU WILL NEED TO COLLECT CLEAN,

COOKED CHICKEN BONES AND ANY TEETH CHILDREN MAY HAVE

LOST. (NOTE FOR THE TOOTH FAIRY ATTACHED)

Lessons 7 and 8 Skeleton and Teeth

Essential Knowledge for Teachers Bones are rigid organs that form part of the endoskeleton of vertebrates. They function to move, support, and protect the various organs of the body, produce red and white blood cells and store minerals. Bone tissue is a type of dense connective tissue. Because bones come in a variety of shapes and have a complex internal and external structure they are lightweight, yet strong and hard, in addition to fulfilling their many other functions. One of the types of tissue that makes up bone is the mineralized osseous tissue (also called bone tissue) that gives it rigidity and a honeycomb-like three-dimensional internal structure. Other types of tissue found in bones include marrow, endosteum and periosteum, nerves, blood vessels and cartilage.

1. There are 206 bones in the adult human body and 270 in an infant. 2. Growth plates define the length and shape of mature bones. When growth is complete in adolescence, growth plates

close and are replaced by hard bone. 3. The largest bone in the human body is the femur. 4. Exoskeletons often have complex functions such as protection, feeding, breathing, support, sensing etc. 5. Insects have exoskeletons made of a substance called ‘chitin’ which is quite similar to cellulose that makes up plant fibre. 6. Some creatures like tortoises have both an exoskeleton and an endoskeleton. 7. Human and animal bones are made from a chemical called carbonated hydroxyapatite (Ca10(PO4)6OH2)

We have different types of deciduous teeth: incisors, canines, first molars, and second molars. Each tooth has four types of surfaces. They are the inner surface, outer surface, chewing surface and adjacent surface. These different types of teeth have various functions:

Incisors. Incisors are the eight teeth in the front and centre of your mouth (four on top and four on bottom). These are the teeth that you use to take bites of your food. Incisors are usually the first teeth to erupt, at around 6 months of age for your first set of teeth, and between 6 and 8 years of age for your adult set. Canines. Your four canines are the next type of teeth to develop. These are your sharpest teeth and are used for ripping and tearing food apart. Primary canines generally appear between 16 and 20 months of age with the upper canines coming in just ahead of the lower canines. In permanent teeth, the order is reversed. Lower canines erupt around age 9 with the uppers arriving between 11 and 12 years of age. Premolars. Premolars, or bicuspids, are used for chewing and grinding food. You have four premolars on each side of your mouth, two on the upper and two on the lower jaw. The first premolars appear around age 10 and the second premolars arrive about a year later. Molars. Primary molars are also used for chewing and grinding food. These appear between 12 and 15 months of age. These molars, also known as deciduous molars, are replaced by the first and second permanent premolars (four upper and four lower). The permanent molars do not replace, but come in behind the primary teeth. The first molars erupt around 6 years of age (before the primary molars fall out) while the second molars come in between 11 and 13 years of age. Third molars. Third molars are commonly known as wisdom teeth. These are the last teeth to develop and do not typically erupt until age 18 to 20, and some people never develop third molars at all. For those who do, these molars may cause crowding and need to be removed.

Common Misconceptions Bone is one substance. Bone is a ‘passive’ part of the body. Bone is not made of tissue. Bone does not have blood that goes through it. Bone does not grow because it is not alive. Coke rots teeth – it is the sugar that does the damage!

http://www.everydayhealth.com/dental-health/you-and-your-dentist/specialist/jacobs/wisdom-teeth-extraction.aspx







Literacy Write instructions for looking after your teeth using imperative verbs. Make a glossary for others to use full of vocabulary associated with teeth and bones. Write a teeth poem – use this link for an example about Grandad’s false teeth:

http://www.fizzyfunnyfuzzy.com/poem/granddads_wayward_teeth Write a newspaper report on the discovery of a new species of human - Homo naledi –

in South Africa.

Numeracy Data collected from the children’s investigation can be made into a variety of tables and

graphs. Find averages from data collected.

Other subjects Music – Dem Bones dance https://www.youtube.com/watch?v=e54m6XOpRgU Heads, shoulders, knees and toes. Art– Lots of pictures available to teach children the step by step process of learning to

draw the human body. Art – Use art straws/chalk to make your own skeleton on black paper. PE- research and practice exercises that will strengthen bones. PE – create your own skeleton dance. History – Research the discovery of the skeleton of Richard III.

Starter Activity Begin the lesson by discussing the role the skeleton and teeth play in humans and animals. What do the children know already? After washing their hands, ask children to feel their teeth with their tongues and their fingertips. What do they feel? Are they all the same? What happens when a tooth falls out? How can we look after our teeth? Teeth: https://www.youtube.com/watch?v=hsIojdKYyUo – simple video for younger children https://www.youtube.com/watch?v=8urtKDiFOY8 – animation with more details on the role of teeth Also use the poster to show different shapes of teeth, and link to their roles.

MORE WORK ON TEETH WILL FOLLOW IN THE ACIDS AND ALKALIS UNIT.

A similar discussion can be had about the skeleton. Ask children to run their hands over their ribcage, elbow, collar etc. Use the human skeleton model hear if appropriate. Skeletons: https://www.youtube.com/watch?v=gmV8z0G2pv4 – simple animation for younger children https://www.youtube.com/watch?v=lzUNWeIJerg – animation with more details and names of some key bones.

http://www.fizzyfunnyfuzzy.com/poem/granddads_wayward_teeth

https://www.youtube.com/watch?v=e54m6XOpRgU

https://www.youtube.com/watch?v=hsIojdKYyUo

https://www.youtube.com/watch?v=8urtKDiFOY8

https://www.youtube.com/watch?v=gmV8z0G2pv4

https://www.youtube.com/watch?v=lzUNWeIJerg




How do we know about our skeleton? Can it be seen? What do we need to looks after these parts of our body? Gather vocabulary used in order to make a human body glossary.


Demonstration 1 – Model of human skeleton

Demonstration 2 – Models of different animal skeletons Use the models/pictures to discuss differences and similarities between the skeletons. Do all animals have the same amount of bones? If not, why not? Are all bones the same size? If not, why not? What is the role of the skeleton? What would happen if animals/humans did not have skeletons? Demonstration 3 – Reaction of teeth with acid (Unfortunately we cannot provide teeth, but your pupils and their siblings may be able to if they leave the tooth fairy a note to explain… see attached) If a tooth (or teeth!) is / are available, it is worth doing a demonstration to explore the oft quoted bad science experiment involving placing the tooth in a beaker of cola or selection of fizzy drinks to investigate the effects and discuss problems with this experiment. You will need: 100ml glass beaker + tooth from school supply + 100ml coke Alternatively, use a small tooth sized chunk of calcium carbonate. Simply label the beaker, add a tooth and coke. Set aside. Ask for predictions from the children as to what they expect will happen to the tooth. Leave and check on a day to day basis – Are children surprised at what they see? Were they expecting something different?

Children’s Investigation Children’s Investigation: Skeletons –Bone strength, animal bones and the role of calcium Hand out a selection of cooked and cleaned chicken wing to the pairs in the class and ask the pupils to examine them particularly noting their rigidity and strength. Discuss with the class the role and function of bones and the properties they should have. Explain the purpose of and how to set up the ethanoic (acetic) acid and bone investigation and get students to label their beakers. Examining the role of calcium in bones by immersing bones in ethanoic (acetic) acid removes a lot of the calcium carbonate making the bones very ‘rubbery’, which permits the students to see how important calcium in our diet is for maintaining strong bones.

3L Ethanoic (acetic) acid (CH3COOH) Also known as vinegar.

cleaned chicken bone (ideally a wing bone set…gently boiled leftovers from Kentucky!)

Ahead of the second lesson, soak the bones in the acid at least overnight. Gather equipment, each pair will need:

A book

School ruler

100g mass

clean chicken bone (ideally a wing bone set…gently boiled leftovers from Kentucky!)

250ml beaker,

small G Clamp,

fine string to make a hook for the mass

metre stick



1. Pupils will need to clamp a pre acid soaked bone to a book, with a ruler laid horizontally on top tied with string. 2. Fix the book to the edge of the table 3. Measure the deflection on a ruler when 100g mass is applied. 4. They then soak the bone in acetic acid for a day / week and then repeat the experiment to see the outcome.


What might happen to the bones of astronauts in space if gravity helps to keep bones strong through keeping them under pressure,

Can students suggest other experiments that they might want to do to investigate the properties of bones (both exoskeletal and endoskeletal types)?


Develop the skill of evaluating experiments in order to improve experimental design.

Ensure results are ‘reliable’ by checking data from other identical experiments. Some organisms have endoskeletons and others have exoskeletons.

Know that the bones of the body are all different is size and shape. Know that some vitamins and minerals are beneficial to strong bones. Know that skeletons provide support and protection.

Some children could Explain why comparing their data with some experiments is ‘not reliable’ if the

experiments are not identical. Suggest ways in which to improve an investigation. Know that calcium is an essential part of a healthy lifestyle to maintain a strong

skeleton.

The bones of the body are all different is size and shape and that hollow

cylindrical bones are the strongest.

A few children could Design a new experiment to investigate the strength of bones on the basis of

their own complete evaluation. Know that Calcium, Vitamin D and ‘resistive’ exercise are an essential part of a

healthy lifestyle to maintain a strong skeleton. Complete each of the five sections of an evaluation for this experiment.

Plenary/Review including Skills Progression focus: Evaluation The principal objective of this lesson was to allow students to practise designing an experiment to test the ideal structure and properties of bones and to practise using the term ‘reliable’ by comparing their results with other similar experiments.

Through class discussion, ask pupil pairs to describe how they designed their experiment. On the basis of this feedback, focus on various aspects of the evaluation process from different groups e.g. did they get enough data? How could they have ensured their own data was reliable? Could their experimental design be improved? How could they change it to produce more useful information?

Ask pupils to write down a complete evaluation of their experiment and in their own words how they would ensure that the data from their next experiment would be checked for reliability.

Can pupils think of another way to carry out an investigation that would create similar data?

Useful websites NASA website: http://www.nasa.gov/audience/foreducators/fitexplorer/education/N_LBSB_detail.html#.VhOVO_lViko Fun video on what happens when you don’t clean your teeth: https://www.youtube.com/watch?v=jtZyn5JOlBM Bone facts for children: http://www.sciencekids.co.nz/sciencefacts/humanbody/skeletonbones.html Or: http://www.ducksters.com/science/bones.php BBC Bitesize: http://www.bbc.co.uk/bitesize/ks2/science/living_things/teeth_eating/play/

http://www.nasa.gov/audience/foreducators/fitexplorer/education/N_LBSB_detail.html#.VhOVO_lViko

https://www.youtube.com/watch?v=jtZyn5JOlBM

http://www.sciencekids.co.nz/sciencefacts/humanbody/skeletonbones.html

http://www.ducksters.com/science/bones.php

http://www.bbc.co.uk/bitesize/ks2/science/living_things/teeth_eating/play/



Dear Tooth Fairy,

Please accept this letter instead of my

tooth.

My tooth fell out today at

………………………………………………………..

but I really need it for school so we

can do some more fantastic science.

I hope that is ok and that you have

enough to take away with you

tonight.

Thank you

Love from

Dear Tooth Fairy,

Please accept this letter instead of my tooth.

My tooth fell out today at ………………………………………………………..

but I really need it for school so we can do some more fantastic science.

I hope that is ok and that you have enough to take away with you tonight.

Thank you

Love from



NOTES:

Human Health and Fitness – Drugs and Health Lessons 9 and 10


Lessons 9 and 10 Drugs and Health

Essential Knowledge for Teachers 1. The Bernoulli Effect (discovered by Daniel Bernoulli in the 18th Century)

states that when either gas or liquids move in a non-turbulent way, the pressure in a fluid decreases as the speed of the fluid increases. So when the air is blown into the bottle top or over the paper strip or under the paper between the books, it is moving faster than the surrounding air and therefore the pressure drops causing the ball to be kept in place by higher pressure air outside the column of air surrounding it, and the air above the sheet of paper.

a. Please see the following links for more information b. http://en.wikipedia.org/wiki/Bernoulli%27s_principle c. http://www.bbc.co.uk/dna/h2g2/A517169

2. Ethanol (C2H5OH) – This is the active chemical compound in all alcoholic drinks that acts as a central nervous system

depressant, increases reaction time and affects every organ in the body. It occurs naturally in nature in nearly every form of over ripe fruit. Ethanol is toxic when taken in excess, i.e. drinking 2 litres of 40% proof spirit in a very short time period would kill most people.

3. Caffeine (C8H10N4O2) – The active chemical compound in coffee, tea, coca cola, red bull etc. It acts as a stimulant, increasing alertness, and inhibits sleep and increases heartbeat. It occurs naturally in many different plants especially in tea, coffee and cocoa plant. It is toxic to humans at about 300 mg or about 1/3rd the mass of a small plastic pen top – this would be the amount of caffeine in about 90 cups of strong coffee. It is also a diuretic - i.e. in large quantities it makes you urinate.

4. Ibuprofen (C13H18O2) – This is the active ingredient in Nurofen. It is an Analgesic – An analgesic (also known as a painkiller) is any member of the group of drugs used to relieve pain (achieve analgesia).The word analgesic derives from Greek an- ("without") and algos ("pain"). It is not naturally occurring and has to be made in a laboratory. It is a mild antipyretic i.e. it helps reduce fever.

5. Paracetamol (C8H9NO2) – like Ibuprofen it is an analgesic and it is also antipyretic. Antipyretics (literally "against the fire") are drugs that reduce fever. They will not normally lower body temperature if one does not have a fever. This is one of the reasons that it is used in products like ‘Lemsip’ as it helps to reduce the body’s temperature when it is fighting an infection. It is made in a laboratory and does not occur naturally. Paracetamol can cause serious damage to the liver if taken in high doses, potentially leading to death. Taking more than 30 x 500 mg tablets in one day can be toxic.

6. Heroin / Morphine / Opium (C17H19NO3) – Opium comes directly from the particular species of poppy flower Papaver somniferum. Morphine and Heroin are derivatives of opium. Opium is a Narcotic / Opiate i.e. it works to induce deep sleepiness and reduces pain.

7. Aspirin (C9H8O4) – Sources of aspirin i.e. in willow bark have been used for hundreds of years to relieve pain and fever. It is also known as acetylsalicylic acid (pronounced ə-SET-əl-sal-i-SIL-ik, abbreviated ASA), is a salicylate drug, often used as an analgesic to relieve minor aches and pains, as an antipyretic, and as an anti-inflammatory medication. Like all medicines Aspirin taken in large doses can be fatal. An unpleasant side effect of taking aspirin is that it causes internal bleeding in the stomach.


If it’s a prescription, it must be safe; you can’t get addicted to something your doctor prescribes.

Drug addiction is a choice.

Myth: You can stop using drugs anytime. Fact: Withdrawal sickness, believing you must have drugs, and being around people who use can make stopping drug use difficult. But there are people and programs that can help.

Myth: You have to use drugs for a long time before they can really hurt you. Fact: Drugs can cause the brain to send the wrong signals to the body. This can make a person stop breathing, have a heart attack or go into a coma. This can happen the first time the drug is used.

http://en.wikipedia.org/wiki/Bernoulli%27s_principle

http://www.bbc.co.uk/dna/h2g2/A517169

http://en.wikipedia.org/wiki/Carbon

http://en.wikipedia.org/wiki/Hydrogen

http://en.wikipedia.org/wiki/Oxygen

http://en.wikipedia.org/wiki/Analgesic

http://en.wikipedia.org/wiki/Antipyretic

http://en.wikipedia.org/wiki/Anti-inflammatory



Myth: If you only buy drugs from friends, you'll get the pure stuff. Fact: Because drugs are illegal, no one can know what is really in them.

Myth: Teenagers are too young to get addicted. Fact: Addiction can happen at any age. Even unborn children can get addicted because of their mother's drug use.





Literacy Research and write a biography on Alexander Fleming or Edward Jenner. Write an historical account of the discovery of penicillin.

Numeracy A variety of data opportunities available from the investigation. Find averages of reaction times before and after.

Other subjects History: research important medical discoveries e.g. anaesthesia, x-ray 1865 Medicine through the ages: The Greeks and Hippocrates, herbal remedies in Tudor

times, The Victorians and Florence Nightingale.

Starter Activity Begin by asking children what they think of when they hear the word “drugs”. Gather responses and use to promote discussion and sharing of common misconceptions. You may wish to show children this video- but please check that you feel it is appropriate for you class first: https://www.youtube.com/watch?v=uUqeKg0OH0s


Why are some drugs locked away? What are the dangers of some drugs? How do we know if something is dangerous?


Demonstration 1 – Drugs In this demonstration a variety of different familiar consumable and household objects are displayed for the teacher to discuss with the class to introduce the concept of drugs and medicines and how and why they are used / work. Children may be familiar with some. Can they suggest ways to group them? Discuss the idea of OTC (over the counter) drugs and those available from a doctor. Also ensure children are made aware of safety advice on labels and hazard labels. Demonstration 2 – Bernoulli Principle (Reaction times) You will need: 2l bottle, scissors , ping pong ball In addition, a fun little demonstration is used to examine the Bernoulli effect using a ping pong ball.

https://www.youtube.com/watch?v=uUqeKg0OH0s



1. Cut the top third from a 2l plastic bottle. 2. Place the ping pong ball inside the inverted bottle. 3. Blow through the neck of the bottle trying to blow the ball out of the bottle.

The Ping-Pong ball cannot be blown out of the cut off 2 L bottle by blowing through the neck. Blowing hard across the top of the cut off bottle causes the ball to jump out. The point of this activity is to discuss reaction times. Sheep dash - Another fun reaction time activity can be found at: http://www.bbc.co.uk/science/humanbody/sleep/sheep/reaction_version5.swf

Children’s Investigation Class Activity: The effect of caffeine on reaction time Pairs of children will need: a ruler, stopwatch, EPS cups, source of caffeine Demonstrate the activity to test reaction times:

1. Child A lays their arm on the table ready to catch a ruler. 2. Child B drops it between their partners thumb and palm. 3. Child A tries to pinch the ruler as it falls. 4. Children may be able to use a stopwatch to record this.

Split the class into pairs and ask them to take five measurements with the metre ruler, recording the data in a data table.

As soon as they have obtained the first set of data they need to quickly consume a few small cups of sugar-free cola, cold tea or coffee.

Once the class has consumed their caffeine source they should return to their seats.

If the teacher would like to use another method without using a ruler the internet link below gives a good electronic way of obtaining data from pupils’ reaction time. http://www.getyourwebsitehere.com/jswb/rttest01.html


Discuss in pairs the potential problems with the data from this experiment such as; did any of the students have caffeine this morning? Are there any other things in the drinks that could affect reaction times? How might these be overcome?

Can the class suggest any other investigative methods to examine the effects of caffeine? For instance, can they come up with a method to explore the effects of caffeine on tiredness? / alertness? If some sufficiently good suggestions are made, they could be done in the following lesson.

Can students suggest how this experimental data might be used?


Know that drugs are chemicals that change the way in which the body normally functions.

Understand that some drugs are beneficial but only when given by an adult. Gather evidence to prove/disprove a prediction. Recognise warning labels on some products. Know how to make informed choices about drugs.

Some children could Use data recorded to prove /disprove a prediction and explain why. Develop the skill of comparing group data for analysis. Understand the harmful effects of some common drugs.

A few children could Understand the importance of saying that data merely ‘supports’ a conclusion

and not ‘proving’ it. Learn the five main parts of an experimental evaluation. Understand the effects of some legal and illegal drugs.

http://www.bbc.co.uk/science/humanbody/sleep/sheep/reaction_version5.swf

http://www.getyourwebsitehere.com/jswb/rttest01.html



Plenary/Review including Skills Progression focus: Evaluation

Focus on various aspects of the evaluation process from different groups such as, did they get enough data? How could they have ensured their own data was reliable? Could their experimental design be improved? How could they change it to produce more useful information?

Ask pupils to write down a complete evaluation of their experiment and, in their own words, how they would ensure that the data from their next experiment would be checked for reliability.

Can pupils suggest another investigation that would produce similar data?

Useful websites Newsround article on drugs: http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/uk/drugs/newsid_1610000/1610404.stm PowerPoint for children on drugs: https://www.tes.com/teaching-resource/drugs-powerpoint-y5-6-6038328 More reaction time games: http://sciencenetlinks.com/lessons/reaction-time-1-how-fast-are-you/ More Newsround ideas for teachers: http://news.bbc.co.uk/cbbcnews/hi/teachers/pshe_11_14/default.stm

NOTES:

http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/uk/drugs/newsid_1610000/1610404.stm

https://www.tes.com/teaching-resource/drugs-powerpoint-y5-6-6038328

http://sciencenetlinks.com/lessons/reaction-time-1-how-fast-are-you/

http://news.bbc.co.uk/cbbcnews/hi/teachers/pshe_11_14/default.stm

Human Health and Fitness – Nutrition and Digestion Lessons 11 and 12


Lessons 11 and 12 Nutrition and Digestion

Essential Knowledge for Teachers Our muscles need energy in order to work. We get our “fuel” or “energy” (as well as nutrients like protein, fat, carbohydrates, vitamins and minerals) from the food we eat. In order for that fuel to get to our muscles we need to break down (or “digest”) our food and then we need to get the fuel and nutrients into our bloodstream. It is transported around the body through the bloodstream the same way that oxygen and carbon dioxide are. The digestive system is made up of a number of organs, each of which has a special role in digesting food:

Mouth: used to chew up the food (mastication), which is an important first step in digestion. Also, the saliva in your mouth mixes with the food (a) to soften the food, and (b) saliva contains a special protein (called an enzyme) that breaks down carbohydrates in your food.

Oesophagus: a tube through which the chewed up food passes on the way from the mouth to the stomach

Stomach: a muscular organ that mashes up our food and helps to digest it. When food enters the stomach, special muscles at the top and bottom tighten up to seal your stomach like a Ziploc bag and then the muscular stomach squishes up the food. If the muscle at the top does not seal up, food would come back up (this is what happens when you “throw up” or “vomit”). The stomach also releases a special fluid called “gastric juice” that helps to digest the food.

Small intestine: after the food is squished up in the stomach, the muscle that was preventing food from passing through to the small intestine loosens up, along the food to pass along into the small intestine. The small intestine is a long, tube-like organ. More enzymes are released here and they help to continue to break down food so that the energy and nutrients can be absorbed into our blood (energy/nutrients pass through the wall of the small intestine and enter the bloodstream).

Large intestine: long, tube-like organ that takes food that was not digested from our small intestine out to the rectum; a few nutrients are absorbed in large intestine instead of the small intestine.

Rectum: the end of the large intestine, the rectum connects the large intestine to the anus.


The stomach is most of the area below the belt.

Intestines are in the stomach.

Energy is a substance in food.

Food turns into energy into our body.

Our body selects the food it needs.

Only foods that are needed are absorbed in the intestine. Foods that we don’t need stay in the intestine and are excreted from the body.

Food goes from the stomach to the blood stream.

When we diet we lose the weight as energy or sweat.

Most of the food we eat, leaves through the intestine.

Solids not used by the body stay in the intestine or travel back to the intestine and leave through the anus.

Urine and faeces, are made up of left over liquids our bodies did not use.

Children often think that food and drink travel through the body separately. They will draw different tubes through the neck.







Literacy Create sequencing cards for younger children to teach the digestive system. Design a comic strip or write a diary of a burger/sandwich as it travels through the

digestive system. Create a guide to Healthy Eating.

Numeracy Use nutrition labels for work on percentages. Any cooking activity will provide opportunities for measuring.

Other subjects Art: Create a collage of a balanced diet. Art: use the work of artists to inspire food pictures, the traditional artwork by Giuseppe

Arcimboldo or a modern interpretations by Jason Mecier. Geography: research into the origins of the food we eat. History – Limeys and importance of vitamin C to growth of empire

Starter Activity Begin a discussion about what children have eaten so far today.

Why do we not have a main meal in the morning? Why do we eat three meals a day?

Discuss the reasons for food choices.

Can children name foods which are healthy/unhealthy?

What makes these foods good/bad for us? Use for discussion on food groups and the need for a balanced diet: http://www.greatgrubclub.com/domains/greatgrubclub.com/local/media/downloads/Food_groups_and_nutrients_3.pdf


What happens to food once we have eaten it? Name any parts of the system involved in digestion.


Demonstration 1: Healthy/unhealthy food Allow children to look at a selection of fruit and vegetables, cereals, nuts, oils and proteins (tinned fish / beef). Using the labels, can children name any of the food groups discussed earlier? During this demonstration use the selection of food stuffs to review and remind the class about having a balanced diet. Demonstration 2: Astronaut ice cream – This demonstration (class reward!) could easily take the form of a short class exercise on what kinds of things you need to eat in space to stay healthy, including some of the obvious difficulties associated with eating in zero gravity environments! The ice cream is freeze dried and as such has a very unusual texture and taste!

Children’s Investigation Investigation: The digestive system Begin by unravelling the 7m long piece of string. Explain that a pipe, this long, is just part of the digestive system, and is tightly curled inside you! But what else is inside you to help digest your food?

http://www.greatgrubclub.com/domains/greatgrubclub.com/local/media/downloads/Food_groups_and_nutrients_3.pdf



A video explanation for a similar investigation can be found at http://www.nationalstemcentre.org.uk/elibrary/resource/11604/digestive-system-experiment Alternatively: Each pair will need: A potato masher A bowl One leg from a pair of tights Scissors A selection of food items (sandwich, banana etc.) 2 x EPS cup A4 Plastic bag All-Bran (for half of the groups)

Each group is given a selection of food to mash inside the bowl. This represents chewing the food. (half the groups will have a couple of handfuls of All-Bran to add, this will give groups something to compare)

Add a little water to help them mash food (the water represents “saliva”).

Place the squished up food into the bag. Add a little more water (to represent enzymes, a.k.a. “gastric juice”) and seal the bag.

Using their hands, students squish up the food until it is mixed up really well. This represents the churning action that happens in the stomach. Note that children should try not to have very much air in the bag. Ask the children what would happen if there was too much air in the bag (i.e., this would be what happens when you belch).

Have them cut a hole in the bottom of the bag (this represents the “pyloric sphincter,” the muscular opening at the point where the stomach meets the small intestine. (like a piping bag)

Have one pupil hold open the top of the tights leg and the other student pour the mixture from the bag (stomach) into the leg (small intestine). Have the pupil holding the leg of the tights use open hand to open the leg and the other hand to hold the rest of the tight closed (so that the mixture only fills up the top ~1/3 of the tights).

Hold the bottom end of the leg into a bowl (which represents the large intestine).

Have them squeeze the mixture through the leg into the bowl. The water & mixture that comes out through the stocking represents the nutrients and energy that are being absorbed through the wall of the small intestine and going into the bloodstream, where it can be carried off to the places in the body that need nutrients and energy. Any of the mixture that ends up in the bowl represents the part of our food that is not absorbed.

Scoop the “food” into one EPS cup which children have made a small hole in the bottom of.

Use the other cup to “squeeze” the “food” back into the bowl.

The cup represents the large intestine & rectum. You can talk about how water is actually absorbed at this point in the digestive tract. The hole in the cup represents the anus. Have the student squeeze the remaining mixture through the hole in the bottom of the cup, which represents “faeces” being excreted through the anus.

Clean up!

Supplementary Activity: (Possible assessment opportunity) Ask children to design an investigation which they believe would produce valid data. Children will be provided with two types of isotonic drink powder to use. They can devise a question, plan and carry out an investigation. Peers can then evaluate data from other groups or teachers could use this to assess progress made.

Possible Questions/ Suggestions for discussion Name parts of the digestive system. Explain to a partner the function of those parts. Draw and label a diagram of the digestive system.


Learn to appreciate how tricky it often is to obtain ‘accurate’ data Develop the skill of thinking of scientific questions to test. Recognise that humans and other animals require food and water to stay alive. Understand that eating the correct types and amounts of food help humans to

stay healthy. Identify parts of the digestive system.

http://www.nationalstemcentre.org.uk/elibrary/resource/11604/digestive-system-experiment



Some children could Understand the functions of parts of the digestive system. Design a simple experiment to test that will generate meaningful data. Recognise foods which are marketed as “healthy” may not be so.

A few children could Make a detailed diagram with labels for each part of the digestive system. Describe what happens to food as it travels through the body. Know that enzymes aid in the breakdown of food.

Useful websites Astronauts and digestion: https://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_human/cub_human_lesson04.xml Printables on healthy eating: http://www.nourishinteractive.com/nutrition-education-printables Ideas for teachers: http://www.greatgrubclub.com/teachers-key-stage2-worksheets#.VhPnjflVikp STEM resources: http://www.nationalstemcentre.org.uk/elibrary/list/7130/year-4-animals-including-humans Friendly facts on the digestive system: http://www.theschoolrun.com/homework-help/human-digestive-system More activities on digestion; http://www.learnnc.org/lp/editions/nutrition/6418

https://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_human/cub_human_lesson04.xml

http://www.nourishinteractive.com/nutrition-education-printables

http://www.greatgrubclub.com/teachers-key-stage2-worksheets#.VhPnjflVikp

http://www.nationalstemcentre.org.uk/elibrary/list/7130/year-4-animals-including-humans

http://www.theschoolrun.com/homework-help/human-digestive-system

http://www.learnnc.org/lp/editions/nutrition/6418