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Animals including Humans
Pupils should be taught to:
• identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat;
• identify that humans and some other animals have skeletons and muscles for support, protection and movement.
Y3 Animals Including Humans; What Do Animals Eat?
Resource Details
A PowerPoint presentation used to introduce the fact that animals eat different diets. The PowerPoint can be used at the beginning of the topic or during it to stimulate scientific discussions and theories.
View ResourceY3 Animals Including Humans; Skeletons
Resource Details
A PowerPoint presentation used to introduce the idea of the skeleton and the skeletal system. The PowerPoint can be used at the beginning of the topic or during it to stimulate scientific discussions and theories.
View ResourceY3 Animals Including Humans; Muscles
Resource Details
A PowerPoint presentation used to introduce the idea of the body's muscles and muscular system. The PowerPoint can be used at the beginning of the topic or during it to stimulate scientific discussions, ideas and theories.
View ResourceY3 Animals Including Humans; Healthy Eating
Resource Details
A PowerPoint presentation used to introduce the idea of healthy eating and a healthy diet. The PowerPoint can be used at the beginning of the topic or during it to stimulate scientific discussions and theories.
View ResourceY3 Moving and Growing – Glossary
Resource Details
A simple bone an muscle glossary to help pupils learn some of the key words and names of the human muscular and skeletal systems.
View ResourceY3 Animals With and Without Bony Skeletons
Resource Details
Pupils learn that not all animals have a bony skeleton! Humans, dogs, cats and birds are examples of animals with bony skeletons. Slugs, worms and jellyfish are examples of animals without a bony skeleton. Pupils learn that all animals with a bony skeleton have a backbone and that these animals are called vertebrates. They also learn that animals without a bony skeleton or a backbone are called invertebrates (a cut, sort and paste activity).
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
- WS - pupils should gather, record, classify and present data in a variety of ways to help in answering questions; make systematic and careful observations using straightforward scientific evidence to answer questions or to support their findings
Y3 Matching Skeletons to Animals
Resource Details
Pupils match a small number of animal skeletons to their animal. Pupils explain how they matched them. Pupils should also be encouraged to identify any similarities and differences between the animal skeletons (a cut and paste activity).
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
- WS - pupils should make systematic and careful observations using straightforward scientific evidence to answer questions or to support their findings
Y3 Identifying Animal Skeletons
Resource Details
Pupils match a range of animal skeletons with their animal. Pupils look at these skeletons and explain how they matched them. They identify common bone structures and any similarities and differences.
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
- WS - pupils should make systematic and careful observations using straightforward scientific evidence to answer questions or to support their findings
Y3 Comparing Skeletons
Resource Details
Pupils look at and compare animal skeletons with that of a human skeleton. The identify a number of common bones and structures in each and learn that a range of common animals, although different in shape and size, have a number of similar bones that form their skeletons.
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
- WS - pupils should make systematic and careful observations using straightforward scientific evidence to answer questions or to support their findings
Y3 Identifying and Using Muscles
Resource Details
Pupils learn that muscles move bones. Pupils carry out a simple investigation to identify which muscles are being used when completing a small number of everyday tasks.
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
- WS - pupils should gather, record, classify and present data in a variety of ways to help in answering questions; ask relevant questions and use different types of scientific enquiries to answer them
Y3 Muscles Pull Bones
Resource Details
Pupils learn that muscles are there to move the body and body parts, that muscles are connected to bones by tendons. Pupils also learn that when muscles contract they move the bones that are connected to them by pulling. When we walk or run, the bones in the legs are being pulled backwards and forwards by a number of different muscles. Pupils carry out an investigation to find out which muscles move which body parts.
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
- NaG - pupils should be introduced to the main body parts associated with the skeleton and muscles, finding out how different parts of the body have special functions
Y3 Muscles and Moving
Resource Details
Pupils investigate the muscles of the human body and have to identify which muscles are working when they carry out a number of common, everyday tasks and activities e.g. walking. Pupils learn the names of common muscles and the fact that all muscles pull and work in pairs when moving body parts.
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
- NaG - pupils should be introduced to the main body parts associated with the skeleton and muscles
- WS - pupils should ask relevant questions and use different types of scientific enquiries to answer them
Y3 Muscles Move Bones – the Biceps and Triceps
Resource Details
Pupils learn that all muscles work by contracting (pulling) and that muscles cannot push. They learn that muscle have to work in pairs, while one muscle is contracting, the other one is relaxing. When muscles contract, they become shorter, fatter and harder. When muscles relax, they become softer, longer and thinner. They do this by studying the triceps and bicep muscles.
View ResourceLearning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
Y3 Muscles Move Body Parts
Resource Details
Pupils learn that the main job of the muscles is to move bones and therefore body parts. Muscles do this by contracting and relaxing and as a result pulling bones up and down and backwards and forwards.
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
- NaG - pupils should be introduced to the main body parts associated with the skeleton and muscles, finding out how different parts of the body have special functions
Y3 The Skeletal and Muscular Systems
Resource Details
Pupils construct a 'pop up' template that names and locates the main bones and muscles of the human body. Pupils can identify which muscles and bones work together to help humans to move!
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
- WS - pupils should gather, record, classify and present data in a variety of ways to help in answering questions; ask relevant questions and use different types of scientific enquiries to answer them
Y3 Main Bones in the Human Skeleton
Resource Details
Pupils cut and paste the names of some of the main bones in the human skeleton onto their correct place on a blank template of a human skeleton.
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
- NaG - pupils should be introduced to the main body parts associated with the skeleton and muscles
- WS - pupils should use straightforward scientific evidence to answer questions or to support their findings
Y3 Comparing Dog and Human Skeletons
Resource Details
Pupils identify some of the main bones in both the dog and human skeleton. They identify any similarities and differences between the two skeletons and record these in their books.
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
- WS - pupils should make systematic and careful observations using straightforward scientific evidence to answer questions or to support their findings
Y3 Investigating Skeletons
Resource Details
Pupils investigate what happens to our skeletons from the day we are born until we become an adult? They take a range of skeletal measurements and place their results into a number of bar graphs before drawing any conclusions.
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
- NaG - pupils should be introduced to the main body parts associated with the skeleton and muscles
- WS - pupils should setting up simple practical enquiries, comparative and fair tests making systematic and careful observations and, where appropriate, taking accurate measurements using standard units; gather, record, classify and present data in a variety of ways to help in answering questions
Y3 Investigating Skeleton Growth
Resource Details
Pupils investigate skeletal growth and age. They measure the height of children from the age of 4 years to 11 years. Pupils plot and place these results into a graph before drawing any conclusions.
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
- NaG - pupils should be introduced to the main body parts associated with the skeleton and muscles
- WS - pupils should set up simple practical enquiries, comparative and fair tests; making systematic and careful observations and, where appropriate, taking accurate measurements using standard units; gather, record, classify and presenting data in a variety of ways to help in answering questions
Y3 Labelling the Skeleton – True or False?
Resource Details
Pupils label the main bones of the human skeleton and answer a number of questions 'True' or 'False' regarding the human skeleton.
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
- NaG - pupils should be introduced to the main body parts associated with the skeleton and muscles
- WS - pupils should using straightforward scientific evidence to answer questions or to support their findings; ask relevant questions and use different types of scientific enquiries to answer them
Y3 Labelling the Human Skeleton
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
Y3 The Skeleton – My Early Thoughts
Resource Details
Pupils answer questions that get them thinking about and discussing the structure and purpose of the human skeleton.
View ResourceLearning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
Y3 Observing the Human Skeleton
Resource Details
Pupils identify the main bones of the human skeleton and learn that theses bones have evolved to do certain jobs.
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
- NaG - pupils should be introduced to the main body parts associated with the skeleton and muscles
- WS - pupils should use straightforward scientific evidence to answer questions or to support their findings
Y3 Introduction to the Human Skeleton
Resource Details
Pupils use the internet and/or reference books to help them label the main bones of the human skeleton.
Learning Objectives:
- PoS - identify that humans and some animals have skeletons and muscles for support, protection and movement
- WS - pupils should use straightforward scientific evidence to answer questions or to support their findings
Y3 Human Skeleton Jigsaw
Learning Objectives:
- PoS - pupils should identify that humans and some animals have skeletons and muscles for support, protection and movement
Y3 The Human Skeleton
Learning Objectives:
- PoS - pupils should identify that humans and some animals have skeletons and muscles for support, protection and movement
Y3 The Right Food?
Resource Details
Pupils have to match a small number of animals with their correct food. Pupils have then got to say how they would design an investigation to find out what type of foods different animals like to eat.
Learning Objectives:
- PoS - identify that animals, including humans, need the right types and amount of nutrition
- NaG - pupils might compare and contrast the diets of different animals (including their pets)
- WS - pupils should ask relevant questions and using different types of scientific enquiries to answer them; record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
Y3 Investigating What Pets Eat
Resource Details
Pupils carry out a survey to find out which pets are the most popular in their school. Pupils place these results into a bar/pictograph. Pupils then research the types of foods that would be required to feed these pets. They try to explain what they have discovered and how the diets of a variety of pets differ between each other and that of humans.
Learning Objectives:
- PoS - identify that animals, including humans, need the right types and amount of nutrition
- NaG - pupils might compare and contrast the diets of different animals (including their pets)
- WS - pupils should ask relevant questions and use different types of scientific enquiries to answer them; record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
Y3 Do all Pets have the Same Diet?
Resource Details
Pupils work in pairs and/or small groups and try to find out what pets like to eat. They match the pets with the foods they think they would like to eat. Pupils try to explain their choices and learn that pets and animals have different diets and there are some foods that certain animals can't eat.
Learning Objectives:
- PoS - identify that animals, including humans, need the right types and amount of nutrition
- NaG - pupils might compare and contrast the diets of different animals (including their pets)
- WS - pupils should ask relevant questions and use different types of scientific enquiries to answer them
Y3 The Right Types and Amounts of Food
Resource Details
Pupils learn what we mean when we talk about a varies diet. They look at the foods and group the into their correct food groups (a cut, sort and paste activity).
Learning Objectives:
- PoS - identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
- NaG - pupils should continue to learn about the importance of nutrition (including a balanced diet)
- WS – pupils should gather, record, classify and present data in a variety of ways to help in answering questions; use straightforward scientific evidence to answer questions or to support their findings