Creative Teaching & Learning

The Human Body History Project Plans

A series of History project plans to support the teaching of the Human Body topic. Projects include: Terrible Tudors and Marvellous Mummies.

thehumanbodyhistoryprojectplans.pdf

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      string(3729) "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(3767) "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(5910) "are at the top of thefood pyramid, and are supposed to be consumedsparingly. The Science Project 4 folder on the CDincludes a list of recommended servings and howmuch a serving roughly equates to. How well did theirfood intake match the pyramid? How much food didthey eat from the group at the top of pyramid?There are six groups of food on the pyramid.These are:■ Group 1 – Fats, oils and sweets■ Group 2 – Meat and beans■ Group 3 – Dairy products■ Group 4 – Fruits■ Group 5 – Vegetables■ Group 6 – Starchy foodsAsk the class to list as many examples as they canthink of in each food group. The Science Project 4folder on the CD has a selection of illustrations offoods belonging to each of these groups. Finally,have the class devise a healthy menu for a day,making sure that the menu meets the guidelinesgiven in the food pyramid.Plenary: As an extension to this activity, ask eachpupil to bring in a recipe ofa favourite food that ishealthy and part of awell-balanced diet.With the help of thepupils, compile therecipes into a classcookbook. Ifpossible, plan a classlunch and have pupilsbring in samples oftheir favourite foods.    Healthy foods         Unhealthy foodsfruit cream cakeThe food pyramid50HISTORY PROJECT PLANS ■ THE HUMAN BODYteaching & learning  ■  march/april 2006History Project PlansTHE HUMAN BODYThese project plans are designed to be used in association with yourHuman Body CD-ROM.History Project 1: Terrible Tudors (Key Stage 2)History Project 2: Marvellous mummies■ Linked to theHistory Project 1folder on theaccompanying CD-ROM, which includesan informationsheet on Tudorhealth and illness.■ Linked to theHistory Project 2folder on theaccompanying CD-ROM, which includesa range ofinformation sheetson ancient Egyptianherbal remedies,ancient Egyptionmedicine andmummification.CD RESOURCECD RESOURCEAims of the lesson: To investigate what it was like tolive in Tudor times and link this to healthy lifestylesand illnesses.Activity: Ask the pupils what they know about Tudortimes. Help them to locate the Tudor period on atimeline and discuss whether it is longer ago or morerecent than other periods they have learned about.Using a range of evidence about the Tudor period,such as contemporary pictures of beggars, streetscenes, jousting and other sporting scenes,memorials, family portraits, costumes, etc. ask thepupils: ‘Which sources show rich people and whichshow poor people?’ ‘What is the evidence for this?’Next ask what the children think it would have beenlike to be ill in Tudor times. Tell them that physiciansin Tudor times studied the writings of the Greekdoctor Galen and tried to help rich people with theirhealth and well-being. They knew that a varied dietand adequate rest helped to keep people healthy andcould help cure illness. Ask the pupils if these factorsare still important nowadays. Then remind them thatonly the rich in Tudor times would have had access todoctors and medicines. If you were poor, you hadnowhere to go for help. The History Project 1 folderon the CD-ROM includes an information sheet aboutTudor doctors, health and illnesses. This could be readas a whole class. Ask the class to make a comparisonbetween Tudor health and medicine and modern-dayhealth and medicine.Plenary: As an extension to this activity, ask the classto find out about the Tudor diet. Was it healthy?Aims of the lesson: To investigate Egyptianmummies and understand how the Egyptians knew alot about the human body.Activity: The ancient Egyptians were advancedmedical practitioners for their time. They weremasters of human anatomy and healing, mostly dueto their extensive mummification ceremonies. TheHistory Project 2 folder onthe CD-ROM includes aninformation sheet onmummification and somestaged illustrations showingthe mummification process.It also has an informationsheet on ancient Egyptianmedicine and this should bereviewed with the class. Askthe class to compare ancientEgyptian understanding of the human body to whatwe know today. The Egyptians also used a greatmany plants to treat illness and a list of these is inthe History Project 2 folder on the CD. Can the classdiscover any plants we use today in modernmedicines? Finally, ask the pupils to discover how weknow that the ancient Egyptians were medicallyadvanced. There are lots of historical sourcesavailable and the HistoryProject 2 folder includes somesources of information. Ask thepupils what these sources tellus. Can they find any others?Plenary: As an extension to thisactivity, ask the class toinvestigate the Egyptian diet.Was it healthy? How do we knowwhat the ancient Egyptians ate?Egyptianmummy52MUSIC PROJECT PLANS ■ THE HUMAN BODYteaching & learning  ■  march/april 2006Music Project 1: Body sounds (Key Stages 1 and 2)Music Project 2: Pulse and rhythm (Key Stages 1 and 2)■ Linked to theMusic Project 1folder on theaccompanying CD-ROM, which includesa short song sheetabout making noisesand the melody.■ Linked to theMusic Project 2folder on theaccompanyingCD-ROM, whichincludes aninformation sheeton note durationand a copy of thepage opposite foryou to print out ordisplay.CD RESOURCECD RESOURCEMusic Project PlansTHE HUMAN BODYThese project plans are designed to be used in association with yourHuman Body CD-ROM.Aims of the lesson: To explore different sound sourcesand compose some music using their own bodies.Activity: Essentially all music is created by the humanbody – we use our hands, fingers or mouths to playinstruments and we use our brains to composemelodies. So it is perfectly natural for us to"
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Creative Teaching & Learning

The Human Body PULLOUT RESOURCE

1 Jan 2005

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      string(778) "Welcome to this free special issue of Creative Teaching & Learning! As you may know, one of our key aims as a magazine this year is to bring our readers some of most exciting and innovative developments in science, technology, engineering and maths (STEM) education. Inspiring young people in STEM is so important, not only for the sake of the future labour market but for its intrinsic benefits to the development of thinking skills and positive attitudes to learning such as curiosity, creativity, and the ability to take risks and learn from mistakes. Most young children adore the freedom to imagine, design and invent, but unfortunately, as they grow older, their interest in STEM declines. This especially applies to girls, who are severely underrepresented in this field."
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      string(5543) "vehicle weight and frictionare both key to success. The typicalweight of prototype cars – minus theirdrivers – is under 45kg. An average smallfamily car in Europe weighs between1,000 and 1,400kg! âThe current efficiency record stands at3,771km – the equivalent of travellingfrom London to Rome and back on asingle litre of fuel!http://www.shell.co.uk/mtfschoolshttp://www.shell.co.uk/mtfschools11Special Issuen CreativeTeaching & LearningTheBright IdeasChallengeInterested in STEM and creativeteaching? Become a memberof the Creative Teaching &Learning Service todayRelease your pupils’ potential with: R The most exciting innovations inscience, technology, engineering andmaths teaching R Advice on teaching the new, morerigorous National Curriculum, includingthe new curriculum for computing R The latest developments in creativeteaching and technology, includingproject-based learning, flipped learning,3D printing and more R Strategies to develop young people’sthinking skills, from time-honouredapproaches to fresh, original ideasdeveloped by teachers on the ground R A growing library of cross-curricular project plans –with a new project every issue!Subscribe today and every teacher in your school will receive 12months’ access to the entire Creative Teaching & Learning library –that’s over 3,000 best practice articles and more than 20 cross-curricularproject plans on topics such as conservation, democracy, the humanbody, the Victorians, World War II and more.Subscribe online now!http://teachingtimesbookshop.co.uk/product/creative-teaching-and-learning/TheBright IdeasChallenge12Special Issuen CreativeTeaching & LearningCreativeTeaching & Learning Volume 5.3www.teachingtimes.com/zone/creative-teaching.htmCreative Teaching & Learning    Volume 5.2Making thinking visible inthe primary classroomSimple yet effective strategiesto promote high-level thinking inyoung childrenHow to plan for project-based learningA step-by-step guide topreparing a project from firststeps to final reflectionsInspiring thenext generationof engineersWhat exciting possibilities awaityour pupils in science, technology,engineering and maths?Recently in Creative Teaching & LearningComing up in 2016 n  Maths and literacy across the curriculumHow every teacher can become a maths and Englishteacher. Plus, we explore some of the most excitinginternational innovations in core and foundation subjectareas. n  Creating a vibrant curriculum for computingStrategies for teaching the content of the new computingcurriculum, with emphasis on that daunting newrequirement: coding n  Electrifying approaches to scienceSpice up your STEM teaching with ambitious whole-schoolinitiatives or simple, creative activities for the classroom –we explore both! n  Projects for the new curriculumCover the breadth and difficulties of the new NationalCurriculum with exciting projects on water, materials, theVikings, the Romans, the Battle of Hastings, and more! n  Linking learning to real life with project-based learningDon’t miss our brand new series of PBL project plans! Eachproject explores exciting real-world challenges such asstaying healthy, planning a party and protecting the planet.Writers you won’t want to miss! n  Guy Claxton explores simple steps to creating independent and adventurous learners. n  David Leat fights back against ‘objective-led teaching’ and explores ways to let children take the lead in driving learning forward. n  Debra Kidd inspires reluctant readers with a creative cross-curricular project on ‘the tiger who came to tea’. n  James Nottingham explains the Pit, his revolutionary strategy to stimulate deep thinking and resilience.And that’s not all! Improve your practice with information and advice from:Michael Barber  Robert Fisher   Chris WatkinsRobert E Slavin  Karin Murris   Peter WorleyKieran Egan  Hywel Roberts   David Pratt… And many, many more!Subscribe online now!Problem-based learning in scienceWas the reintroduction of wolves a good thing for YellowstoneNational Park? Ed Walsh brings secondary science to life with areal-world dilemma for pupils to explore and solve together.Blending maths and English across thecurriculumThe UK trails far behind other developed countries in terms ofliteracy and numeracy. Where are we going wrong? Lisa JaneAshes says it’s time to break down the barriers between subjectareas at secondary and get all teachers developing these key skills.Project inspireYour plane has crashed on a desert island. How do you survive?How does the community begin to evolve? Join pupils in theirstruggle for survival as part of one school’s thrilling project-basedlearning scheme.Unleash your inner Einstein!From Einstein to Edison, take a lesson from some of science’smost creative thinkers with this selection of strategies to promotethinking skills through STEM.Exploring history throughdramaFind out how, through dramaticconventions and visual resources,this teacher transported his pupilsback to the times of the Romansand the Celts to develop historicalunderstanding and enthusiasm.Powerful everydaylearning experiences? There’s an app for thatThirty pupils, thirty iPads… can it ever work? For Chris Waterworth,it has – and with amazing results. Here he describes the manyvaluable learning experiences in maths, literacy and more, madepossible only by his school’s one-to-one iPad"
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Creative Teaching & Learning

CTL_Special Issue with Shell

17 Feb 2016