Relation to Curriculum in England: = Design & Technology = Geography = History = Maths = Science
    Download Links: = Activity Plan = Activity Sheet(s) = Play Video = Download Video
Click to Enlarge Activity Resources Relation to National Curriculum Downloads
Activity One - Vertebrate And Invertebrate

Activity 1

Vertebrate And Invertebrate

  • Sc3/1.1 asking relevant questions and using different types of scientific enquiries to answer them
  • Sc3/1.4 gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • Sc3/2.2b identify that human and some other animals have skeletons and muscles for support, protection and movement

Activity Two - Label The Skeleton

Activity 2

Label The Skeleton

  • Sc3/2.2b identify that human and some other animals have skeletons and muscles for support, protection and movement
Activity Three - Hand X-Ray

Activity 3

Hand X-Ray

  • Black paper / card
  • White chalk
  • White paint
  • Paintbrush
  • Ar2/1.2 to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
  • Sc3/2.2b identify that human and some other animals have skeletons and muscles for support, protection and movement
Activity Four - Spinal Model

Activity 4

Spinal Model

  • Sc3/1.1 asking relevant questions and using different types of scientific enquiries to answer them
  • Sc3/2.2b identify that human and some other animals have skeletons and muscles for support, protection and movement
Activity Five - Bone Structure Investigation

Activity 5

Bone Structure Investigation

  • Sc3/1.1 asking relevant questions and using different types of scientific enquiries to answer them
  • Sc3/1.2 setting up simple practical enquiries, comparative and fair tests
  • Sc3/1.5 recording findings using simple scientific language, drawings, labelled diagrams
  • Sc3/2.2b identify that human and some other animals have skeletons and muscles for support, protection and movement
  • DT2/1.4a apply their understanding of how to strengthen, stiffen and reinforce more complex structures
Activity Six - Protecting Organs

Activity 6

Protecting Organs

  • Sc3/1.1 asking relevant questions and using different types of scientific enquiries to answer them
  • Sc3/2.2b identify that human and some other animals have skeletons and muscles for support, protection and movement
Activity Seven - Skeleton Support Investigation

Activity 7

Skeleton Support Investigation

  • Sc3/1.1 asking relevant questions and using different types of scientific enquiries to answer them
  • Sc3/2.2b identify that human and some other animals have skeletons and muscles for support, protection and movement
  • Dt2/1.1b generate, develop, model and communicate their ideas through discussion, annotated sketches
  • Dt2/1.3b evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • Dt2/1.4a apply their understanding of how to strengthen, stiffen and reinforce more complex structures
Activity Eight - Moving My Body

Activity 8

Moving My Body

  • Exercise Cards
  • Coloured paper
  • Pencil
  • Music
  • Bottle of water
  • Post-It notes
  • Sc3/1.1 asking relevant questions and using different types of scientific enquiries to answer them
  • Sc3/2.2b identify that human and some other animals have skeletons and muscles for support, protection and movement
Activity Nine - Lunchbox

Activity 9

Lunchbox

  • Sc3/2.2a 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
  • Dt2/2.1a understand and apply the principles of a healthy and varied diet
  • Dt2/2.1b cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
  • Dt2/2.1c become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
Activity One - Vertebrate And Invertebrate
Activity 1
Vertebrate And Invertebrate
Practical Resources:
Relation to Curriculum in England:
  • Sc3/1.1 asking relevant questions and using different types of scientific enquiries to answer them
  • Sc3/1.4 gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • Sc3/2.2b identify that human and some other animals have skeletons and muscles for support, protection and movement
Downloads:

Activity Two - Label The Skeleton
Activity 2
Label The Skeleton
Practical Resources:
Relation to Curriculum in England:
  • Sc3/2.2b identify that human and some other animals have skeletons and muscles for support, protection and movement
Downloads:
Activity Three - Hand X-Ray
Activity 3
Hand X-Ray
Practical Resources:
  • Black paper / card
  • White chalk
  • White paint
  • Paintbrush
Relation to Curriculum in England:
  • Ar2/1.2 to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
  • Sc3/2.2b identify that human and some other animals have skeletons and muscles for support, protection and movement
Downloads:
Activity Four - Spinal Model
Activity 4
Spinal Model
Practical Resources:
Relation to Curriculum in England:
  • Sc3/1.1 asking relevant questions and using different types of scientific enquiries to answer them
  • Sc3/2.2b identify that human and some other animals have skeletons and muscles for support, protection and movement
Downloads:
Activity Five - Bone Structure Investigation
Activity 5
Bone Structure Investigation
Practical Resources:
Relation to Curriculum in England:
  • Sc3/1.1 asking relevant questions and using different types of scientific enquiries to answer them
  • Sc3/1.2 setting up simple practical enquiries, comparative and fair tests
  • Sc3/1.5 recording findings using simple scientific language, drawings, labelled diagrams
  • Sc3/2.2b identify that human and some other animals have skeletons and muscles for support, protection and movement
  • DT2/1.4a apply their understanding of how to strengthen, stiffen and reinforce more complex structures
Downloads:
Activity Six - Protecting Organs
Activity 6
Protecting Organs
Practical Resources:
Relation to Curriculum in England:
  • Sc3/1.1 asking relevant questions and using different types of scientific enquiries to answer them
  • Sc3/2.2b identify that human and some other animals have skeletons and muscles for support, protection and movement
Downloads:
Activity Seven - Skeleton Support Investigation
Activity 7
Skeleton Support Investigation
Practical Resources:
Relation to Curriculum in England:
  • Sc3/1.1 asking relevant questions and using different types of scientific enquiries to answer them
  • Sc3/2.2b identify that human and some other animals have skeletons and muscles for support, protection and movement
  • Dt2/1.1b generate, develop, model and communicate their ideas through discussion, annotated sketches
  • Dt2/1.3b evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • Dt2/1.4a apply their understanding of how to strengthen, stiffen and reinforce more complex structures
Downloads:
Activity Eight - Moving My Body
Activity 8
Moving My Body
Practical Resources:
  • Exercise Cards
  • Coloured paper
  • Pencil
  • Music
  • Bottle of water
  • Post-It notes
Relation to Curriculum in England:
  • Sc3/1.1 asking relevant questions and using different types of scientific enquiries to answer them
  • Sc3/2.2b identify that human and some other animals have skeletons and muscles for support, protection and movement
Downloads:
Activity Nine - Lunchbox
Activity 9
Lunchbox
Practical Resources:
Relation to Curriculum in England:
  • Sc3/2.2a 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
  • Dt2/2.1a understand and apply the principles of a healthy and varied diet
  • Dt2/2.1b cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
  • Dt2/2.1c become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
Downloads:

Additional Hands-On Activities

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