Week / Adult / AoL / Objective / Intro Activity / Resources / Main Activity/Differentiation / Plenary
Week 1 / Science / I can name the parts of the human body.
·  Use key words related to the body.
·  Label a diagram. / Introduction to my body topic, discuss names of body parts, introduce key vocab: head, arms, legs, torso, eyes, ears, mouth, face, neck, hair, ankle, wrist.
Sing body related songs – head shoulders / hokey cokey. / Labels with body names
Flipchart paper
Photocopy outline of body
Extension labels / In small groups children draw around a child on flip chart paper. Children label diagram of the child using large labels provided by the teacher. All children get a photocopy outline of body with boxes, children have to write in names and labels.
Challenge: Give children more complicated labels: elbow, knee, hips and spine. Revisit names of the body and check that all children have the correct labels. Sing the bone song. / Observation OF :
Levels of engagement & interaction by ind. pupils
Quality of receptive / expressive language pupil demonstrates throughout session.
Pupil responses to question
Level of input / participation in Think / Listen / Talk buddy pairing
. Listening & attention levels
. Ability to pose / generate additional questions.
. Ability to recall & comment / offer salient points on discussion theme.
Week 2 / Science / I can name parts of the human body.
·  Make observations of my body.
·  Label a diagram accurately.
·  Use scientific vocabulary.
Cross curricular links: Art/DT / Speaking and listening. / Show the children a mirror – what is this and why do we use them? What part of the body do we see in a mirror when we hold it in different places? Split the children into pairs and get them to look closely at each other and tell each other what they see. Then, get them to ‘mirror’ each other copying the face the other one pulls.
Make a class list of all of the different parts on a face – encourage the children to be specific e.g. what do you notice on or around your eyes / mouth / ears etc.
Model how you would use a mirror to draw a self-portrait – model how to draw / sketch carefully without rushing. / Mirrors – enough for one each.
Nice pencils.
Small bits of paper. / Children to work independently drawing self-portraits. Adults to support individual children as necessary.
Back straight onto black paper as children finish.
EXT:
Have name labels of face parts (ears / hair / lips / mouth / nose / cheeks / eyes / eyebrows / eyelids / ear lobes / nostrils etc.) or children use word bank created in introduction to label their face.
TA supported activity: Make happy face biscuits using rich teas and draw on icing. / Play the mirroring game so children learn to look and listen to each other. Change this up to a repeated beat game, passing the clap or beat around the circle.
Week 3 / Science / I can name parts of the human body.
·  Use specific vocabulary related to the body.
·  Describe what the skeleton is for.
·  Describe how my body moves. / Explain to the children that we will be looking at different parts of the body through a strange way. Show the x ray, question the children to see if anyone knows what it is / why it is used / what it shows / who would use it?
Show the children the clip:
http://www.bbc.co.uk/education/clips/zmptsbk / Different x rays.
Art straws / black paper.
Pictures of skeletons. / Look at different pictures of x rays. Children to label or write a sentence about the things they can see. Differentiate the level of complexity of body part / bones. Use specific bone ‘names’ for more able children.
TA supported activity: Make own X rays using black paper and art straws. / Sing ‘Dem Bones’ with the children. Link to Funny Bones.
Week 4 / Science / I know the importance of food and water for humans.
·  Explain what health living is and ways in which I can achieve this
·  Know what foods should be eaten daily and those which should be a treat
·  Produce a plate of healthy food. / Discuss with class foods / drinks they like. Probe why do they think we eat and drink? Identify energy source - importance of this and develop thinking around different foods we should eat.
Develop concept / understanding of a balanced daily diet using big pie chart presentation (Primary Resources)
Extend - a paper plate. What should I have then today? Collectively encourage pupils to refer to types of foods we should/shouldn’t have every day. / Paper plates.
Pictures of different kinds of foods. / Ind. paper plate & invite individuals to draw and stick foods to plate to represent their choices for a healthy meal.
Layout plates in circle. Discuss some of the foods that children have put on, ensuring every pupil has talk & presentation opps for their plate.
Where could we display? What labels or captions should we post alongside? Could we put some of our digital photo’s alongside too for onlookers? Reinforce display as an information source to others & celebration of their new learning. / Pupils making links to concept of food / liquids as fuel – energy source.
. Quality of attentive listen & response skills to video / chart as information evidence sources.
. Paper plate depictions of a balanced meal – do they reflect & evidence developing knowledge & understanding of concept of balanced diet?
. Input ind. pupils offer on where / how / why of informing others in a Display format.
Week 5 / Science / I can sort living and non-living things. / http://www.iboard.co.uk/iwb/Living-and-Nonliving-Sorter-37 / TA supported group: Go on an adventure outside to observe and find non-living and living things in the school grounds.
Week 6 / Science / I can link the correct part of the human body to each sense. / Taste different foods and put into categories such as – sweet, salty, bitter, sour, crunchy, smooth, lumpy. / Play the feely bag game – children have to use words to describe the object that they can feel without saying what they think it is. Other children in the group say what they think it is.
Week 7 / Science / Investigation