Year 4 Animals, including humans

Knowledge and Understanding

Statutory Requirements

4b1: describe the simple functions of the basic parts of the digestive system in humans

4b2: identify the different types of teeth in humans and their simple functions

4b3: construct and interpret a variety of food chains, identifying producers, predators and prey.

Knowledge and Understanding

Notes and Guidance

Pupils should be introduced to the main body parts associated with the digestive system, for example, mouth, tongue, teeth, oesophagus, stomach and small and large intestine and explore questions that help them to understand their special functions.

Pupils might work scientifically by: comparing the teeth of carnivores and herbivores, and suggesting reasons for differences; finding out what damages teeth and how to look after them. They might draw and discuss their ideas about the digestive system and compare them with models or images.

Lower KS2 - Working Scientifically

Statutory Requirements

lks2w1: asking relevant questions and using different types of scientific enquiries to answer them

lks2w2: setting up simple practical enquiries, comparative and fair tests

lks2w3: making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

lks2w4: gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

lks2w5: recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

lks2w6: reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

lks2w7: using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

lks2w8: identifying differences, similarities or changes related to simple scientific ideas and processes

lks2w9: using straightforward scientific evidence to answer questions or to support their findings.

Lower KS2 - Working Scientifically

Notes and Guidance

Pupils in years 3 and 4 should be given a range of scientific experiences to enable them to raise their own questions about the world around them. They should start to make their own decisions about the most appropriate type of scientific enquiry they might use to answer questions; recognise when a simple fair test is necessary and help to decide how to set it up; talk about criteria for grouping, sorting and classifying; and use simple keys. They should begin to look for naturally occurring patterns and relationships and decide what data to collect to identify them. They should help to make decisions about what observations to make, how long to make them for and the type of simple equipment that might be used.

They should learn how to use new equipment, such as data loggers, appropriately. They should collect data from their own observations and measurements, using notes, simple tables and standard units, and help to make decisions about how to record and analyse this data. With help, pupils should look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer questions. With support, they should identify new questions arising from the data, making predictions for new values within or beyond the data they have collected and finding ways of improving what they have already done. They should also recognise when and how secondary sources might help them to answer questions that cannot be answered through practical investigations. Pupils should use relevant scientific language to discuss their ideas and communicate their findings in ways that are appropriate for different audiences.

These opportunities for working scientifically should be provided across years 3 and 4 so that the expectations in the programme of study can be met by the end of year 4. Pupils are not expected to cover each aspect for every area of study.

Teeth Year 4

Pupils explain the process of digestion and the function of each organ, and create their own model of the human digestive system to show their learning. They identify the different types of human teeth (incisors, canines and molars) and explain their different functions. They create a labelled diagram and explain the structure of a tooth, explore the causes of tooth decay and how to prevent it. Pupils create and explain food chain and food web diagrams, and define organisms as producers, consumers, predators and prey.

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Digestive system organs Worksheet Free!

Outstanding Science Year 4 | Animals, including humans | OS4B001

Learning objective

I can identify and locate the main organs of the human digestive system.

Children learn about the role of the human digestive system. They learn about the functions of the mouth, oesophagus, stomach, small intestine and large intestine. Children cut out pictures of the individual organs and paste them in place to complete a diagram, which they then label.

4b1: describe the simple functions of the basic parts of the digestive system in humans

The process of absorbing nutrients from food is called digestion.

The major parts of the human digestive system include the mouth, oesophagus, stomach, small intestine, and large intestine (colon).

Year 4 Animals, including humans | Outstanding Science

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The human digestive system Worksheet

Outstanding Science Year 4 | Animals, including humans | OS4B002

Learning objective

I can explain how the human digestive system works.

Children learn about the functions of the mouth, oesophagus, stomach, small intestine and large intestine. They use this information to complete an explanation text with accompanying diagram by either cutting and pasting text or writing their own explanation.

4b1: describe the simple functions of the basic parts of the digestive system in humans

Food is chewed in the mouth and mixed with saliva to form a bolus.

The oesophagus pushes the bolus towards the stomach using peristalsis.

The stomach contains strong acids to break down the bolus into chyme and also kill harmful microorganisms.

The small intestine is where most nutrients are absorbed.

The large intestine is where water is reclaimed.

Undigested material is expelled as faeces.

3 pages

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Types of teeth Worksheet

Outstanding Science Year 4 | Animals, including humans | OS4B003

Learning objective

I can identify the different types of human teeth and explain their functions.

Children learn that humans have 2 sets of teeth, and that teeth can be classified into different groups. They learn about the number, location and function of the incisors, canines and molars. They create a colour-coded diagram explaining the role of each type of tooth.

4b2: identify the different types of teeth in humans and their simple functions

Teeth are part of our digestive system and also help us to communicate.

Humans usually have 20 deciduous or milk teeth.Humans usually have 32 permanent teeth.

The 8 incisors are sharp and flat to cut food.

The 4 canine teeth are pointed and rip food.

Molars and premolars are bumpy and grind food.

Children have 8 molars and premolars, while adults have 20.

2 pages

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Tooth structure Worksheet

Outstanding Science Year 4 | Animals, including humans | OS4B004

Learning objective

I can describe the structure of a tooth.

Children learn that teeth are made up of different materials (enamel, dentine, pulp) and are embedded in the gums and skull/jawbone. Children create their own labelled diagram showing these different parts and their functions, by cutting and pasting or writing their own descriptions.

4b2: identify the different types of teeth in humans and their simple functions

The crown is the visible part of the tooth, and the root is the part hidden by the gum.

Teeth are coated by enamel which is the hardest material in our bodies.

Dentine is the hard material beneath the enamel.

The pulp of the tooth contains blood vessels and nerves.

Teeth are securely attached to the gum and bone.

2 pages

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Looking after our teeth Worksheet

Outstanding Science Year 4 | Animals, including humans | OS4B005

Learning objective

I can explain how we can look after our teeth.

Children learn about the stages of tooth decay and how it can be caused. They learn how tooth decay can be prevented and treated. Children use a writing frame to complete an interview text, imagining themselves in the role of a dentist and explaining how we can look after our teeth.

4b2: identify the different types of teeth in humans and their simple functions

Tooth decay is caused by microorganisms on the tooth surface consuming sugars in food and excreting acid, which can dissolve the tooth over time.

Decay can cause pain called toothache.

Tooth decay can be prevented by brushing teeth twice a day, using mouthwash, and avoiding sugary foods.

Severe tooth decay is incurable and may be treated by a dentist with a filling or extraction.

We should visit a dentist every 6 months.

3 pages

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Food chains Worksheet

Outstanding Science Year 4 | Animals, including humans | OS4B007

Learning objective

I can create a food chain and explain what it shows.

Children lean what a food chain is and that the arrow shows energy flow within an ecosystem. Children use the pictures provided to create food chains with 2 and 3 organisms. They identify each organism using a word bank and whether they are a predator, prey, consumer or producer.

4b3: construct and interpret a variety of food chains, identifying producers, predators and prey.

All organisms need food to survive.

Plants are producers, and create their own food using sunlight via photosynthesis.

Animals are consumers and must eat other organisms.

A predator is an animal which hunts, kills and eats other animals, called prey animals.

An ecosystem is a group of organisms in one place which depend on each other to survive.

A food chain shows how food energy moves through an ecosystem.

The arrows in a food chain mean 'is eaten by', not 'eats'.

4 pages

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Food webs Worksheet

Outstanding Science Year 4 | Animals, including humans | OS4B008

Learning objective

I can create a food web and explain what it shows.

Children learn that a food web is a way of showing the energy flow in an ecosystem in a more complex way. They create a food web containing 8 different organisms. They identify and label each organism as a consumer, producer, predator, prey, and apex predator. They add their own arrows to show energy flow through the food web.