Year 3 My Skeleton Activities

Covers: 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

  • En3/1c Focus: Vocabulary - use relevant strategies to build their vocabulary
  • 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
  • En3/1c Focus: Vocabulary / Spelling - use relevant strategies to build their vocabulary
  • En3/3.1b spell further homophones
  • En3/3.1c spell words that are often misspelt
  • 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 - Lunch Box

Activity 9

Lunch Box

  • 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:

  • En3/1c Focus: Vocabulary - use relevant strategies to build their vocabulary
  • 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:

  • En3/1c Focus: Vocabulary / Spelling - use relevant strategies to build their vocabulary
  • En3/3.1b spell further homophones
  • En3/3.1c spell words that are often misspelt
  • 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 - Lunch Box

Activity 9
Lunch Box

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:

My Skeleton and Investigating Animals including Humans

We strive to be a hub of information for primary school teachers and home educators who are always looking for quick answers to various problems. Let’s now look at the human body, alongside animals including humans, in the context of science education.

The human body is a fascinating subject that can be explored through a variety of scientific lenses, including biology, chemistry, and physics. In the earlier key stages, students can begin to develop their scientific knowledge by investigating the digestive system and identifying differences between various organs and systems. By using classification keys, students can also learn to classify different animals based on their characteristics and features.

When it comes to investigating animals including humans, students can engage in comparative and fair tests to draw simple conclusions about different aspects of the body. For example, they can explore apparent movement by studying how we perceive motion and how it differs from actual motion.

By taking a hands-on approach, students can develop a deeper understanding of the human body and how it functions. So, whether you're answering questions about the skeletal system or exploring the intricacies of animal biology, we're here to help you every step of the way.

Hands-On Education’s My Skeleton Activities for KS2

In this section we're excited to introduce you to our skeleton activities for KS2, which includes engaging national curriculum of England led activities on:

  • Vertebrates and invertebrates
  • Label the skeleton
  • Hand x-ray
  • Spinal model
  • Bone structure investigation
  • Protecting organs
  • Skeleton support investigation
  • Moving my body

These activities are designed to provide hands-on learning experiences for children, allowing them to explore the human skeleton and learn about its various functions. Students will have the opportunity to label the skeleton, investigate bone structure, and explore how the skeleton supports and protects our organs.

In addition, our activities also explore the ways in which we use our skeleton for movement, with investigations into how different materials can affect our ability to move. Students will also have the opportunity to learn about the importance of a healthy lunch box and how it affects our overall health.

Our My Skeleton Activities for KS2 are aligned with the national curriculum subjects and science curriculum, ensuring that students are receiving a comprehensive education while having fun. These activities also incorporate comparative and fair tests, allowing students to identify differences and learn about the scientific method.

So, if you're looking for engaging and informative activities to teach your students about the human skeleton, look no further than Hands-On Education's my skeleton activities for KS2. Our topics are designed to be inclusive and accessible, ensuring that all students can participate and learn at their own pace. Your students or children will have a great time learning about the human body and discovering all the amazing things that our skeletons can do with Hands-On Education!

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