Primary Science Resources for the National Curriculum
contact@outstandingscience.co.uk | 0151 558 1485
Pupils explore healthy eating, sorting food into food groups and creating their own pictogram of recommended daily portions. Pupils consider whether animals are herbivores, carnivores or omnivores and match animals to their food. They create and interpret simple food chains and complex food webs, showing the flow of food energy through an ecosystem. By creating their own model of the human skeleton, they identify its three main functions and label the major bones. Pupils classify animals as having endoskeletons, exoskeletons or hydroskeletons. They create their own moving model of the human arm, demonstrating the antagonistic nature of its muscles.
I can explain how many portions of food from different food groups we should eat in a day.
Children learn about the 5 food groups - bread, cereals and potatoes (carbohydrates), meat and fish, fruit and vegetables, milk and dairy, and fats and sugars. They identify some food which belong to each of these groups. They create a pictogram showing how many portions of each food group they should eat in per day. They can cut and paste the pictogram symbols provided, or draw their own.
3 pages
I can match animals to their food.
Children learn that animals can be classified as herbivores, carnivores or ominvores based on their diet. They cut out images of animals, paste them into the correct group, and identify a possible food source for each animal.
3 pages
I can create a food chain and explain what it shows.
Children learn that all living things ultimately get their energy from the Sun, either directly as a producer (plant) or indirectly as a consumer (animal). They cut and paste three simple food chains using the images provided. There is a blank food chain template on the third page so that children can create their own.
3 pages
I can create a food web and explain what it shows.
Building on their understanding of simple food chains, children use the images and template provided to create a complex food web containing 7 organisms. They learn that the arrows on food chain and food web diagrams indicate the energy flow through an ecosystem.
2 pages
I can explain the functions of the human skeleton and identify its main bones.
Children learn about the three main functions of the human endoskeleton - to protect, to support, and to allow movement. They learn the names and locations of major bones, including the skull, jaw, humerus, radius, ulna, spine, pelvis, femur, tibia and fibula. Children cut out and assemble a 12-part human skeleton, labelling the main bones.
3 pages
I can explain how muscles work.
Children learn that muscles always pull and never push, and because of this they often work in pairs to allow movement in both directions. Using a template and some split pins, children create their own model of the human arm, with biceps and triceps pulling the lower arm up and down accordingly.
2 pages
I can match animals to their skeletons.
Children match three different animals to their endoskeletons. They use a word bank to identify and label the major bones, such as skull ribs, tusk, pelvis and spine. They discuss the similarities and differences between the skeletons.
1 page
I can identify which type of skeleton an animal has.
Children learn about the different types of animal skeleton - endoskeletons (skeletons on the inside), exoskeletons (skeletons on the outside), and hydroskeletons (boneless skeletons made of muscle). They cut out 15 different pictures of animals and paste them into the correct skeletal group.
3 pages
