www.brainpop.co.uk
Year 6 Science
Biology: Animals including humans
LEARNING FOCUS: ANIMALS INCLUDING
HUMANS
WORKING SCIENTIFICALLY
BASIC SKILLS OPPORTUNITIES:
National Curriculum Learning Targets:
National Curriculum Skills Targets:
Literacy:
Expectations
Expectations
 Presentation Skills – giving presentations to an
audience
http://www.brainpop.co.uk/english/studyskills/public
speaking/
 I can identify and name the main parts of the
human circulatory system, and describe the
functions of the heart, blood vessels and blood
http://www.brainpop.co.uk/science/lifeprocesseshu
mans/circulatorysystem/
 I can recognise the impact of diet, exercise, drugs
and lifestyle on the way their bodies function
http://www.brainpop.co.uk/psheandcitizenship/pshe
healthandwellbeing/fitness
 I can describe the ways in which nutrients and
water are transported within animals, including
humans. Identify and name the main parts of the
human circulatory system, and describe the
functions of the heart, blood vessels and blood
http://www.brainpop.co.uk/science/lifeprocessescel
ls/blood
Challenge
 I can describe the process of respiration.
http://www.brainpop.co.uk/science/lifeprocesseshu
 I can plan enquiries, including recognising and
controlling variables where necessary
http://www.brainpop.co.uk/science/scientificenquiry
/scienceinvestigations
 I can take measurements, using a range of
scientific equipment, with increasing accuracy and
precision
http://www.brainpop.co.uk/science/scientificenquiry
/precisionandaccuracy
 I can record data and results of increasing
complexity using scientific diagrams and labels,
classification keys, tables, bar and line graphs, and
models
 I can report findings from enquiries, including oral
and written explanations of results, explanations
involving causal relationships, and conclusions.
 I can present findings in written form, displays and
other presentations.
 I can use test results to make predictions to set up
further comparative and fair tests.
Maths:
 To measure heart rate and record data in tables
 To draw line graphs and identify trends in data
http://www.brainpop.co.uk/maths/handlingdata/graphs/
ICT:

Powerpoint presentations on Smoking and
Alcohol effects on the body

Use data loggers to measure heart rate

To use spreadsheets to analyse data about the
human body
www.brainpop.co.uk
mans/respiratorysystem
 I can list the nutrients that need to be in our blood
and explain how they get there.
http://www.brainpop.co.uk/psheandcitizenship/pshe
healthandwellbeing/nutrition
 I can use simple models to describe scientific
ideas
http://www.brainpop.co.uk/science/scientificenquiry
/scientificmethod/
 I can identify scientific evidence that has been
used to support or refute, ideas or arguments.
Challenge
 I can ask questions and develop lines of enquiry
based on observations.
 I can make predictions using scientific knowledge
and understanding.
 I can plan and design investigations
and experiments to make observations and test
predictions.
 I can identify independent, dependent and control
variables and other factors to be taken into
account when collecting
 evidence and data
 I can select appropriate techniques, apparatus,
and materials during fieldwork and laboratory
work, working safely.
 I can evaluate the reliability of methods
and suggest possible improvements.
 I can interpret observations and data.
 I can present reasoned explanations.
SMSC Opportunities:
Health Focus – diet, exercise, drugs
http://www.brainpop.co.uk/psheandcitizenship/pshedru
geducation
http://www.brainpop.co.uk/psheandcitizenship/pshehe
althandwellbeing/nutrition/
http://www.brainpop.co.uk/psheandcitizenship/pshehe
althandwellbeing/fitness/
www.brainpop.co.uk
Investigation Ideas:
Additional activities:
Websites and Resources:
Investigating nutrition content using food labels –
Which is the unhealthiest chocolate bar/snack? How
healthy are ready meals?
Visiting local secondary school for heart/lung
dissection project.
Meet a doctor, health visitor or fitness instructor.
Investigating the effect of exercise on our heart rate
MAKE SURE WE PLAY THIS GAME:
Research smoking and alcohol and the effects on the
body – children prepare presentations.
http://www.brainpop.co.uk/science/lifeprocesseshuma
ns/heart
1. http://www.brainpop.co.uk/psheandcitizenship/
pshedrugeducation/smoking/
How does water travel around our body?
2. http://www.brainpop.co.uk/psheandcitizenship/
pshedrugeducation/alcohol
http://www.brainpop.co.uk/science/lifeprocesseshuma
ns/humanbody
How do muscles work? Modelling with paper tubes
and rubber bands – investigating muscles in different
movements.
http://www.brainpop.co.uk/science/lifeprocesseshuma
ns/muscles
Labelling the organs in the body.
Creating a healthy lunch – food tech links.

http://www.brainpop.co.uk/psheandcitizenship/
pshehealthandwellbeing/foodsafety/
Keeping a diary of drinking – checking water levels.
http://www.brainpop.co.uk/games/gutsandbolts/
www.brainpop.co.uk
Non-Statutory Guidance:
Pupils should build on their learning from years 3 and 4 about the main body parts and internal organs (skeletal, muscular and digestive system) to explore and answer
questions that help them to understand how the circulatory system enables the body to function.
Pupils should learn how to keep their bodies healthy and how their bodies might be damaged – including how some drugs and other substances can be harmful to the
human body. Pupils might work scientifically by: exploring the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and
health.
Assessment Opportunities:
 Children can self assess and peer assess their progress in ‘working scientifically’ – in addition ongoing teacher assessment of skills using tracking sheet.
 End of topic assessment task to assess scientific knowledge gained and progress in scientific thinking.
Vocabulary List:
















Circulatory system
Heart
Blood vessel
Veins
Capillaries
Lungs
Oxygenated
De-oxygenated
Respiration
Pulse
Ventricle
Aorta
Atrium
Arteries
Oxygen
Carbon dioxide