Materials

Building things

The animal kingdom

Plants

Seasons and change

Sound

Changing materials

Mixing and making

Human lifestyle

Habitats

Space

Extraordinary scientists

Science

Y2 Science

Key Stage 1

Year 2

UNIT

In this lesson, we will learn about the different parts of the body, where you find them and what their functions are.

What are the different parts of the human body?

﻿Hello, everybody. Welcome to your first lesson on Human Lifestyles with me, Miss Roberts. It's so lovely to meet you all. Can you give me a wave? Oh, how lovely. I've also got a friend here, and this is called Lenny the Lion. And he likes to join me with all of my science lessons. He likes to sit by my screen and listen to all of my learning, and he helps me to feel really confident about my science. So if you want to go and get your favourite teddy to put them by the screen, go and get them now. Okay, so in today's lesson, we are going to do the following. We are going to look at our star words. Then we're going to learn about different parts of the body. Then we're going to label the body. Then we're going to match the function. And then I have a think question for you. So as well as your favourite teddy, you're also going to need an exercise book or a piece of paper, a pencil, and your brain. So pause the video and go and get the things you need now. Okay, I think we are ready. So in order to do our star words, we're going to do the following. My turn, your turn. Star words, star words, star words. Well done. If I go like this, it means I want you to tell your screen just what I've asked. So let's try that one more time. Can you say it even louder? Star words, star words, star words. Well done. You do have a loud voice today. Okay, so my turn, then your turn. Body. Body. Skeleton. Skeleton. Muscle. Muscle. Brain. Brain. Lungs. Can you do the deep, big, deep breath in as well? Lungs. Well done, and heart. Heart. Well done, fantastic. Those are words we're going to see throughout this unit. So the louder that you say them, the more confident you'll feel when we see those words in today's lesson. The first thing we're going to learn about is parts of the body. My turn, your turn. Muscles. Good. And when you see a bold word, so the big thick words on the screen, I want you to say it with me. So I'm going to say, the muscles help your body to move. I hope you said, muscles and move. So let's try that again. The muscles help our body to move. So let's move our arms, and we can feel our muscles moving our arms up and down. Can you move your arms as well? Can you move them out to the side? Can you shake them in the air? You can only do that because you have muscles. My turn, your turn. Skeleton. Skeleton. Remember to read the big words with me. The skeleton gives the body shape. The skeleton protects the organs. Fantastic, you read those bold words really confidently. The skeleton is like a shell of armour, and it helps to protect the things that are inside our body. It also helps us to stand upright. Because if I didn't have a skeleton, I'd be very droopy, and I wouldn't be a very useful human. And things inside will get damaged. The next one is brain. Your turn. Okay, ready to read the bold words? The brain controls our actions. The brain helps you to learn. Well done for reading those words in bold. So our brain controls everything that happens in our body. It helps us to move. And also when we learn new information, it stores it so that we can remember it. That's very useful. Isn't it team? My turn, your turn. Heart. Heart. And can you take your hand and pop it on the front of your chest? Your heart is just to the left. So your heart is inside your ribs, near your lungs as well. Ready to read the words in bold? The heart pumps blood and oxygen around the body. Oxygen is the gas that we need to survive. And blood is what carries it. So the heart pumps it. Can you take your hands and squeeze them? Pump, pump, pump, as if you're squeezing something squidgy. And that's what the blood does. Sorry, that's what the heart does. It pumps the blood, pump, pump, pump, so that it can travel all the way around the body, because all of your body needs blood and the heart pumps it. My turn, your turn. Lungs. Lungs. Ready to read? The lungs help us to breathe air in and out. So let's do some breathing in and out. Ready? Out. And in. And out. And in. Well done. You're able to breathe because of your lungs. So when you breathe in, you fill up your lungs. And when you breathe out, you're releasing the air from your lungs. I'd like you to take two hands and place them on your chest. And that is where your lungs are. They're just below your rib cage, which is protecting your lungs. Well done, everyone. You've labelled the part, you've thought about the parts of the body so well. I'm going to give you an awesome cheer, and Lenny the Lion is so impressed, because he can hear you when you tell your screen things. So well done. We are really impressed. So now I'd like you to label the body. Have look at what's on the screen. You can see two images of a human. The one on the left has something very important for our shape and protecting our organs. And then on the right, you can see parts of the body have arrows towards them. In the boxes are the words that we've learnt for the parts of the body. I would like you to write the correct labels onto the correct line. You can download the worksheet in order to do this, or you can tell your screen and point with your finger. Pause the video and have a go now. Well done. Pause the video if you need more time, because I'm going to go through the answers. Are you ready? Here we go. So on the left, we had the skeleton. Let me make it bigger. And on the right, in the top, we have the brain. Then, like I said, on the left is the heart. In the middle is the lungs. And then the bottom one was pointing to muscles in the leg. Can you point to the muscles in your leg? Can you point to another muscle in your leg? Well done. You've got lots of muscles all over your body, and the legs have the biggest muscles. And then some muscles are really, really small. So I wonder if you can match the function. I am going to tell you what the function is, which means what it does. And then I'd like you to think about which part of the body that is that we've learned so far. So what controls our actions and helps us to learn? Can you tell your screen? One, two, three. Well done, it's the brain. Give yourself a pat on the back if you got that one right. Match the function. The what gives the body shape? The what protects the organs? Can you tell your screen? Have a think. One, two, three. Well done, the skeleton. You are so awesome. Match the function. The what help our body to move? The what help our body to move? Tell your screen on three. One, two, three. Well done, the muscles. You are excellent. Match the function. The what helps us to breathe in and out? What was that called? The one, two, three. Lungs, well done. Amazing. And the what pumps blood and oxygen around the body? It was the.. Heart, well done. You are amazing. Well done team. And to finish off, I have a think question for you. The think question is something that I'd like you to think about yourself. And then I'd like to ask somebody around you. Maybe it's somebody at home, or maybe it's somebody at school. So now I'm going to tell you what the think question is. So you can have a think. What would happen if we didn't have a skeleton? What would happen if we didn't have a skeleton? Can you have a think about what would happen? What do you think? I'd like you to pause the video and have a think, and then I'd like you to ask somebody else what would happen if we didn't have a skeleton. Interesting. Once you've had a think and you've had that scientific conversation, I'd like to have a go at your end of lesson quiz. Well done, everyone. You are amazing. And I'm really, really impressed with your learning from today's lesson, the first unit on Human Lifestyles. Join me next time for our second lesson. Lenny the Lion is really impressed. He's going to wave, and he's going to see you next lesson. Bye everybody.

In this lesson, we will learn what exercise is and why it is so important.  We will explore different ways to exercise and choose our favourite!

Why is exercise so important?

﻿Hello everybody. Welcome back to your second lesson on human lifestyles with me, Miss Roberts. You might notice that I'm wearing some funny clothes today. That's because I've got my sports kit on cause we're thinking about exercise and why it's so important. So if you want to go and put your sports kit on, you can go and do that now. Look, Lenny the lion here even has his headband on and I've got my wristband, my headbands, and I've got my sports kit on. So Lenny's going to sit by my screen and he's going to learn all about why exercise is so important. So in today's lesson, let's have a look at what we're going to do. We'll do our Star words, then we'll think about what exercise is? Then think about why it's so important? Then we have an investigation to do. And then finally, I have a think question for you. So in order to do all of these things, we're going to need an exercise book or a piece of paper, a pencil and your brain. Then if you want to, you could get a timer and some colouring pencils. You might need them, but if you don't have those things, then don't worry, you can follow with me. Pause the video and go and get the things you need now. Okay, let's do our star words, star words, star words. Well done, my turn your turn. Exercise, exercise, physical activity, physical activity, well done. Movement, movement, strengthen, strengthen, important, important, and healthy, healthy. Well done? Fantastic. So first of all, let's think about what is exercise? And in order to think about it carefully, we need to know how to spell the word exercise. The spelling is E, X, E, R, C, I, S, E. Exercise, your turn. Let's spell it together a little bit faster. One, two, ready? Go. E, X, E, R, C, I, S, E. E, X, E, R, C, I, S, E. Can you whisper it? E, X, E, R, C, I, S, E. E, X, E, R, C, I, S, E. Can you shout it? E, X, E, R, C, I, S, E. E, X, E, R, C, I, S, E. Exercise, well done. You are amazing. Now just very quickly, I've got some slides and I want you to tell me which letter is missing. E, E, R, C, I, S, E. What letter's missing E, E, R, C, I, S, E. What letter's missing? The X, well done. Which letters missing? E, X, E, R, I, S, E. E, X, E, R, I, S, E. Ah! C, well done. That's a tricky one. Ah! Now there's a few letters missing E, X, E, R. C, I, S, E. Well done. C, I, S, E. Well done. And can you spell it now with your eyes closed? E, X, E, R, C, I, S, E. E, X, E, R, C, I, S, E. You are amazing. Check that you've got it correct and give yourself a pat on the back. Well done. Now, you know how to spell the word exercise. Let's think about what exercise is. So exercise increases your heart rate. So exercise increases your heart rate. Exercise increases your heart rate. So your heart rate is the amount of times that your heart is pumping each minute. An increase means that it's doing more of it so it's getting bigger or more often. I'd like to have a look at the screen. What exercises can you see on the screen from these children? What are they doing to increase their heart rate? Can you tell your screen? Well done. Have you managed to spot all of them? I can see a boy running, playing football on ice skates, someone doing some weights, a girl using the hula hoop, someone playing basketball, someone playing table tennis, a girl on a skateboard and another boy doing weights. They are all doing exercise. They're all doing, well done. They're all increasing their heart rate. They are all, their, They are all, their, well done. I hope you'll speaking nice and loudly and proudly to your screen. Here's another image. What exercises can you see in this picture? Can you tell your screen? Well done. I can see someone riding their bike. I can see someone playing football. I can see someone flying a kite. I can see someone on roller blades and skipping. I can see somebody reading a book. Does that count as exercise? No, it doesn't because they're not moving their muscles. I can see someone playing with a toy and a remote control. Does that count as exercise? No, it doesn't because they're not increasing their heart rate. So what is exercise again team? I'd like you to write it down, using your brain from what we've talked about so far. Pause the video and write down what exercise is. Well done. Exercise is a physical activity that increases your heart rate. Check that you've got the spelling from the words on the screen. Well done everyone, I am really impressed. Now that we've learnt what exercise is, let's have a look at the next slide. Ah! What is your favourite way to exercise? I love going for a run. I love running as far as I can until I'm really hot and sweaty. And then I get to see, and then my phone tells me how far I've run. What exercise do you like doing team? Can you tell your screen? Oh! Do you? Wow! What a great way to exercise. So now that we know what exercise is, why is it important to exercise? Because it is important to exercise. Exercise stops us from getting poorly. Exercise stops us from getting poorly. Exercise helps our bones and muscles to remain healthy and strong. Exercise helps our brains to grow and exercise helps us to sleep well. I'd like to pause the video here and tell your screen. What are those four reasons why exercise is important? Can you use your finger and go across each box and tell your screen? Well done. So to keep healthy, to keep your bones and muscles strong, to help your brains grow and to help you sleep. What I'd now like you to do is use all of those four reasons why exercise is important and draw a little picture of each of those in your notebook. You can draw boxes like I have, or you can just draw them in your book in four different places. So pause the video and have a go at your task now. Well done. I hope you've drawn all four of those images. Now we're going to do an investigation. So let's take a look, exercise what your heart rate? What does it do to your heart rate? It increases, well done. Which means it gets faster. So first of all, before we find out whether exercise increases our heart rate, we need to find our own heartbeat. I like to find mine by placing two fingers, very, very gently on my neck, just on the side. You need to make sure that you've asked an adult to help you with this, so that you can do it really safely and really carefully. So go and speak to your adult now and tell them you were about to do an investigation all about your heart rate and exercise and check that they're happy for you to do it and they can supervise you to keep you safe. So you can take two fingers and place it carefully on your neck. You should be able to feel a pulse, which is the beat. I can feel mine. If you can't feel it there, you could also place your hand on your chest. You might be able to find your heartbeat here. Another way to find it is if you put two fingers, very gently on your wrist. And if you're very patient, under your fingertips, you should feel your heartbeat. I can feel mine on my wrist as well. So what we're going to do is we are going to find our heart rate and see how many beats our heart beats in 30 seconds. and see how many beats our heart beats in 30 seconds. So I'm going to put my timer on my phone. So let's get to 30 seconds. Are you ready? So you need to count in your head, how many beats you feel. Are you ready? Let's steady, go! And stop there, I got to 31. What did you get to? I'm just going to jot down the number 31 and I want you to jot down your number to. Now what I'm going to do now is I'm going to double 31. So 30 doubled is 60, 1 doubled is 2. So 30 doubled is 60, 1 doubled is 2. So my resting heart rate is 62 beats per minute. I'd like you to double your number and then jot it down on your notebook. So now what we're going to do is we're going to do some exercise. And we're going to do some exercise for one minute and we're going to measure our heart rate after that one minute. So I am going to put my timer on my, I'm going to put my timer on, sorry. And I'm going to put it for one minute this time. I'm going to stand up, let's do this and, I've got my one minute timer on. And then as soon as we finished, I'm going to sit down and I'm going to measure my heart rate in exactly the same way. So you can do whatever exercise you like or you can follow with me. I'm just going to do a mixture of jumping jacks and running on the spot, okay? Are you ready? So on your feet I'm going to stand up and I've got my one minute timer on. Are you ready? Ready, steady, go! So one minute started, I'm going to do my running. We're going to be running for 10 seconds, running on spot, running on spot. And I'm going to do some jacks. Get my heart rate up without standing on stuff. 10 more seconds, 45 seconds, okay? Run on the spot Good job everyone. I hope you're doing some exercise with me. Woo! It's starting to get a bit hot. It's very hot today and I'm going to do some bending down. I'm going to get my legs working. 25 seconds left everybody, you can do whatever you want. If you want to do some skipping, you can do that. 20 seconds left, and I go do some running on the spot for the last 15 seconds. Really get my heart rate up cause I know that's a really good way to do it. 10 seconds jumping jacks, faster, faster. We're not forgetting these. And three, two, one, and there's the timer. And three, two, one, and there's the timer. Stop it and I'm going to put it on for 30 seconds. Are you ready? Steady, go! Count your pulse. And stop there right, jot down your number. Woo! Mine was 38 that time. Woo! Mine was 38 that time. So I'm going to double it. So mine was 38, I need to double 38. So double of 30 is 60, 2 eights are 16 So double of 30 is 60, 2 eights are 16 so 76 is my heart rate after exercise. so 76 is my heart rate after exercise. My heart rate before was 62. So I can say that my heart rate has increased because of exercise. So if you did that with me, I wonder what yours increased to? Can you tell your screen? Well done. And it's always good to remember that exercise increases your heart rate and we've just proved it. So if you've not had to go yet and you were just watching me, then you can have a go at the task now. Well done everyone. I'm still recovering now after my increase of my heart rate. And finally, I have another think question for you. Do you remember last week? I asked you about your skeleton. I wonder what you came up with? And who you spoke to about it? This week, I have a different think question for you. How often should we exercise? Because exercising regularly helps us to keep really healthy, like we've learned today but how often should we exercise? Should it be once a day? Should it be once a week? Should it be once a month? What do you think? Hmm, I agree. We exercise every single day. We should exercise every day for at least 20 to 30 minutes, because that way we're keeping our bodies and our minds really healthy. So have a discussion with either your people at home or with people at school and see what they think about how often we should exercise. Go and have a go at you end of lesson quiz to help your brains grow even more. You have done really well today, everybody, I am really impressed and I've really enjoyed exercising with you and so is Lenny the lion. I'm going to take his headband off now so that he can say a big, well done and wave goodbye. And we'll be here for our next lesson on human experiences. Bye everybody.

In this lesson, we will learn about the different food groups and what we use each food group for.

What is a healthy diet?

﻿Hello, everybody. Welcome to your third lesson on human lifestyles with me Miss Roberts. It's so lovely to see you all back here. I've already learnt so much. Can you remember what organ is in here? What helps you to learn? Well done, it's your brain, well done. I've also got Lenny the line head today, and he always sits by my screen and listens to my learning to help me feel nice and confident. If you want to go and get your favourite teddy to have by your screen, you can do that now. So today we're going to be thinking about what is a healthy diet. Before we get into that though, I had a think question for you last week and it was, how often should we exercise? What did you come up with? Interesting, I think we should exercise every single day. Because that way we're keeping our bodies and our minds really healthy. So let's take a look at today's lesson. We'll do our star words. Then we'll learn about different types of food or play a matching game. Think about a balanced diet. And then I have a final think question for you at the end. In today's lesson, you are going to need your exercise book or a piece of paper, a pencil and then your brain. You might also want to get some colouring pencils if you've got them, but don't worry if not. Now might also be a good time to get your favourite teddy so pause the video and get all of the things you need to now. Okay, I am ready to go with our star words, star words, star words. Well done, so my turn your turn. Carbohydrates, carbohydrates, well done. Protein, protein, vitamins, vitamins, minerals, minerals and diet, diet. And healthy, healthy, who well done. You've done those star words so well. I'm just going to talk about two things very briefly. The word diet is about what you eat. Your diet is what you eat well done. Can you turn your screen, What was the last thing that you ate in your diet? Toast? How yummy? The last thing I ate was an apple so that I get all of my fruit and vegetables in for the day. That way I can stay healthy. And healthy is when you eat the right food and you exercise lots so that your body is well. And that makes you really healthy. So let's learn about different types of food. On your plate on the screen you'll notice lots of different types of food. And they're grouped into different types. Can you pause the video and name all of the food on the screen that you can see. Have a go at naming everything you see now. Well done, I wonder how many you came up with. I can see bananas and apples and kiwi fruits and aubergine and bread and cheese and pasta and some meat and cheese and milk and fish. And also some sweets and cakes in that small portion there. So on this plate, you can see the foods are grouped. So let's learn about those different groups. The first group is carbohydrates. Can you say carbohydrates again? Carbohydrates, well done. These are starchy and very sugary foods. They give you energy, they give you energy. And the examples you can see on the screen are bread, pasta and potatoes. Can you name those three carbohydrates? Bread, pasta and potatoes are all types of what? Carbohydrates, well done. The next food group is protein. Can you say protein? Well done. Proteins help our bodies to grow and repair. They help our bodies to grow and repair. Can you tell me what do proteins do they help you too? And well done. Now I'd like to see what proteins can you see on the screen? What can you see? Can you tell your screen meat? Well done, what's else? Fish, nuts, milk and cheese. Well done, these all types of protein. The next food type is a fats and oils. Fat is used as an energy store. So it's a bit like putting something in a cupboard. You store it up. They taste good, but they can be bad if you eat too many. What fats can you see on the screen? Can you see the oil? Can you point to the oil? Can you see the fish? That orange salmon there, point to it. Can you see the bowl of nuts? Can you point to that? And then what's that big green thing at the front? What's that called? Do you know? Well done, that's an avocado. That's a very fatty fruit. And then in the middle, there's some green and some purpley things they're very small. What are they called? Olives, well done. All of the food on the screen is very high in fat. And another food group is vitamins and minerals. These are found mainly in fruits and vegetables. And they help our body to work really, really well. They're really good for us. And I love eating my five a day of fruits and vegetables. Sometimes I even eat more because I'm a vegetarian. So I tend to eat lots of fruits and vegetables. What fruits and vegetables can you see in the screen? Can you get your finger ready to point? Can you point to the broccoli? Can you point to the watermelon? Can you point to the orange and the pear? Oh, there's a pomegranate there. Can you see the pomegranate? It's just next to the watermelon. What about the carrots? Good job. And there's also lots of grapes. Can you name all of the other fruits and vegetables that you can see on the screen? Pause the video and have it go now. So fruits and vegetables contain lots of vitamins and minerals. Can you say vitamins and minerals? Well done. So let's see how well you were listening to each food type. We're going to match up the definition to the correct food group. So which food group gives us energy? Well done. It's a carbohydrate well done. That gives us energy. What acts as an energy store? What can we put in the cupboard? Well done, our fats. What helps your body to work properly and keep you really healthy? I'll give you a clue. You need to eat at least five of these every day. Well done, fruits and vegetables for your vitamins and minerals. What helps our bodies to grow and repair? Protein, well done. You are awesome. So now that we know about all of the different food groups, what does a balanced diet mean? When you have balances and you have a scale, it means they need to balance. So you need to have the same amount of this thing to this thing. But in a food diet, you need to make sure that you have a nice balance of all the different food groups. Now that doesn't mean that you need the same amount of each food group. So let's go back and have a look at our plate that we had before. Now that you know the different food groups. Can you tell your screen what different food groups can you see on the plate? Can you see the fruits and vegetables? Well done at the bottom. On the right, can you see the carbohydrates with the breads and the pasta? Then on the top left, can you see the protein? And then there's a very small section in there as well. What food can you see in there? Can you see the jar of honey? That's our sugar. We shouldn't have too much sugar. But we are allowed a little bit to keep it balanced. Eating a healthy, balanced diet is an important part of maintaining good health and can help you feel your best. A balanced diet gives your body the nutrients it needs to function correctly. This means eating the correct amounts of different types of food. So obviously team, you wouldn't have a plate with all of those foods on. I wouldn't have bananas, aubergine, apples, grapes, pears, and peaches. And bread, pasta, potatoes, meat, cheese, milk, and honey and sugar on one plate. But what this shows us is the balance of each of our plates should have. So when you're eating, your plate should contain about a third of fruits and vegetables. The other third, sorry. Another third should be made up with carbohydrates. So maybe a slice or two of toast or a sandwich or some pasta for your tea. You then need to have 27% of protein, which can include dairy and cheese. And then a very small amount of sugar each day, only 7%. So you shouldn't eat very much sugar for your diet and also for your teeth. Because otherwise you're not going to be very healthy. So what I'd like you to do it designed a meal, that's an example of a balanced diet. What are your favourite fruits and vegetables? What carbohydrate would you like to put with it? Then put some protein with it. And then if you want to but you don't have to, you could put some fats or little bits of sugar with it. So I'd like to design me a meal. That's an example of a balanced diet. Pause the video and have it go down at your task. Good job team, I hope you've had a good go. And if you need more time, then pause the video. Otherwise I'm going to carry on. Well done. I'm sure your balanced diet looks really excellent. I wonder what you came up with. Now to finish, I have another think question for you. What would happened if we only ate one type of food? So what would happen if we only ever ate bread? Or we only ever ate fruits and vegetables? And we didn't get any carbohydrates or protein in our diet. Now we know that fruits and vegetables are good for us, but we can't just eat just fruits and vegetables. Otherwise it wouldn't be balanced. So we need to be healthy by eating all of the different parts. So I'd like you to have a think about this yourself. And then I'd like to ask either somebody at home or at school, what they think would happen if we only ate one type of food. And I'd like to have a scientific conversation. Well done to everybody. I am so impressed with your science sending. You are amazing, you've done so well. I'm going to give you an awesome cheer because you are awesome. Lenny is really impressed with how well you learned the different food groups and then designed your own plate for a balanced diet. We are going to be here next time for our fourth lesson on human lifestyles. Well done everyone. Bye.

In this lesson, we will look at the different stages of life and learn about the key differences of each stage of development.

How do our bodies change as we get older?

﻿Hello everybody, welcome to your fourth lesson on human lifestyles with me Miss Roberts. It's so lovely to see you all back here. We're about halfway through our unit and I've already learnt so much about the human body, exercise and everything to do with having a healthy balanced diet. I know that when I have my porridge and my fruit this morning for breakfast, I was eating a healthy balanced diet. As ever I've got Lenny the lion here and he is helping me with my learning. Yeah, oh me, no. Okay, he is really excited for today's lesson 'cause we're learning all about the different stages of life. So let's have a look. How do our bodies change as we get older? In today's lesson, we're going to look at our star words, then we're going to look at some differences. We'll learn about the different stages of life for human, then we're going to draw our own timeline. And then finally, I have a think question for you. So what do you need? As ever you'll need an exercise book or a piece of paper, a pencil, and as ever your brain. For our timeline, you'll also need a ruler to draw it really carefully. And if you want to, you can get your favourite teddy to sit by your screen, to help you with your learning. So pause the video team and go get the things you need now. Okay, we are ready for our star words. Are you ready? Star words, star words, star words, well done. Baby, toddler, child, teenager, adults, and elderly. So can you say those with me? I'm just getting bigger with my hands to show the stages of life as they go through. So my 10 Newton baby, toddler, child, teenager, adults, and elderly, well done. We're going to learn more about these different stages throughout this lesson. So pause the video if you want to have a go at saying those words to yourself, one more time through, okay. Let's look at some differences. I'm going to show you two humans on the screen. And I want you to think and tell me all of the differences that you can spot between these two humans. So on your left, you can see a small baby and on the right you can see an elderly man. But what are the differences that you can see between them? Can you pause the video and tell your screen now? Well done, I wonder what you came up with. I can see the baby has very clear fresh skin and the elderly man has wrinkles and his skin looks older. I can see the baby doesn't have any teeth yet because it's very small. And the man has a full set of teeth because he's grown adult. I can see that the baby has short black hair and I can see the man not only has hair on his face, but it's also turning grey. You can see that in his beard and his moustache and also in his eyebrows. I can see that the man's head is much bigger than the babies and his body will be a lot bigger because he's fully grown and the baby is still growing because it's only just been born. I wonder, did you have any other differences? Well done. So let's learn about the different stages of life. First of all, we have babies and they are born from a mother. Then their parents need to do everything for them. They need feeding, changing, cleaning, keeping warm and comfortable, being played with, and they need lots of love and attention. Babies become toddlers when they are one years old. So for the first year of their life, they are very, very small and very, very helpless. Then they become a toddler and a toddler is between the ages of one and three years old. Toddlers begin to develop new skills, they can walk and talk, they might be a bit wobbly on their feet, but then they start to do things for themselves, such as building bricks and holding their own toys. They stop drinking milk and they start trying lots of different foods. They'll grow stronger muscles as they begin to grow. So when there is a toddler in the house, what does the adult need to do in order to look after the toddler? Can you have a think? Maybe you have a toddler at home or maybe you know somebody who has a baby brother or sister as a toddler. Do you know what kinds of things that you need to do to keep them safe? Hmm, well done. So because they like exploring things, sometimes you need to put in a stair gate to stop them falling down the stairs. You need to cover plug sockets, 'cause they liked to put their fingers and try lots of different things. And also because they like putting things in their mouth, you need to buy toys that are safe, so they won't choke on them. Next, a toddler will become a child. So once they've grown from a baby into a toddler, you will then call that human a child. They learn lots of new skills as a child, they can learn to swing the ball, they can swim, run, brush their own teeth. They may get wobbly teeth and some even fall out. They'll start to ride a bike, go to school and their body will grow in size and weight. I wonder how old are you? Can you tell your screen? Well done, that's amazing. I wonder what stages have you gone through that you've already managed to complete as a child. Can you already ride a bike? Can you already swim? Don't worry if not, I'm sure you'll have a go at those at some point soon in your childhood. After a child, what comes next? A teenager and a teenager is aged between 13 and 19 years old. They eat a lot because they are growing. They'll go through puberty, they'll get spots on their skin and they'll grow hair all over their body. A teenager is growing and learning lots of new skills and starting to socialise with their friends. They are ready to become adults. Once you then become an adult, this is the largest part of your life. You will be fully grown, you will eat well and you'll exercise to keep your body and mind healthy. Adults can then also have babies of their own. And finally moms and adult becomes 65 years or over, they will then be classed as elderly. However, just because you're 65, it doesn't mean that you'll feel elderly. Their bodies will begin to slow down, some faster than others. Their skin will begin to wrinkle, their joints and muscles may become sore. Their hair will become soft and grey and their eyesight might not be very good, so they may need to begin to wear glasses. Which of those can you spot on the screen? Can you point to the things that I've just said that you can see in these two elderly people? Well done, okay. So let's have a think about the timeline. What I'm going to do is I'm going to show you my visualizer. Let me just move Lenny out of the way. So I'm going to turn you into my visualizer and then I'm going to turn it around. So what's I'd like you to do, first of all, is write a title, stages of life. I'd like to write stages of life and underline it. What do you need to write team? Can you tell your screen. Stages of life, well done. Write that down and underline it. Then pause the video to do that, okay. The first stage was baby. So what I've done is I've drawn a timeline with a line across and an arrow pointing towards the right. I've drawn a box off the timeline and I've written baby. I'd like you to do the same. So draw a timeline and then draw your first box. Pause the video and do that now. Okay, pause the video if you need more time. I'd like you to draw a picture of a small baby here. Pause the video and have a go at your drawing now. Well done, I hope you've got a drawing of a baby here. What's the next stage after baby? This was naught to one years old. What was one to three years old? That was a toddler. So I'd like you to draw that in your next box and draw a picture of a toddler. Pause the video and have a go now. Okay, and next stage on my timeline. Team, if I'm going too fast, you can pause the video and just catch up. I'm going to draw another box with my ruler. I add line on top and down the side. So after my toddler, it became a child. I'm going to child and I'm going to underline it. What was the age of a child? Well done, three to 13 years old. I'd now like you to do the same and draw a picture of a child in your box. You've then got three more stages to draw, and I'd like you to do them without me. See if you can remember and draw pictures of each of those stages. So have a go team at completing your timeline for the stages of life. Well done, I hope you had a good go at that. Pause the video if you need more time. I'm not going to turn around my visualizer, come back to me. Because we're at the end of our lesson, and so I have, I think question for you. Which stage of life do you think is the most important? Do you think it's when a baby is growing or maybe you think it's when you're an adult and you can have your own babies. What do you think? I'd like you to decide and then as ever I'd like you to go and ask somebody around you, what they think and in order to have a scientific conversation? Well done stay team, I am so impressed. I'm going to give you a rainbow cheer which goes like this. Ah, you are awesome. Well done everyone and Lenny and I will see you for the next lesson on human lifestyles. Bye everybody.

In this lesson, we will learn about hygiene and Florence Nightingale's role in reimagining hygiene in hospitals.

Why is it important to be hygienic?

﻿Hello, everybody. Welcome to your fifth lesson on human lifestyles with me, Miss Roberts. It's so fantastic see you back here. And I hope you enjoyed last lesson. I wonder, Did you speak to anybody about your think question? Which stage of life did they think was the most important? Which one did you think? Hmm. I thought babies was the most important stage of life because that's when they learn everything about the world around them. So, In today's lesson, we're going to think about what it is to be hygienic. And why it's important. I got Lenny the lion here, and he is really excited for today's lesson, because, uh huh, oh we, Lenny tells me that we are going to learn about some famous scientists in this lesson. I am really excited. So, if you want to get your favourite teddy, go and pause the video and get them now. In today's lesson, we are going to learn our star words. Then we're going to learn about germs. Then we'll think about keeping hygienic, and then we'll learn about Florence Nightingale. Then, I'm going to show you video about seeing germs. So, you are going to need your exercise book and a piece of paper, a pencil and your brain. Pause the video and go get things you need now. I'm going to run get my brain. Okay, let's do my favourite part of the lesson. Are you ready? Star words, star words, star words. Well done. My turn your turn, hygiene. Hygiene. Hygiene is keeping clean and healthy. Hygiene is keeping, clean and healthy. Well done. Germs, your turn. Germs, your turn. The next one is hygienic. Hygienic. So, which other words that look familiar to you on the screen? Well done. It looks like the word hygiene. So, it's got a different suffix. So when we are being hygienic, we are being clean and healthy. And the last word is mould, your turn, mould, your turn. Mould is when something grows on something that's not very clean. Have you ever seen mouldy food? When it's a little bit, it looks a little bit fluffy or grey. And that's because it's not very clean or it's very old and a bit dirty. So, pause the video and I would like you to read out your star words to your screen again. Well done. Let's learn about germs. Germs are tiny living things that we cannot see with our eyes. They can live on our bodies and germs are everywhere. Some are harmful, but some are not. If harmful germs get inside our body, they can make us sick. Like when we get a cold or when we vomit. Hygiene is the things that we do to keep our body clean and to help stop the spread of harmful germs. So, not like I said, not all germs are bad, some of them are good. It's when the bad ones get inside us. That's when we get sick, and we don't feel very well. So, what can we do to keep ourselves hygienic? These are four things that we can do to keep hygienic and to maintain good hygiene. That's going to help us stop any bad germs getting inside us. So, we can wash our hands, we can have a shower and wash our bodies, we can clean our teeth and we can wash our hair. That stops the germs on our bodies from getting inside us. Let's do them again. Can you read with me, we can wash our hands, we can have a shower and wash our bodies, we can clean our teeth, and we can wash our hair. Well done. Those are four ways that we can keep hygienic. So, let's have a look back at the 1700s. This was a long long time ago. And the picture on the screen is of a hospital. This is not a very hygienic hospital. There were people sleeping on the floor. There would have been rats. They would have been wearing dirty clothes, and so with the doctors and nurses. And there would have been mould on the walls and on the floor. We didn't always know about hygiene like we do today. In fact, when people used to go to hospitals, they were very unhygienic places. There were often rats, food was mouldy, patients didn't change their clothes, and some people had to sleep on the floor. This means that people often got more ill instead of getting better. That's sad, isn't it? Because we know that when you go to a hospital, you want to get better. So, luckily, there was a lovely lady called Florence Nightingale, who realised the hospitals were not very hygienic places. She was born in 1820, and she was a nurse who helped soldiers that had been hurt in the war. She made big changes to the way hospitals are run and made them more hygienic places. She made sure there were enough beds with clean sheets, for patients to have good food to eat, and all nurses wash their hands and the hospital was a clean place to be. That's another image of her, and you can see that all the patients are lined up in clean beds. Can you see anybody sleeping on the floor? No. Can you see any rats? No. Does it look like she's wearing clean clothes to stop spreading any germs? Yes. This looks like a very hygienic place to get better. So what I'd like to do, is draw this table. I'd like to list all of the things that happened in hospitals, before Florence Nightingale. All of the unhygienic ways that hospitals were ran. And then I'd like to list all of the things that Florence Nightingale changed that happened after. So, pause the video, draw your table and fill it in now. Okay, pause the video if you need more time, because I'm going to go through the answers. Are you ready? So, before Florence Nightingale, patients wore dirty clothes, there were rats, lots of people were sleeping on the floor, and there would have been mould on food and on the walls. After Florence Nightingale she realised that they needed clean sheets, healthy food for patients, a clean building clean clothes for doctors and nurses. And that way the hospital was hi, what's that word? Hygienic, well done. If you miss some of those off your table, that's okay. I'd like to just add them on now so that you've got all of them written down. Now what I'm going to do is show you a video. And this video is ways that you can see germs. What this man has done is he's put a special material on his hands, a gel, and then he's putting it under a special light. On his hand, you'll see some yellowy sort of brighter sections. It won't be like a normal hand in normal light. Those sections that are lighter and almost green, are where all the germs are on his hand. Now remember that not all of those germs on his hand are bad germs. Some of them will be good ones and we need some germs on our hands. So let's have a look. There you can see he's got his hands underneath the UV light. Can you see especially around his fingers, and on the tops of his palms, and on the bottom of his palms, you can see that there are germs all over his hands. So, this is really interesting team, because it shows us that even if we're washing our hands, lots and lots, we'll still have germs on our hands. That's why it's really important to wash our hands, to have showers and wash our bodies, to clean our teeth and to wash our hair to make sure that we don't spread all of the germs that are on our hands. We can also use hand sanitizer, that helps get rid of some of the germs that are left on our hands as well. You have done so well today. I'm really really impressed. I hope you enjoy drawing that table and learning all about Florence Nightingale. What an amazing nurse she was. And she transformed the lives of patients in hospitals to stop them getting any more poorly than they did before. Wow. I wonder what things you're going to do to change the world like that team. So, it's time for me to go and wash my hands because I'm about to go and cook. So, I need to make sure that I don't cook with dirty hands. What things are you going to do to keep hygienic today? I wonder if you can write them down. Maybe you could make a list of things at the end of your day. Well done today team and join me next time for our final lesson on human lifestyles. Bye everybody.

In this lesson, we will learn about doctors and scientists who have kept us healthy both in present times and from the past.

Whose job is it to keep us healthy?

﻿Hello, everybody. Welcome to your final lesson on human lifestyles with me, Ms. Roberts. I've got Lenny The Lion here and he's ready for our final lesson on this unit. He's so proud of you for everything that you've learned so far. So well done, you should be really, really proud of yourself. I'm real excited for our final lesson on this unit. So pause the video and go and get your favourite teddy if you want to now. In today's lesson we're going to be thinking about whose job it is to keep us healthy. Before we do let's do a quick recap. What were the four ways that we could keep ourselves hygienic? What was this one, what could we do? Well done, we could wash our hands. What else could we do? We could have a bath or a shower to wash our bodies. What about these things? What do we need to do to them to keep them clean and healthy? Well done, we need to brush our teeth. And lastly, what do we need to do with this? Well done, we need to wash our hair so that we keep it nice and clean. I hope you've got all four of those. Give yourself a pat on the back if you did. You are awesome. So in today's lesson we're going to do our star words, then we're going to think about ways to keep healthy. Then we'll learn about who keeps us healthy. Then we're going to learn about two very important people in the world of hygiene and health throughout history. Then finally, I have a quick task at the end, which is a fun game. In this lesson you'll need your exercise book or a piece of paper, a pencil, and as ever, your brain. If you want to also get your favourite teddy to help you with your learning you can do that now. Pause the video and go and get what you need. Okay. We are ready for our star words. Are you ready? I'm going to stop at the top, then I'm going to go from left to right. So my turn, you turn. Scientist. Scientist. Doctor. Nutritionist. Nutritionist. Recover. Recover. Recover is when you've been poorly and you become healthy again. It's when you've been poorly and you become healthy again, well done. And there's a big word on the left there. This is an epidemiologist. Epidemiologist. That's seven syllables. Shall we say it again? Epidemiologist. Let's say the syllables again. Epidemiologist. Let's try saying it all the way through. Epidemiologist, your turn. Well done. You've given that a really good try, team, well done. And the last word is health. Health. Well done. So what things can we do to keep healthy? We need to make sure that we eat a healthy, balanced diet, and we learned about that in one of our lessons this unit. We also learned this unit about exercising regularly. We need to make sure we're brushing our teeth and we need to make sure that we're washing our bodies and hands so that we're keeping hygienic. So this lesson is all about thinking about the whole unit about exercise and diet and hygiene and tying it all together. So who keeps us healthy? Sometimes, even if we've looked after ourselves, we can still get poorly. If we got really poorly, then we need to go and see a doctor so that they can help us to recover quickly. They'll find out what's wrong with us and then either give us medicine to help us recover or tell us to rest. Now there were some very important scientists who helped us throughout history, and these two people were called Mary Seacole and Edward Jenner. They were around at very different times of history so let me talk you through. This is a picture or a drawing of Mary Seacole and she was an amazing woman. She was born in 1805 and she was British-Jamaican. Most of her life was spent as a nurse and she also owned a hospital during the Crimean War. This wasn't a hospital like a normal hospital that we have now. It was very much set up for an emergency. She cared for and treated the injured soldiers with her herbal remedies that she'd learned during her travels with her husband. She realised that this was a crisis and the soldiers were not getting better and they weren't being looked after properly. So she took it upon herself to build a hospital. What an amazing woman! She realised that she wanted to dedicate her whole life to this. Not only did she spend her time, she also used all of the money that she had to build the hospital and buy resources. And towards the end of her life she had no money left because she'd spent it all looking after other people. Wow. I wish I could be a little bit more like Mary Seacole when I'm older as well. I wonder, do you think you could do something like that, team? Dedicate go whole life to looking after injured people who are not very well? I imagine it would be very difficult and very challenging. Another very important person in the world of hygiene and health is Edward Jenner. He was born in 1749. He was a doctor who started to train very, very young. When he was alive smallpox was a disease that killed nearly 10% of the whole population, which is very, very high. He realised that this meant that lots of people were dying unnecessarily. And what he did was he put something into the body of somebody who had smallpox but they survived. And because of that he realised that what he put inside them was stopping them from getting poorly. This was called a vaccine and it meant that it got rid of smallpox. So when people took the vaccine, they were then what we call immune. Can you say immune? Immune. And immune means that your body won't get smallpox. It means that your body won't get smallpox. If you are immune it doesn't just mean smallpox though. You could be immune to any disease that you have had a vaccine for. So he discovered this vaccine, wow! And that meant thousands, if not millions of lives were saved because he discovered this vaccine. So although he wasn't a doctor doing surgery, maybe he wasn't saving people inside the hospital, because he was a scientist who discovered the vaccine he saved thousands of lives. Wow, what an amazing person. Him and Mary Seacole are. And here is a quote about Edward Jenner. What do you think? "He saved more lives than the work of any other human." Do you think that's true? Hmm, maybe. I want you to have a think about this quote for me and decide what do you think. Interesting. I think it might be true. Maybe he really has saved more lives than the work of any other human. Because although you could train to be a doctor, you only saved the lives of the patients that you meet. Whereas because he discovered a vaccine there are thousands of people that benefited from the vaccine without ever actually meeting Edward Jenner. And we still use that vaccine today and we have vaccines for all sorts of deadly diseases that we wouldn't have had if it wasn't for Edward Jenner. So let's also now look at different scientists. We've realised that Edward Jenner, Mary Seacole were not just doctors. They were scientists. Mary Seacole was a nurse and Edward Jenner was a doctor who became a scientist. There are lots of different roles that you could be if you're a scientist. You could be an epidemiologist. There's that word again. But what does an epidemiologist actually do? Well, they study diseases and they find vaccines for diseases that are killing lots of people. Because if we have a vaccine then lots of lives can be saved. You could also be a sports scientist. A sports scientist use knowledge of how the body works to help people improve their sporting ability. This could even include athletes for the Olympics. If they want to get even faster at running or even higher at jumping they would go to a sport scientist to run tests on their body to see how they can improve. Or you could be a nutritionist. Nutritionists use their knowledge of food, diet, vitamins and minerals, and everything we put inside our bodies to help people eat a diet that has all of the things they need to be as healthy as they can be. People would go to a nutritionist for all sorts of reasons. Maybe they need to lose weight, maybe they want to be really healthy, or maybe you're an athlete who wants to be able to perform at your absolute best. You would also want to go to a nutritionist to see which foods you need to eat for your body. Wow, I wonder which of those scientists you'd like to be? Would you like to be an epidemiologist and study diseases or a sports scientist to help athletes train the best they can be or a nutritionist to learn all about food and the diet that people eat? Can you tell your screen which one would you like to be? Wow, I hope that you go on to do that when you're older. How amazing. Okay, I have a quick task for you. Based on those different scientists, which one is these, are these descriptions describing? So let me read them to you. This person uses knowledge of how the body works to help improve the health or sporting ability. Can you tell your screen which type of scientist is that? Well done, a sports scientist. Let's read the next one together. Can you read your screen with me? This person uses their knowledge of science of food to help individuals and groups make the right choices about what they eat. What type of scientist is that? Can you tell your screen? Well done, that is a nutritionist. And lastly, this person, can you read with me? This person studies diseases that make us ill so that we can learn how to stop them spreading and to treat people who catch them. What was that long word with seven syllables that we looked at at the start of the lesson? Well done, an epidemiologist. Well done, everyone. You are amazing. Lenny The Lion here are so proud of you for all of your learning about human lifestyles. I hope that you've learned something new that can help you to be a healthy version of yourself and that you can go on to tell people about what you've learned so they can be healthy as well. I also hope you've enjoyed learning about all of the different scientists, both in history and scientists that you could become. It's really important that we all think carefully about what STEM subjects we might want to go on and study in the future. Particularly if you're a girl, because there aren't enough girls in STEM subjects. So if you want to be a scientist then I hope that you go on to become a really fantastic scientist, because there are lots of scientists out there and lots of jobs that need filling by young girls and boys just like yourselves. So good luck and I can't wait to see what scientists you go into in the future. Well done everyone for your amazing learning. I am so proud of you. I'm going to give you a final cheer of the unit, and this I always save for special occasions, is the roller coaster cheer and it goes like this. Going to strap myself in and then I'm going to go up the rollercoaster. . And there we go. That's your roller coaster cheer for your unit on human lifestyles. Well done everyone, bye!

Unit Overview: Human lifestyle

National Curriculum

Lessons: