Year 5/6A Summer 2 Science Revision Block A– Medical Manoeuvres

Session 1:Mosquitoes and Medicine
Science curriculum area: Revision A / Content
i. describe the differences in the life cycles of insects
ii. describe the life process of reproduction in insects
iii. recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
Working Scientifically (UKS2) / i. recording data using scientific diagrams and labels
ii. reporting and presenting findings from enquiriesin written forms
iii. identifying scientific evidence that has been used to support or refute ideas or arguments
Other Curriculum Areas / ComputingSelect, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
Teaching Objectives /
  • To draw an annotated diagram of an insect life cycle (Yr5&6).
  • To identify ways that scientific knowledge in one area can inform another (Yr5&6).
  • To learn about the impact of medicines and the incidence of side effects (Yr5&6).

Teaching Objectives /
  • To create a flow diagram poster using appropriate software (Yr5&6).

Key Vocabulary: life cycle, metamorphosis (complete/incomplete), egg, instar, larvae, pupae, disease, medicine, drug, environmental factors, side effects
ResourcesSugar paper, pens & labels; images of mosquitoes and mosquito/malaria info pack, smart art/graphics software. / Weblinks
– mosquito life cycle.
Whole Class:Have software available for chn to create their annotated posters.As chn come in have large sheets of sugar paper out for chn to sit round in gps of 6. Each sheet should have one of the following written on it: understanding materials, understanding insect lifecycles, understanding how the human body works, understanding how the human body ages responds to environmental factors, understanding lighting electrical systems (see resources for labels). Give each gp 1 min to write on the page how each of these strands of science could be used in modern medicine then to move on to the next sheet as a gp and repeat until all chn have had time to add to each sheet. Share ideas, photograph sheets and display. Explain that chn are going to use their knowledge from across the year in a series of medical challenges and see if they can help improve people’s lives and the work of our health service. Explain that today they will explore how understanding insect lifecycles can help control certain diseases. Show chn the images of the mosquito and see if they can draw a lifecycle for it – remind them of the work they completed on life cycles and look for evidence of logic and use of this prior knowledge. Ask chn if they think it is a complete/incomplete metamorphosis (complete).Watch the clip and look at the life cycle image & information to clarify.Now show the list of diseases that mosquitoes can carry that affect humans, clarifying that the mosquito is the vector and carries the disease (a protozoa parasite), it doesn’t cause the disease directly itself. How do chn think we treat these diseases?Drugs are the main way to treat (or protect against) these diseases – anti-malarial drugs can prevent and treat malaria. However, ask chn what they think humans could protect themselves from that might stop them getting these diseases(mosquito bites) or what could be done to prevent there being mosquitoes that can spread the diseases (interrupt the life cycle).Explain that chn will be investigating and researching malaria in order to create a public information poster, using online software, for a travel clinic. The poster needs to show the lifecycle of the mosquito and ways in which it can be interrupted, as well as information on preventing bites and treating the disease with anti-malarial drugs.
Year 5Life cycle and poster: get chn to use the guidance resource to research and create their travel clinic poster – note understanding of the life cycle and support chn to understand how and why interrupting the life cycle can reduce the incidence of malaria. Give chn anti-malarial factsheet and note that although they are necessary to treat or protect against malaria they do have side effects. Why do they think we take medicines with such horrid side effects (the outcome of surviving malaria is worth the temporary side effects)? / Year 6Life cycle and poster: get chn to use the guidance resource to research and create their travel clinic poster independently. Remind them to provide a clear outline of the life cycle and to explain how and why interrupting the life cycle can reduce the incidence of malaria.Give chn anti-malarial factsheet and note that although they are necessary to treat or protect against malaria they do have side effects. Why do they think we take medicines with such horrid side effects (the outcome of surviving malaria is worth the temporary side effects)? Ask chn why antibiotics wouldn’t help with malaria (it is a protozoa, not bacterial) or Zika, Yellow Fever or Denge Fever (they are viruses, not bacterial).
Plenary / Play ‘vector or victim’ where chn have to identify if an action taken is to directly protect or treat humans (victim), or if it is to interfere with the life cycle of the mosquito (vector).Note that by understanding other insect life cycles, such as the Tsetse fly & Human Botfly have helped note that clearing brush will interfere with the Tsetse Fly’s life cycle, while putting petroleum jelly on the skin over a Botfly infestation will suffocate the larvae! H/W:Chn to start a blog to add to after each session about what they have learnt – chn can choose how to approach it.
Outcomes / Children will:
  • Research and draw the lifecycle of a mosquito (Yr5&6)
  • Link scientific knowledge of insect lifecyclesto factors that would interrupt it and when (Yr5&6)
  • Note that medicines often have unpleasant side effects on the body, but are worth the overall impact of the drug (Yr5&6)

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