BODY PUMP - Collins · PDF fileLESSON 6: WHAT HAPPENS TO WATER IN OUR BODIES? LESSON SUMMARY:...
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LESSON 6: WHAT HAPPENS TO WATER IN OUR BODIES? LESSON SUMMARY: In this lesson children learn more about how water is transported through their bodies, building on their knowledge about how the blood transports nutrients and gases. By the end of this lesson children know why water is needed for the body to function. National curriculum links: Describe the ways in which nutrients and water are transported within animals, including humans Learning intention: To explain how water helps humans’ and other animals’ bodies to function Scientific enquiry type: Finding things out using a wide range of secondary sources of information Working scientifically links: Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations Success criteria: • I can describe how water is transported within humans. • I can compare the transport of water in humans with the transport of water in some other animals. • I can explain the importance of water for human health. EXPLORE: Pose a series of questions for children to discuss, using slide 1 of Slideshow 1, Wonderful water, as a visual. Ask: Why do we need water? Is all water the same? What happens if we do not get enough water? What happens if we get too much? Encourage children to think, pair and share their ideas. Show slide 2, which provides some exemplar answers. Ask children to compare their answers with these. Discuss each of the ways that water is used in human bodies to check that children understand the descriptions. ENQUIRE: Ask children to use the ideas from the Explore section to help them find out more about water’s importance for the health of animals, including humans, and also how water is transported in humans and how this is different in some other animals. Explain to children that they need to prepare a one-minute presentation to share three things they have learned, two questions they still have, and one thing that they will change in their lives after this lesson. The challenges are differentiated by the level of support provided and the amount of information children need to collect and analyse. Challenge 1: Children work in pairs to find out about how water is transported and used in humans and in an animal that lives in a desert Ask: How is water transported in humans? How is water taken in? What do humans use it for? How do human bodies get rid of water they don’t need? How is this different to an animal that lives in a desert? Ask them to include at least one use of water in humans in their presentations. Key information: Children learned about the transportation of water through the root, stem and leaves in plants in Year 3, and how it is essential for plant health. However, there are significant differences to the human circulatory system. In plants there is no pump and no circulating cells, and liquids, unlike blood, do not move continuously. Key vocabulary: water, transport, humans, waste, nutrition, animals, cells, body temperature, hydration, lubricant Resources: Access to secondary sources of information about human and other circulatory systems, such as the internet, books, posters or leaflets Health and safety: Care should be taken to ensure that any diet-related issues are handled sensitively. Key information: Slides 3, 4, 5 and 6 contain further information that can be printed out to provide information for the challenges. Encourage children to refer to these as well as other sources of information. BODY PUMP MODULE 2 58
Transcript of BODY PUMP - Collins · PDF fileLESSON 6: WHAT HAPPENS TO WATER IN OUR BODIES? LESSON SUMMARY:...
LESSON 6: WHAT HAPPENS TO WATER IN OUR BODIES?LESSON SUMMARY:In this lesson children learn more about how water is transported through their bodies, building on their knowledge about how the blood transports nutrients and gases. By the end of this lesson children know why water is needed for the body to function.
National curriculum links:Describe the ways in which nutrients and water are transported within animals, including humans
Learning intention:To explain how water helps humans’ and other animals’ bodies to function
Scientific enquiry type:Finding things out using a wide range of secondary sources of information
Working scientifically links:Reporting and presenting fi ndings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
Success criteria:• I can describe how water is transported
within humans.
• I can compare the transport of water in humans with the transport of water in some other animals.
• I can explain the importance of water for human health.
EXPLORE:Pose a series of questions for children to discuss, using slide 1 of Slideshow 1, Wonderful water, as a visual.
Ask: Why do we need water? Is all water the same? What happens if we do not get enough water? What happens if we get too much?
Encourage children to think, pair and share their ideas.
Show slide 2, which provides some exemplar answers. Ask children to compare their answers with these. Discuss each of the ways that water is used in human bodies to check that children understand the descriptions.
ENQUIRE:Ask children to use the ideas from the Explore section to help them fi nd out more about water’s importance for the health of animals, including humans, and also how water is transported in humans and how this is different in some other animals. Explain to children that they need to prepare a one-minute presentation to share three things they have learned, two questions they still have, and one thing that they will change in their lives after this lesson. The challenges are differentiated by the level of support provided and the amount of information children need to collect and analyse.
Challenge 1: Children work in pairs to fi nd out about how water is transported and used in humans and in an animal that lives in a desert
Ask: How is water transported in humans? How is water taken in? What do humans use it for? How do human bodies get rid of water they don’t need? How is this different to an animal that lives in a desert?
Ask them to include at least one use of water in humans in their presentations.
Key information:Children learned about the transportation of water through the root, stem and leaves in plants in Year 3, and how it is essential for plant health. However, there are signifi cant differences to the human circulatory system. In plants there is no pump and no circulating cells, and liquids, unlike blood, do not move continuously.
Key vocabulary:water, transport, humans, waste, nutrition, animals, cells, body temperature, hydration, lubricant
Resources:Access to secondary sources of information about human and other circulatory systems, such as the internet, books, posters or leafl ets
Health and safety:Care should be taken to ensure that any diet-related issues are handled sensitively.
Key information:Slides 3, 4, 5 and 6 contain further information that can be printed out to provide information for the challenges. Encourage children to refer to these as well as other sources of information.
BODY PUMP
MODULE 2
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LESSON 6: WHAT HAPPENS TO WATER IN OUR BODIES?
Challenge 2: Children work independently to fi nd out about how water is transported and used in humans and in an animal that lives in a salt water environment
Ask: How is water transported in humans? How is water taken in? What do humans use it for? How do human bodies get rid of water they don’t need? How is this different to an animal that lives in salt water?
Ask them to include at least one use of water in humans in their presentations.
Challenge 3: Children work independently to fi nd out about how water is transported and used in humans, and identify an animal where the transportation of water is different
Ask: How is water transported in humans? How is water taken in? What do humans use it for? How do human bodies get rid of water they don’t need? Can you identify and fi nd out about an animal that has adapted to live in an environment where the water supply is different to ours?
Ask them to include at least one use of water in humans in their presentations.
REFLECT AND REVIEW:Use slide 7 of Slideshow 1 to prompt the 3,2,1 presentations from each class. Collect three lists on the whiteboard: How many different uses of water have they found out about? Which animals have they found out about? What are they going to change in their lives?
EVIDENCE OF LEARNING:Listen to children as they present their 3,2,1 presentation. Do children explain how water is used and transported in humans? Do they explain how water is transported and used in another animal? Do they identify the importance of water for human health?
CROSS-CURRICULAR OPPORTUNITIES:There are links to keeping healthy in PSHE.
Key information:Animals that live in deserts are specially adapted to conserve water. The camel saves water by not sweating and by allowing its body temperature to rise. The kangaroo rat gets all the water it needs from its food and does not need to drink. The water is released once the food is broken down within each cell. Desert predators, such as the fennec fox and the jackal, get the water they require from the bodies of the animals they kill and eat.
Key information:Seawater is too salty for humans and most land animals, but animals that live near or in salt water have adapted so that they can pump out the extra salt while keeping their salt levels in balance.
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