Creative Teaching & Learning

The Human Body Art and Design Project Plans

A series of Art and Design project plans to support the teaching of the Human Body topic. Projects include:Fingerprints and Bone Transformations.

thehumanbodyartanddesignprojectplans.pdf

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      string(441) "... History Project 2: Marvellous mummies (Key Stage 2)The Human Body Music Project Plans:Music Project 1: Body sounds (Key Stages 1 and 2)    Music Project 2: Pulse and Rhythm (Key Stages 1 and 2)The Human Body Art and Design Project Plans:Art and Design Project 1: Fingerprints (Key ..."
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      string(3756) "the blood particles and infections including bacteria    Neutralising      and destroying drugs and toxins    Storing      iron, vitamins and other essential chemicals and    Breaking      down food and turning it into energyKidneysYour kidneys are two bean-shaped organs, each about the size of your  fist. They are located in the middle of your back, just below your rib  cage, on either side of your spine. Your kidneys weigh about 0.5 per  cent of your total body weight. Although the kidneys are small organs by  weight, they receive a huge amount – 20 per cent – of the blood pumped  by the heart. The large blood supply to our kidneys enables them to do  the following tasks:Keep      the volume of water in your body constant    Remove      wastes from your body    Help      regulate your blood pressure    Stimulate      the making of red blood cells 																							Fascinating FactsYour      brain tissue is 85 per cent water.    The      human body is comprised of around 75 per cent water at birth.    The      weight of an average human brain is less than one bag of sugar.    The      human brain is smaller than an elephants but bigger than a monkeys.    Your      skin weighs twice as much as your brain.Existing subscribers to Project-Based Learning Resources, download all Project Plans and activities from the links below.The Human Body Literacy Project Plans:Literacy Project 1: Dictionary skills (Key Stage 2)    Literacy Project 2: A body of poetry (Key Stages 1 and 2)    Literacy Project 3: Picture books (Key Stage 2)    Literact Project 4: Visual literacy (Key Stage 2)The Human Body Numeracy Project Plans:Numeracy Project 1: Perfect pairs (Foundation and Key Stage 1)    Numeracy Project 2: Watch the brain learn (Key Stage 2)    Numeracy Project 3: Measures and ratio (Key Stages 1 and 2)    Numeracy Project 4: Recording respiration (Key Stage 2+)The Human Body Science Project Plans:Science Project 1: Scintillating senses (Key Stages 1 and 2)    Science Project 2: Terrific teeth (Key Stages 1 and 2)																							    Science Project 3: Parts of the body (Key Stages 1 and 2)    Science Project 4: Healthy Eating (Key Stage 2)The Human Body History Project Plans:History Project 1: The terrible tudors (Key Stage 2)    History Project 2: Marvellous mummies (Key Stage 2)The Human Body Music Project Plans:Music Project 1: Body sounds (Key Stages 1 and 2)    Music Project 2: Pulse and Rhythm (Key Stages 1 and 2)The Human Body Art and Design Project Plans:Art and Design Project 1: Fingerprints (Key Stage 2+)    Art and Design Project 2: Bone transformations (Key Stage 2+)Non-subscribers:Click hereto subscribe to the Creative Teaching and Learning service and gain access to these resource packs.Purchase the above project plans by subject for £10.00 each (incl. VAT – simply follow the links above), or alternatively,purchase the entire packfor a one-off fee of £48.00 – saving you a total of £12.00.Related Articles/OrganisationsMemory, Creativity and the BrainThe role of body language in teachingBritish Heart FoundationCan Children Be Creative In Science?BBC Learning ZoneA picture of healthNHS – Change4Life"
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Creative Teaching & Learning

The Human Body Cross Curriculum Project

4 Dec 2012

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      string(470) "... LIBRARY56ART & DESIGN PROJECT PLANS ■ THE HUMAN BODYteaching & learning  ■  march/april 2006Art & Design Project 3: Fantastic fruit and vegetables (Key Stages 1 and 2)Art & Design Project 4: Magical movements (Key Stage 2)■ Linked to the Art& Design Project 3folder on theaccompanying CD-ROM, which includesa range ofphotographs ..."
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      string(4954) "of the lesson: To encourage pupils to thinkabout bones and their unique shape(s).Activity: For this project you will need some realbones as examples, copies of a bone for eachstudent, pencils, crayons and drawing paper. Beginby discussing the shape of bones and the purposeof that shape using real bones as examples. Giveeach pupil their own copy of a bone and have themcut it out. Tell the pupils they may place the bone inany position on their paper. In groups, have thepupils list the many, different and unusual things thebone could become. Each pupil will then illustrate abone transformation on their own piece of paper.Finally, transformations can be shared with the class.The page opposite shows some bones. Show thispicture to the class. The Art & Design Project 2folder on the CD includes some illustrations ofbones that the class can print out and cut out tobegin their bone transformations.Plenary: As an extension to this activity, the Art &Design Project 2 folder also includes a template for acomplete skeleton. This template can be used to cutout the bones and you can then ask the class to stickthem all together correctly.Human bonesPHOTO BY: JAVIER TRUEBA/MSF/SCIENCE PHOTO LIBRARY56ART & DESIGN PROJECT PLANS ■ THE HUMAN BODYteaching & learning  ■  march/april 2006Art & Design Project 3: Fantastic fruit and vegetables (Key Stages 1 and 2)Art & Design Project 4: Magical movements (Key Stage 2)■ Linked to the Art& Design Project 3folder on theaccompanying CD-ROM, which includesa range ofphotographs of fruitand vegetables.■ Linked to the Art& Design Project 4folder on theaccompanying CD-ROM, which includesa range ofphotographs ofpeople in motion.CD RESOURCECD RESOURCEAims of the lesson: To encourage pupils to learnabout different fruit and vegetables, what they arecalled and what shapes and sizes they come in, andthen draw and name fruit and vegetables as part of adatabase activity.Activity: Begin by providing the pupils with thechance to look at a range of fruit and vegetables. Ifreal fruit and vegetables are not available, the Art &Design Project 3 folder on the CD-ROM includes aselection of photographs that can be used. Ask thepupils if they know what the fruit and vegetables arecalled or where they are grown. Then ask them toselect a specific fruit or vegetable and bring one intothe class. Carefully, each pupil can cut their selectedfruit or fruit or vegetable in half and look at the inside.Try to get the pupils to use the correct vocabularysuch as peel, skin, flesh, etc. and ask them to describewhat the inside of their fruit or vegetable looks like.What shapes can they see? Colours? Finally, ask theclass to create a picture and word database bydrawing or photographing fruit and vegetables.Plenary: As an extension to this activity, ask the pupilsto think of all the different things that can be madewith fruit and vegetables and make a list of theirfavourite fruits and vegetables. As a treat, the classcould make their own fruit kebabs using fruit broughtfrom home.Aims of the lesson: To allow pupils the opportunityto question and make thoughtful observations aboutstarting points for their work; to select and recordfrom first-hand observation; and to explore ideas fordifferent purposesActivity: Begin this activity by asking the class torehearse body gesture and movement, and toimagine in ‘slow motion’ the act of falling, sprintingfrom a start line or a dance move. Discuss ideas andfeelings about this. Next, put the pupils in pairs. Askone of each pair to make a series of short poses thatdescribe the sequence of an action and ask the otherto record the poses as outline drawings in theirsketchbooks. Then swap roles. Next, ask the pupils tolook at the work of different artists andphotographers and identify a range of ways in whichfigures and forms in movement can be represented.Discuss the ways in which visual effects can be usedto show movement. Also discuss the work of artistswho have portrayed strong facial expressions relatedto figures engaged in dynamic physical activities.Discuss how this work is successful. The children canrecord faces and expressions in their sketchbooks.Encourage them to notice differences in expressions.Ask them to apply colour to their drawings toexperiment with colours associated with feelings. TheArt & Design Project 4 folder on the CD-ROMincludes some photographs of people moving(including the photo shown opposite).Plenary: As an extension to this activity, the classcould make a video using a digital camera to record aseries of images that tell a story about the action.MovementPhotofrom:  The International Children’s Games (ICG)"
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Creative Teaching & Learning

The Human Body PULLOUT RESOURCE

1 Jan 2005

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      string(400) "... topic, the human body also offers a wealth of learning opportunities forother subjects and this issue’s Creative Teaching section offers some ideas forliteracy, numeracy, art and design, music and history. Alongside the CreativeTeaching resources and project plans, this issue also looks at the emotive areaof inspections; the highly contentious ..."
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      string(3776) "teaching & learning  ■  march/april 2006 1EDITORIALLET’S GETHEALTHY!Editorial Office:1st Floor, Leonard House,321 Bradford Street,Digbeth,Birmingham B5 6ETTel 0121 666 7878Fax 0121 666 7879www.teachingtimeslibrary.co.ukTeaching & Learning is an independentmagazine. The views expressed in signedarticles do not necessarily representthose of the magazine. The magazinecannot accept any responsibility forproducts and services advertised withinit. Questions Publishing is a limitedcompany No. 1985564© Questions Publishing Co. Ltd.ISSN 1479-7976Printed by:  West Heath Press Ltd,BirminghamPublisher:  Howard SharronManaging Director:  Mick ArcherEditor:  Juliet SmithProduction Editor:  Brian AsburyDesign:  Devinder SonsanaDesign Manager:  Iqbal AslamAdvertising Department:  0121 666 7878Marketing Manager:  Sue SmithContributing this monthSue PerkinsCreative teaching consultantSue has taught in primary schools inthe West Midlands for the last 30 years.She is currently a Year 6 teacher,numeracy co-ordinator and co-ordinator of upper Key Stage 2 in atest-bed school in Smethwick – one ofonly three clusters in the country.John DabellContributorJohn Dabell is a primary teacher whohas taught in London and the Midlands.He is also an Ofsted trained inspector,writer and freelance consultant. Johnhas written hundreds of professionaldevelopment materials and is currentlyworking on national assessmentprojects in science and mathematics,while still teaching full time.Debbie HepplewhiteContributor and columnistDebbie Hepplewhite is an experiencedprimary school teacher, editor of theRRF website (www.rrf.org.uk) andconsultant/trainer for synthetic phonics.Consultations over standards for food that can be sold inschools look set to begin; campaigns to improve schoollunches continue; and with obesity being called “the biggestpublic health threat of the 21st century” there has never beena better time to embark upon the human body as a whole-curriculum, whole-school topic. In the current climate ofconcern over increasing levels of obesity and a generation of children thatlook set to live less time than their parents, this issue’s theme of the humanbody is both timely and appropriate.Initially, the topic might only appear to offer scientific activities – and itcertainly is a science topic first and foremost. Within the science lesson, muchwork can be done investigating and encouraging healthy eating and exerciseetc. This is critically important – pupils are bombarded with ‘junk food’advertising the minute they leave the school grounds. Naturally, we cannotforce people to eat certain foods. But, at least if we teach our children theimportance of healthy eating and what healthy food is, we can hope that theywill make an informed decision and opt into a healthy lifestyle.As a topic, the human body also offers a wealth of learning opportunities forother subjects and this issue’s Creative Teaching section offers some ideas forliteracy, numeracy, art and design, music and history. Alongside the CreativeTeaching resources and project plans, this issue also looks at the emotive areaof inspections; the highly contentious topic of how to raise reading levels inschools; and the currently fashionable concept of co-operative learning(linking to the continuing development of speaking and listening skills). Wehave also included an inventive and inspiring article from a Midlands-basedteacher on how Mozart’s achievements can be integrated into themathematics lesson. With 2006, being the 250th anniversary of Mozart’s birth,the ideas in this piece are timely and offer scope for some light-heartedcontextualised mathematics.Juliet SmithEditorjsmith@questpub.co.uk"
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Creative Teaching & Learning

LET’S GET HEALTHY!

1 Jan 2005

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      string(5781) "(for digging graves).    Coyolxauhqui – moon goddess, daughter of Coatlicue and the ruler of the Centzon Huitznahuas, the star gods.    Ehecatl – god of wind. His breath moved the sun and pushed away rain. He fell in love with a human girl named Mayahuel, and gave mankind the ability to love so that she could return his passion.    Xochipilli – god of love, games, beauty, dance, flowers, maize and song. As one of the gods responsible for fertility and agricultural produce, he was associated with Tlaloc, god of rains, and Cinteotl, god of maize.     Omacatl – god of feasting, holidays and happiness, and an aspect of Tezcatlipoca. He is represented as a black and white figure, squatting and eating. As a god worshipped primarily by the wealthy, he wore a crown and a flower-decorated cloak and carried a sceptre.INDIAN GODS AND GODDESSESThe early Hindus accepted the religions and rituals of the original inhabitants of lndia. Primitive spirits, ‘godlings’ and animal totems of the tribal people of lndia were gathered into Hinduism. Initially revealed in the primal spiritual symbol ‘Om’, God appeared as an infinite pantheon of deities. Gods were heavenly beings who could descend to Earth as avatars and limitless incarnations. ‘Om’ is an evocation																							 of the universal soul – the Brahman. The Upanishads (Hindu philosophical texts  composed between 600 to 200 BC), explain the universe as creation of the ‘Brahman’. Every form of life is a revelation of the ‘Brahman’. The Brahman was known as ‘Nirguna’, without form, neither male nor female. Gradually, the formless ‘Nirguna Brahman’ evolved into ‘saguna Brahman’ (the Great God). The Brahman appeared as a male trinity, a three-faced god called ‘Trimurti’. The Trimurti has a human form, one body with three heads that express the cycle of life. As Brahma, he takes over the creation of the universe, Vishnu maintains dharma (righteousness) and order, and Shiva holds the power to destroy. Even the Trimurti evolved as each of the gods found celestial consorts (goddesses in their own right). Brahma’s consort was Saraswati, the goddess of learning. Lakshmi, the goddess of wealth appeared from the ocean and married Vishnu. Parvati danced before Shiva and broke his meditation – an entranced Shiva married Parvati and their children Kartikeya and Ganesha joined the heavenly family.WHAT IS A LEGEND?The word legend has several meanings. A legend today may be someone famous or well known. Another meaning of legend is a literary genre, usually used interchangeably with myths (albeit incorrectly). However, it makes more sense to use the term legend to name a type of literature that falls somewhere between myth, tall tales, and history. Myths tend to be focused on explaining natural phenomena, answering questions about why things are the way they are in the natural world, while legends focus on individuals and their accomplishments. Legends can also be distinguished from myths by virtue of them being fictional – people may once have believed they were true, but legends are invariably clever works of fiction, such as the legend of King Arthur and his Knights of the Round Table. Other famous legends include Robin Hood and his Merry Men and the legend of Atlantis – a city under the sea.WHAT IS A TRADITIONAL STORY?Traditional stories are tales passed down through the generations. Some traditional stories will be oral; some will be written – and many have become popular fairytales or nursery rhymes, such as Little Red Riding Hood, Three Little Pigs and the Gingerbread Man. Some traditional stories are fables – a succinct story (in prose or verse) that features animals, plants or forces of nature that take on human qualities. Fables (and traditional stories in general) usually include a moral lesson at the end. Parables are also classed as traditional stories, however, these differ from fables in that they exclude animals, plants and inanimate objects.Download the Myths and Legends project plans below:																							Myths and Legends Literacy Project PlansLiteracy Project 1: Analysing traditional stories (Key Stage 1). Download the accompanying slideshow here.    Literacy Project 2: Herculean Literacy (Key Stage 2+). Download this project’s slidehow here.    Literacy Project 3: Mythical Storyboarding (Key Stage 2). This project’s slideshow is available for download here.    Literacy Project 4: The Legend of King Arthur (Key Stage 2)    Literacy Project 5: Arthurian adjectives (Key Stage 2)Myths and Legends Numeracy Project PlansNumeracy Project 1: Mythical (and legendary) maths (Key Stages 1 and 2). Download this project’s slideshow here.    Numeracy Project 2: Shield shapes (Key Stages 1 and 2)Myths and Legends Science Project PlansScience Project 1: Myth versus science (Key Stage 2)    Science Project 2: Mythical astronomy (Key Stage 2)																							Myths and Legends History Project PlansHistory Project 1: The Trojan War (Key Stages 1 and 2)    History Project 2: Ancient Rome (Key Stage 2)Myths and Legends Geography Project PlansGeography Project 1: Amazing Atlas (Key Stages 1 and 2)    Geography Project 2: An undersea search (Key Stage 2)Myths and Legends Drama Project PlansDrama Project 1: Mythical theatre (Key Stages 1 and 2)Myths and Legends Art & Design Project PlansArt & Design Project 1: Designing a mythology game (Key Stage 2)Myths and"
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Creative Teaching & Learning

Myths and Legends Curriculum Project

11 Mar 2014