Curriculum Overview
|
Lesson |
Subject |
Lesson Title |
Skill |
Core Knowledge |
Lesson Brief |
|
1 |
Science |
Heart dissection |
In this lesson children will: Name and describe the purpose of the circulatory system and the functions of the heart, blood vessels and blood. |
|
Source a selection of sheep hearts for groups of children to handle and dissect with adult supervision. Challenge them to identify the external features, including the major blood vessels, such as the aorta and vena cava. You could use an anatomical model if you prefer. Work out how blood flows through the heart by pouring coloured liquid into the vessels, one at a time, and noting which vessel the liquid appears out of (if the liquid doesn’t flow, then the vessel is an out vessel and has valves preventing the water flowing the wrong way). How do the blood vessels entering and leaving the heart look and feel? How thick and tough are they? Slice the heart carefully using kitchen scissors, to reveal the internal features, including the atria, ventricles, valves and the cordlike chordae tendineae, or heart strings. Take lots of photographs of the heart during dissection, then upload the images and use a software tool such as Skitch to label and annotate your photographs. CLEAPSS has some excellent health and safety guidance online for dissection in primary schools and step by step instructions for dissecting hearts. Gloves are not needed when handling the heart, however some children may feel more comfortable wearing them for the dissection. Hand washing is essential after dissection. |
|
2 |
English |
Recalling the dissection |
In this lesson children will: Select and use appropriate registers for effective communication. |
By the end of this lesson children should know: Register refers to the level of formality of the language used in a text. Formal language is usually used in serious, professional or academic situations. Informal language is usually used in relaxed situations. |
Use photographs taken during the dissection experience to recall what they did and found out about the heart. Talk about how it felt to be scientists carrying out a dissection, and consider why scientists might dissect organs. Explain why they think dissection is important. Talk about features seen, using the correct scientific vocabulary, and explain how the structures of the heart connect together. In pairs, make a list of questions to be used for further research and share these with others in the class. Note: Display models, illustrations and photographs of the heart to stimulate children’s thinking and ideas. |
|
3 |
English |
Fact finding |
In this lesson children will: Retrieve, record and present a range of relevant information from fiction and non-fiction texts, focusing on the evidence from the text. |
By the end of this lesson children should know: Evidence cited from a text can be written inside inverted commas. Rereading the question and answer can help you to check the relevance of your information. |
Read a range of non-chronological reports about the heart. Highlight interesting facts and information and any answers that they discover to their questions raised during the dissection. Read a range of non-fiction books about the heart. Note: The reports provided could be scientific, health related or medical. Spend time highlighting the features of each report and talk about how the information is organised. |
|
4 |
English |
Setting out a report |
In this lesson children will: Make detailed notes on an appropriate planning format, drawing on reading and research where necessary. |
By the end of this lesson children should know: Plans can be added to and amended as new research is carried out during the planning stage. Turning research into notes can help to create a clear plan and avoid plagiarism, which means copying someone's work without referencing it. Plans can be adapted as new ideas occur during the writing process. |
Make a plan to show how they would set out a non-chronological report about the heart. Decide on the information, diagrams and photographs that they would like to include and how they will organise their writing for clarity. Note: Encourage children to consider the headings, subheadings, captions and labels that they should use to structure their reports. |
|
5 |
English |
Completing our reports |
In this lesson children will: Use a range of organisational and presentational devices effectively, adapting their text to suit the audience and purpose, selecting the appropriate form and using similar writing as models for their own. |
By the end of this lesson children should know: A text can be adapted for different audiences and purposes. For example, the level of formality can be increased by writing in the third person, using the passive voice and making precise, ambitious vocabulary choices. Bullet points can be used instead of paragraphs to emphasise, simplify or condense a large or complicated body of text. |
Write their reports according to their plans, making sure that any technical and scientific vocabulary is spelled correctly. When complete, use ICT to create their finished reports, adding in downloaded or uploaded images to add interest and detail. Evaluate: What do we know about the heart now that we didn’t know before? What else do we want to find out and how can we do that? |
|
6 |
Science |
Parts of the circulatory system |
In this lesson children will: Name and describe the purpose of the circulatory system and the functions of the heart, blood vessels and blood. |
|
Use models, posters, diagrams and interactive software to identify the major parts of the human circulatory system, notably the heart, arteries, veins, capillaries, blood and lungs. Write a short paragraph to describe the structure and functions of each component. Note: There are many good online animations about the circulatory system. The British Heart Foundation also offers some reasonably priced heart and circulation resources, including posters, CDs and books. |
|
7 |
Music |
Feel the pulse |
In this lesson children will: Play and create pieces of music with a clear understanding of pulse and rhythm. |
By the end of this lesson children should know: Pulse can be created using bar lines to write bars of music with the same number of beats per bar, and using articulation to create strong beats. Rhythm can be created using notes of varying length, such as quavers, crotchets, minims and semibreves. |
Feel their heartbeats by touching their pulse points. Work in a group and use body percussion, such as stamping their feet or raising their arms, to replicate the sounds of their heartbeats for at least one minute. Compare and discuss what they notice about their pulses, including whether they stay steady or fluctuate. Find out what ‘pulse’ means when referring to a piece of music. Write a sentence to explain how the human pulse and the pulse of a piece of music are similar. Note: The pulse is the backbone of any piece of music and is most often counted in 1, 2, 3, 4 counts. A pulse is a constant repeating note or beat (dum, dum, dum). A rhythm has other elements (dum de dum, dum de dum). |
|
8 |
Art and design |
Modelling the heart |
In this lesson children will: Create a 3-D form using malleable materials in the style of a significant artist, architect or designer. |
|
Model a heart from clay or plasticine, using photographs taken during the dissection to help them sculpt. Use their sculpture to explain how the heart works. Note: Real medical students do this activity to understand the structure and functioning of the heart. |
|
9 |
Design and technology |
Stethoscopes |
In this lesson children will: Develop design criteria for a functional and appealing product that is fit for purpose, communicating ideas clearly in a range of ways. |
|
Use a variety of funnels and tubing to make an effective homemade stethoscope. Systematically test and record the results for tubing of different lengths and bore size, and with funnels of various sizes. Find out the furthest distance at which you can still hear the heartbeat through a tube. Explain how the sound is transmitted along the tube. Note: The stethoscope was first invented in 1816 by René Laennec. Tubing is widely available in different bore sizes from online retailers and brewing shops. |
|
10 |
Science |
Scatter graphs |
In this lesson children will: Take accurate, precise and repeated measurements in standard units, using a range of chosen equipment. |
|
Using a data logger with a heart rate sensor, take their heart rate (at rest) in beats per minute (bpm), recording the figures in a class data table. Investigate whether classmates with slower resting heart rates are faster runners by measuring and recording the time that each person takes to complete a 50m sprint. Plot their results on a scatter graph showing the relationship between the two sets of data, plotting heart rate on the x axis and sprint time on the y axis. Draw a line of best fit and decide whether there is any correlation between the data. Suggest other relationships that could be tested and displayed in this way. Note: The average heart beats at 72 beats per minute (bpm). A slower heart rate generally means a healthier, fitter heart than a heart with a faster rate. A line of best fit on the scatter graph suggests a correlation between resting heart rate and running speed. If a line of best fit cannot be drawn, then it indicates that there is no correlation between resting heart rate and running speed. |
|
11 |
English |
30 minute challenge |
In this lesson children will: Consider and evaluate a range of different contributions and viewpoints. |
By the end of this lesson children should know: Evaluating is determining the quality or significance of something. Summarising a person's speech can help you to reiterate the key points that have been made. Evaluating a person's speech can help you to formulate your own opinions. |
Undertake a 30 minute challenge to find out as much information as they can about blood, using the web and a range of scientific and non-fiction materials. Share their information with others and create a class mind map of blood facts and information. Note: Display a blood-related glossary so that children can check out the meanings of specialist vocabulary. Include a range of terms, such as veins, arteries, capillaries, vessels, plasma, blood pressure, red cells, white cells, platelets, circulation, transfusion, blood group and donor. |
|
12 |
English |
The journey of blood |
In this lesson children will: Make detailed notes on an appropriate planning format, drawing on reading and research where necessary. |
By the end of this lesson children should know: Plans can be added to and amended as new research is carried out during the planning stage. Turning research into notes can help to create a clear plan and avoid plagiarism, which means copying someone's work without referencing it. Plans can be adapted as new ideas occur during the writing process. |
Watch an animation about the journey of blood around the human body, then talk about what they saw and describe what happens during the journey. Work in pairs to brainstorm and collect adjectives that describe the colour and consistency of blood and verbs that describe how it moves. Do the same for the heart. Note: Children could use a thesaurus to find alternatives for the colour ‘red’. Verbs to describe the blood’s movement could range from trickle and drip to surge and flow. Heart words might include pulse, beat, pump and thump. |
|
13 |
English |
Exploring examples of shape poems |
In this lesson children will: Evaluate how language, structure and presentation contribute to meaning and effect across a wide range of challenging texts, considering why writers have made particular choices. |
By the end of this lesson children should know: Fiction and non-fiction texts can have language, structure and presentation choices that have different effects on different readers. For example, one reader might find long sections of text dull, while another finds them informative and interesting. Some authors use experimental language, structures or presentation to capture the reader's interest or make challenging information more accessible. For example, they might present complex instructions as a flow chart. |
Look at and read examples of shape poetry on a range of different themes. Describe effective features of this type of poetry and consider how their poem could be shaped if writing about blood or the heart. Choose a theme for their poem and begin to draft out ideas. Remember that it doesn’t have to rhyme. Note: Model some examples on the IWB or on large sheets of paper, listening to and trying out some of the children’s ideas. |
|
14 |
English |
Drafting our poems |
In this lesson children will: Make detailed notes on an appropriate planning format, drawing on reading and research where necessary. |
By the end of this lesson children should know: Plans can be added to and amended as new research is carried out during the planning stage. Turning research into notes can help to create a clear plan and avoid plagiarism, which means copying someone's work without referencing it. Plans can be adapted as new ideas occur during the writing process. |
Use their word collections and ideas to draft out a verse or two for a poem on the theme of blood or the heart. Think about what the subject matter looks, feels and sounds like. Note: Provide a word wall on which children can write suggestions for vocabulary for others to use. |
|
15 |
English |
Completing our shape poems |
In this lesson children will: Assess the effectiveness of their own and others’ writing, proposing and making changes to spelling, grammar, vocabulary and punctuation to enhance effects and clarify meaning, including the correct subject and verb agreement and choosing the appropriate register. Proof-read for spelling and punctation errors. |
By the end of this lesson children should know: Writing techniques can clarify the meaning of a text and add extra impact to different types of writing. For example, repetition and summaries can clarify the main points in a persuasive text. Adding or removing detail or technical language can clarify meaning. If the subject and verb does not agree, rewrite the sentence so the meaning is clear. For example, 'she were excited' should be 'she was excited'. If the register is inconsistent, choose the level of formality required and amend the text to suit. |
Draw a shape for their poem using a soft pencil, perhaps a classic heart shape or maybe a more scientific drawing, with lines of various widths to represent blood vessels. Read their poems aloud to check for sense and fluency. Write in red pen, in their best handwriting, within the outline of their drawing, finally erasing the pencil lines to reveal their finished shape poem. |
|
16 |
Science |
Components of blood |
In this lesson children will: Explain that the circulatory system in animals transports oxygen, water and nutrients around the body. |
|
Find out about the components and functions of blood by reading suitable non-fiction books, watching animations or talking to the school nurse. Examine an artificial blood sample to count and identify its layers. Describe the function of each of the main components of blood; plasma, red blood cells, white blood cells and platelets. Note: You can make an artificial blood sample using vegetable oil, syrup, a few drops of red colouring and milk. Fill a test tube or vial to about 2cm deep with the red coloured syrup. Pour in a small amount of milk to a depth of 0.5cm and add the vegetable oil on the top to a depth of 4cm. Shake to mix the ingredients and allow to stand. The resulting three layers makes a convincing separated blood sample. The top yellow layer represents the plasma, the thin, cloudy middle layer represents the white blood cells and platelets and the bottom red layer represents the red blood cells. Scientists centrifuge blood samples to separate out these three distinct layers before examining individual layers for diagnosis and research. |
|
17 |
Science |
ABO blood groups |
In this lesson children will: Ask and answer deeper and broader scientific questions about the local and wider world that build on and extend their own and others' experiences and knowledge. |
|
Use a selection of scientific and historical source materials to research the development of the ABO blood group system and the dangers of early blood transfusions. Identify the four ABO blood groups and describe what happens to a blood sample if mixed with blood of a different group. Write a short report on the role of the Austrian physician, Karl Landsteiner (1868–1943) in distinguishing the main blood groups. Note: Within the ABO blood group system there are four main blood groups: O, A, B and AB. The differences are determined by sugars on the surface of red blood cells. When mixed together, certain blood group combinations result in blood cells clumping together. Transfusion with the wrong blood group can be fatal, so getting it right is very important. |
|
18 |
Art and design |
Blood red artwork |
In this lesson children will: Create innovative art that has personal, historic or conceptual meaning. |
|
Use ready mixed paint, Brusho and ink in different shades of red to create abstract paintings. Employ a range of tools to blow, smudge, paint, mark and print the liquids. Note: If painted on fabric, children could use red beads, sequins, wools and threads to add embellishment to their blood red artwork. Search online for ‘abstract red art’ to find examples to inspire the children’s creative thinking and project these onto the IWB. |
|
19 |
English |
Smoker's lungs |
In this lesson children will: Consider and evaluate different viewpoints, attending to and building on the contributions of others. |
By the end of this lesson children should know: Evaluating different viewpoints can help you to shape or redefine your opinions. In many discussions, it is beneficial to have an open mind, whereas, in other discussions, you may wish to defend strong beliefs. If you agree with someone in a discussion, you may be able to build on their explanation with your own evidence or anecdotes. |
Look at images of the lungs of non-smokers and smokers. Describe what they can see and explain the differences between the two. Suggest reasons why a smoker’s lung is blackened and the other is not. After the reveal, make a class list of everything that they think they know about smoking and discuss their ideas and misconceptions. Note: Photographic and X-ray images are available on the web. Choose which to use according to your children’s sensitivities. |
|
20 |
English |
Risks of smoking |
In this lesson children will: Retrieve, record and present a range of relevant information from fiction and non-fiction texts, focusing on the evidence from the text |
By the end of this lesson children should know: Evidence cited from a text can be written inside inverted commas. Rereading the question and answer can help you to check the relevance of your information. |
Collate information about the effects of smoking on the body by watching medical animations and by reading non-fiction books and leaflets. Record information gathered on a mind map using paper or ICT. Share their findings with others in the group. Note: There are many animations available to view on health websites about the health-related problems associated with smoking. Alternatively, you could invite a doctor or nurse into school to speak about the risks of smoking. |
|
21 |
English |
Anti-smoking messages |
In this lesson children will: Analyse the meaning of words, including figurative language, and consider the impact of language on the reader. |
By the end of this lesson children should know: Language choices can have different effects on the reader, such as those produced by emotive, persuasive, formal or informal language. For example, formal language can evoke a serious attitude in a reader. |
Look at and discuss a range of anti-smoking materials, talking about how slogans are used to persuade readers not to smoke. Consider the strategies used by campaigners to appeal to readers’ emotions. Recap on features of effective slogans, including memorability, invented words, rhyme, alliteration, humour and brevity. Choose a slogan that they think is most effective and write a short paragraph to explain why. Share their reasons and explanations with others in the group. Note: Choose anti-smoking materials carefully, as some will be inappropriate for children. There are many designed especially for children and other less graphic adult examples which may be suitable. |
|
22 |
English |
Anti-smoking adverts |
In this lesson children will: Make detailed notes on an appropriate planning format, drawing on reading and research where necessary. |
By the end of this lesson children should know: Plans can be added to and amended as new research is carried out during the planning stage. Turning research into notes can help to create a clear plan and avoid plagiarism, which means copying someone's work without referencing it. Plans can be adapted as new ideas occur during the writing process. |
In pairs, draft ideas for an anti-smoking advert aimed at teenagers, that has a powerful visual and an effective slogan. Experiment with combinations and try out different ideas. Consider what teenagers would be most worried about, their looks or their health. Note: Allow children time to play with their words and slogans, exploring options. Read them aloud to hear how they sound. Consider the visuals of their advert choosing from a bank of appropriate images saved in a file. |
|
23 |
English |
Animated adverts |
In this lesson children will: Consider and evaluate a range of different contributions and viewpoints. |
By the end of this lesson children should know: Evaluating is determining the quality or significance of something. Summarising a person's speech can help you to reiterate the key points that have been made. Evaluating a person's speech can help you to formulate your own opinions. |
Work in their pairs to discuss how to use their slogans and concepts in a short, animated anti-smoking advert for television or for use in secondary schools across the UK. Plan their animations using a storyboard, making sure that it includes their memorable slogan. Use appropriate software to create their short films and animations. Note: Perhaps the children could invite older children or parents into school to view their films and give feedback on their effectiveness. |
|
24 |
Design and technology |
Heart-healthy foods |
In this lesson children will: Follow a recipe that requires a variety of techniques and source the necessary ingredients independently. |
|
Follow recipes to make heart-healthy foods. Group the ingredients into the main food groups before using them in sequence to design a balanced and nutritious happy heart three course meal. Note: The British Heart Foundation website contains information about healthy foods and a free app for finding healthy recipes. |
|
25 |
Physical education |
Personal bests |
In this lesson children will: Demonstrate a high level of control, speed, strength and stamina when running, jumping and throwing, in isolation and combination, and suggest ways to improve performance |
By the end of this lesson children should know: Control, speed, strength and stamina are skills that can be developed over time through practice and training. By working on these skills, performance in running, jumping and throwing should improve. |
Take part in a range of cardiovascular activities, such as running, cycling, rope skipping and swimming. Hold a bi or triathlon tournament, comparing their performance with others. Try this over a number of weeks, demonstrating weekly improvement and identifying their personal best performance. Note: Children could use a spreadsheet to record their weekly results and a graphing tool to display their achievements. They could also set themselves targets, such as completing 100 skips in one minute. |
|
26 |
Science lesson |
Acceleration and deceleration |
In this lesson children will: Take accurate, precise and repeated measurements in standard units, using a range of chosen equipment. |
|
Investigate how the heart rate accelerates and decelerates under different conditions, such as exercise, anxiety and relaxation. Use data loggers with heart rate sensors or pulse points to measure each individual’s heart rate in response to different activities. Display their results using a suitable method. Decide which activity caused the biggest increase or decrease and notice if everyone’s heart reacted in the same way. Find out how long it takes for resting pulse to resume after each activity. Note: Ensure that each child accurately measures their resting heart rate in beats per minute. Activities to try could include walking, jogging, sprinting, public speaking, listening to music, lying down and mindfulness techniques. Discuss why heart rates increase during exercise (many children know that their hearts beat faster when active but they don’t always understand why) and what other physical changes occur, such as breathing faster. |
|
27 |
Science and RHE |
Unhealthy substances |
In this lesson children will: Explain the impact of positive and negative lifestyle choices on the body. |
|
Watch video clips and visit appropriate websites to find out how smoking, alcohol and drugs can affect the body, including the heart and relationships. Create a lifesize diagram of a person, annotated with information, diagrams and warnings. Note: The BBC Bitesize website has age-appropriate video clips exploring the misuse of alcohol, drugs and smoking. You may need to source parental permission before addressing some of these issues. |
|
28 |
English |
Timelines |
In this lesson children will: Retrieve, record and present a range of relevant information from fiction and non-fiction texts, focusing on the evidence from the text. |
By the end of this lesson children should know: Evidence cited from a text can be written inside inverted commas. Rereading the question and answer can help you to check the relevance of your information. |
Watch a presentation or animation about the English physician, Dr William Harvey. Use a range of source materials to find out how he became the first person to accurately describe how the heart pumps blood around the body. Use their findings to create a timeline of Harvey’s life, plotting significant events of his lifetime and the dates of his major discoveries. Note: Transfer the children’s findings to a class timeline to be viewed, referred to and added to throughout the project. Highlight the chronology of his life in relation to other historical periods studied. Timelines could also be created on a PowerPoint slide to display on the IWB in subsequent sessions. |
|
29 |
English |
Medical breakthroughs |
In this lesson children will: Consider and evaluate different viewpoints, attending to and building on the contributions of others. |
By the end of this lesson children should know: Evaluating different viewpoints can help you to shape or redefine your opinions. In many discussions, it is beneficial to have an open mind, whereas, in other discussions, you may wish to defend strong beliefs. If you agree with someone in a discussion, you may be able to build on their explanation with your own evidence or anecdotes. |
Using their initial findings and additional home reading, take part in a discussion about the importance of Harvey’s work and findings. Discuss how his work has influenced contemporary life, including other medical breakthroughs made possible by his work. Hot seat Harvey, taking turns to ask questions, or be brave and take to the hot seat themselves. Note: Children could read about how Harvey’s work led to further medical progress prior to this session. This could include the development of blood transfusions or the first human heart transplant carried out in 1967 by Dr Christiaan Barnard. |
|
30 |
English |
Features of biographies |
In this lesson children will: Consider how authors have developed characters and settings in what children have read, listened to or seen performed. Describe settings, characters, plot and atmosphere using well-chosen vocabulary, integrating dialogue effectively. |
By the end of this lesson children should know: The atmosphere of a narrative is its mood or tone. The tone of a text is the attitude put across by the narrator's words. For example, a narrator can appear omniscient, arrogant or friendly. The mood of a text is the feeling it evokes in the reader. For example, a dark, stormy night can evoke anxiety or curiosity. An atmosphere can be maintained by the use of well-chosen vocabulary. Integrated dialogue can speed up or slow down the pace of the plot. Key events in a plot can be foreshadowed by the earlier presence of an object or a character's actions. Plot elements can affect the atmosphere. For example, flashbacks and comedic sections can cause a contrast in emotional intensity. |
Recap on the features of effective biography writing by taking part in compiling a class checklist of features. Sort through a range of autobiographical and biographical books, reading the blurbs and titles and deciding whether the book is a biography or an autobiography. Note: Collect examples of biographies and autobiographies from other colleagues and the school (or local) library. Their feature list should include use of third person, chronology, interesting facts and information. |
|
31 |
English |
Planning and drafting |
In this lesson children will: Make detailed notes on an appropriate planning format, drawing on reading and research where necessary. |
By the end of this lesson children should know: Plans can be added to and amended as new research is carried out during the planning stage. Turning research into notes can help to create a clear plan and avoid plagiarism, which means copying someone's work without referencing it. Plans can be adapted as new ideas occur during the writing process. |
Consider how they would organise a short biography about Dr William Harvey, planning how their paragraphs or chapters will progress and the headings they might use. Begin to draft out ideas for their biographies, referring back to a range of historical and online sources for ideas and information. Note: Model options for setting out their biographies, brainstorming titles and suggesting how to organise paragraphs and chapters. |
|
32 |
English |
Completing our biographies |
|
|
Complete and finalise their biographies, checking the accuracy of historical facts and dates, ensuring that they are written in the third person and checking that they contain appropriate illustrations. Note: Display their books, designing a cover and writing a blurb on the back cover to create a buzz that attracts and engages readers. |
|
33 |
Science |
Blood flow |
In this lesson children will: Plan and carry out a range of enquiries, including writing methods, identifying and controlling variables, deciding on equipment and data to collect and making predictions based on prior knowledge and understanding. |
|
Investigate how a liquid flows through straws of different diameters. Consider what this might tell them about how blood flows through blood vessels and the impact of blockages on blood flow. Find out which straw causes the liquid to drain quickest and slowest, and consider why. Discuss the effect of a blockage on the speed at which the blood drains. What would happen if a blockage occurred in a real blood vessel? Note: Collect two or three straws, each with a different bore hole size, and cut a 5cm section from each. Punch a straw sized hole in the side of a Styrofoam cup, close to the base. Insert the first 5cm straw through the hole and seal around it with modelling clay or sticky tack. Pour a known volume of red coloured water (to simulate blood) into the cup, timing and recording how long it takes for the blood to fully drain from the cup. Repeat for all straws. Introduce blockages (such as lard or margarine) in the straws and investigate the effect. |
|
34 |
Computing |
Flow diagrams to model circulation |
In this lesson children will: Combine a range of technology to achieve a particular outcome. |
By the end of this lesson children should know: A range of technologies can be combined to achieve a particular outcome. For example, sensors (input), a computing device (hardware) and lights (hardware) can be used together to create a set of traffic lights. |
Make a flow diagram to illustrate the circulation process. Use the heart as the hub of the flow diagram and investigate the main vessels from and to the heart, where they go and what they do. Draft their flow diagrams on large sheets of paper, adding notes to improve their understanding. Discuss their diagrams with others and make any necessary amendments before reproducing using suitable software. Note: Introduce children to the idea that the circulatory system is a network of vessels transporting blood and lymph. Get the children thinking about where else they have come across networks and flow diagrams. |
|
35 |
Physical education |
Modelling the circulatory system |
In this lesson children will: Demonstrate a high level of control, speed, strength and stamina when running, jumping and throwing, in isolation and combination, and suggest ways to improve performance. |
By the end of this lesson children should know: Control, speed, strength and stamina are skills that can be developed over time through practice and training. By working on these skills, performance in running, jumping and throwing should improve. |
Play a team game using the principles of the circulatory system, with teams carrying red (oxygenated) balloons from the lungs to the left side of the heart and around the body. At the body, the red balloons will be swapped for blue (deoxygenated) balloons and carried to the right side of the heart and then to the lungs where the blue balloon will be swapped with a red balloon, starting the cycle again. Note: Set up bases to represent the lungs and the left and right sides of the heart and body, with a basket of red balloons (or bean bags) at the lungs and blue balloons at the body. The team to transfer all of the balloons in the quickest time wins. You could also add tunnels to squeeze through, just like blood cells have to squeeze through capillaries. Alternatively, children could walk through the stages. When you shout out ‘exercise’ the children should speed up, modelling what happens to the circulatory system when we exercise. |
|
36 |
Science |
Animations |
In this lesson children will: Explain that the circulatory system in animals transports oxygen, water and nutrients around the body. |
|
Create a stop motion animation to show how blood cells, water and nutrients are transported around the body. Use small blobs of plasticine or cardboard cut outs to model the movement of the cells and nutrients. Add a title page and labels for extra information value and scientific effect. Note: You could provide children with a simple schematic diagram of the circulatory system to use as the backdrop for their animations. |
|
37 |
Computing and RHE |
Step 1 |
In this lesson children will: Critically evaluate search engine results and identify factors that may affect ranking, such as how long the site has existed, the number of links to the site and whether the organisation has paid to have their site promoted. |
By the end of this lesson children should know: Search engines take many factors into account, such as the quality of the site, number of updates or number of matches to keywords. However, search engines do not consider whether the content is true, age-appropriate or relevant, and so users need to be aware of these things when searching. |
Visit the British Heart Foundation website and find out about its work. What do you think about the website? Is it effective? Does it answer the questions that you or a visitor would ask? |
|
38 |
English |
Step 2 |
In this lesson children will: Consider and evaluate a range of different contributions and viewpoints. |
By the end of this lesson children should know: Evaluating is determining the quality or significance of something. Summarising a person's speech can help you to reiterate the key points that have been made. Evaluating a person's speech can help you to formulate your own opinions. |
Discuss the emotional impact of heart disease on families and children. What can be done to support them? What does the British Heart Foundation do for children and families? |
|
39 |
English |
Step 3 |
In this lesson children will: Consider and evaluate different viewpoints, attending to and building on the contributions of others. |
By the end of this lesson children should know: Evaluating different viewpoints can help you to shape or redefine your opinions. In many discussions, it is beneficial to have an open mind, whereas, in other discussions, you may wish to defend strong beliefs. If you agree with someone in a discussion, you may be able to build on their explanation with your own evidence or anecdotes |
Look at how the British Heart Foundation suggest ways of raising money and awareness. As a class, discuss ideas and vote for your favourite! |
|
40 |
Design and technology |
Step 4 |
In this lesson children will: Develop design criteria for a functional and appealing product that is fit for purpose, communicating ideas clearly in a range of ways. |
|
Plan your fundraising event. Write down what you will make, the equipment you will need, how you will collect money, and the roles and responsibilities of your classmates. |
|
41 |
English |
Step 5 |
In this lesson children will: Use a range of organisational and presentational devices effectively, adapting their text to suit the audience and purpose, selecting the appropriate form and using similar writing as models for their own. |
By the end of this lesson children should know: A text can be adapted for different audiences and purposes. For example, the level of formality can be increased by writing in the third person, using the passive voice and making precise, ambitious vocabulary choices. Bullet points can be used instead of paragraphs to emphasise, simplify or condense a large or complicated body of text |
Send an email or letter to your chosen charity to tell them about your plan. Why not let them know about the other fantastic work that you’ve done during your project? |
|
42 |
English |
Step 6 |
In this lesson children will: Use a range of organisational and presentational devices effectively, adapting their text to suit the audience and purpose, selecting the appropriate form and using similar writing as models for their own. |
By the end of this lesson children should know: A text can be adapted for different audiences and purposes. For example, the level of formality can be increased by writing in the third person, using the passive voice and making precise, ambitious vocabulary choices. Bullet points can be used instead of paragraphs to emphasise, simplify or condense a large or complicated body of text. |
Write a letter to parents and carers to tell them about your event. You could also invite people from your community and the local press. |
|
43 |
Science and RHE |
Step 7 |
In this lesson children will: Explain the impact of positive and negative lifestyle choices on the body. |
|
Design a leaflet that you will give to guests on the day. Can you persuade them to adopt a healthier, more heart-friendly lifestyle? |
|
44 |
Science |
Step 8 |
In this lesson children will: Take accurate, precise and repeated measurements in standard units, using a range of chosen equipment. |
|
Why not offer to take your guest’s pulses or ask the school nurse to take blood pressure readings? |
|
45 |
Computing |
Step 9 |
In this lesson children will: Identify how using different hardware can increase creativity and productivity. |
By the end of this lesson children should know: Some hardware is more effective than others in particular contexts, such as using virtual reality or a touchscreen rather than a mouse to meet a specific need. Choosing the right hardware can increase creativity and productivity. |
Good luck with your fundraising event! Remember to take lots of photographs and video clips of your fundraising event. |
|
46 |
PSHE and RHE |
Step 10 |
In this lesson children will: Explain the benefits of giving and receiving constructive feedback and support. |
By the end of this lesson children should know: Constructive feedback is supportive guidance that is given to help people strengthen their areas for development. Strategies for providing constructive feedback include giving a ‘feedback sandwich’ (positive comment, area for improvement and positive comment), using the passive voice and giving specific areas for improvement. |
Ask for feedback from your classmates and guests at your fundraising event. What did they learn about the heart and keeping healthy? How well did you raise awareness and help make a change? |
|
47 |
Computing |
Step 11 |
In this lesson children will: Select, use and combine a variety of software, including internet services, to meet a goal. |
By the end of this lesson children should know: A variety of software, such as word processing software, image editing software or internet services, can be selected, used and combined to meet a goal. |
Use your scientific expertise to create a short video clip about the importance of a healthy lifestyle. Upload the video to your school’s website. Keep track of how many hits or likes it gets! CONGRATULATIONS! You have completed your Innovation Challenge. |
|
48 |
English |
Skipping a beat |
In this lesson children will: Consider and evaluate a range of different contributions and viewpoints. |
By the end of this lesson children should know: Evaluating is determining the quality or significance of something. Summarising a person's speech can help you to reiterate the key points that have been made. Evaluating a person's speech can help you to formulate your own opinions. |
Listen to songs about the heart and discuss the various emotions associated with it. Reflect on what it is like to feel love, joy, hope, heartbreak or excitement. Discuss what other feelings make their hearts skip a beat, flutter, race or sink. Give examples from their lives, describing in their own words how each emotion feels. Note: Feelings are not directly from the heart, but this is often how people describe them. Hormones including adrenalin, epinephrine and norepinephrine are released from the adrenal gland in response to a stimulus such as anxiety or joy, causing the heart to beat more quickly and strongly. |
|
49 |
English |
Broken hearts |
In this lesson children will: Assess the effectiveness of their own and others’ writing, proposing and making changes to spelling, grammar, vocabulary and punctuation to enhance effects and clarify meaning, including the correct subject and verb agreement and choosing the appropriate register. Proof-read for spelling and punctation errors |
By the end of this lesson children should know: Writing techniques can clarify the meaning of a text and add extra impact to different types of writing. For example, repetition and summaries can clarify the main points in a persuasive text. Adding or removing detail or technical language can clarify meaning. If the subject and verb does not agree, rewrite the sentence so the meaning is clear. For example, 'she were excited' should be 'she was excited'. If the register is inconsistent, choose the level of formality required and amend the text to suit. |
Read the final two verses of the John Donne’s poem, The Broken Heart. Discuss the imagery of a broken heart and consider how this is very different from a medically broken heart. Work in pairs to rewrite the poem in modern language. Note: Children could learn the verses by heart and perform them using percussion instruments with a heartbeat like rhythm. Make comparisons with contemporary love song lyrics, such as James Morrison’s Broken Strings, Bleeding Love by Leona Lewis or Fix a Heart by Demi Lovato. |
|
50 |
English |
Beating heart |
In this lesson children will: Make detailed notes on an appropriate planning format, drawing on reading and research where necessary. |
By the end of this lesson children should know: Plans can be added to and amended as new research is carried out during the planning stage. Turning research into notes can help to create a clear plan and avoid plagiarism, which means copying someone's work without referencing it. Plans can be adapted as new ideas occur during the writing process. |
Imagine that they are a heart, beating inside a chest. Draft a short, personified description of how they, as a heart, feel when experiencing joy, love, heartbreak, hope or excitement. Remember that personification gives human characteristics to a non-human object. Take part in a brainstorming session to gather ideas for vocabulary and expressions for use in their writing. Note: Model examples of personification before asking the children to work independently. Examples might include, ‘I danced at the sound of her voice. I leapt up and down and squealed with delight. I thumped to the beat of the music. I broke in two’. |
|
51 |
English |
Enhancing our work |
In this lesson children will: Assess the effectiveness of their own and others’ writing, proposing and making changes to spelling, grammar, vocabulary and punctuation to enhance effects and clarify meaning, including the correct subject and verb agreement and choosing the appropriate register. Proof-read for spelling and punctation errors. |
By the end of this lesson children should know: Writing techniques can clarify the meaning of a text and add extra impact to different types of writing. For example, repetition and summaries can clarify the main points in a persuasive text. Adding or removing detail or technical language can clarify meaning. If the subject and verb does not agree, rewrite the sentence so the meaning is clear. For example, 'she were excited' should be 'she was excited'. If the register is inconsistent, choose the level of formality required and amend the text to suit. |
Continue to enhance and improve their writing, reading to an adult or partner to identify and discuss any improvements. Use the AFOREST checklist for language (alliteration and anecdote, facts, opinions, repetition, exaggeration, emotive language and examples, statistics, shock tactics and structure, and triplets). Transfer their finished writing to an animated PowerPoint slide, adding text and illustration or images. Consider how the use of colour and font size can enhance their words. Note: Explore the animation features available in PowerPoint. As an additional feature, children could insert animated GIFs they have found or created. |
|
52 |
English |
Poetry performance |
In this lesson children will: Perform their own compositions effectively, using appropriate intonation, volume and movement so that meaning is clear. |
By the end of this lesson children should know: Speaking with a dialect or accent can help bring your characters to life. An effective performance engages with the audience using a variety of techniques, such as manipulating the volume, speed, tone and intonation of your voice. Annotating your writing with performance notes can help you to plan your performance with the audience in mind. |
Practise reading their poems aloud with expression. When practised, record their pieces as a soundtrack to accompany their slide presentation. Note: Record using audio recording software. Saved recordings can be embedded into PowerPoint as a sound file to play automatically or when clicked. |
|
53 |
Design and technology |
Large-scale models |
In this lesson children will: Choose the best materials for a task, showing an understanding of their working characteristics. |
|
Make a huge model of the heart, using a former, such as chicken wire, including the main anatomical features. Work together to cover in papier mâché, then paint in shades of red with large brushes and rollers.
Note: Encourage the children to use their imaginations when designing and making their model. Could they add a heartbeat using a recording? Alternatively, why not knit or sew felt heart shapes with facts stitched or written on each heart, and hang them from trees in the school grounds? |
|
54 |
PSHE and RHE |
Protecting our hearts |
In this lesson children will: Explain the benefits of giving and receiving constructive feedback and support. |
By the end of this lesson children should know: Constructive feedback is supportive guidance that is given to help people strengthen their areas for development. Strategies for providing constructive feedback include giving a ‘feedback sandwich’ (positive comment, area for improvement and positive comment), using the passive voice and giving specific areas for improvement. |
Read the book, or watch an animation of, The Heart and the Bottle by Oliver Jeffers. Discuss what happens and how life might be different if they didn’t have a heart. Discuss why the girl placed her heart in the jar and how the world was different when she couldn’t feel things like she did when she had a heart. Discuss why she wanted to put her heart in a safe place. Consider whether they have ever experienced a time when they felt they needed to protect their heart from hurtful things. Note: This activity may raise some sensitive issues, so handle the discussion with care. |
|
55 |
Music |
Keeping the pulse |
In this lesson children will: Compose and perform a group score using a wide variety of timbres, textures, rhythms and motifs. |
By the end of this lesson children should know: A score contains all the information musicians need to rehearse and perform a piece of music, including separate lines for each instrument or voice part, notation showing pitch and duration of sounds and markings to show dynamics, such as mp and mf. |
Work as a whole class to create a group rap about the heart. Write and perform over a unified pulse and rap with expression, movements and gestures as part of their performance. Teach the audience part of the rap so that they can join in. Note: Use a metronome to help children keep a unified pulse. |
|
56 |
Science |
Fact files |
In this lesson children will: Name and describe the purpose of the circulatory system and the functions of the heart, blood vessels and blood. |
|
Create a scientific fact file about the heart, blood and circulation. Decide what facts to include and check these using a range of scientific source materials. Include information and resources created during the project. Note: Children’s fact files could be sent home for parents to read. Alternatively, they could be designed especially for a younger audience. |
|
57 |
Science |
The future |
In this lesson children will: Ask and answer deeper and broader scientific questions about the local and wider world that build on and extend their own and others' experiences and knowledge. |
|
Consider the rate of medical progress over the last 100 years and make predictions about how transplantation and heart health might improve and develop in the future. Write a prediction on a heart shaped template and display on their timeline as ‘In the future’. Note: Children might consider issues such as smoking, heart health and diet, transplantation, xenotransplantation and robotic hearts. |