Empiribox KS2 Human Health and Fitness Support Documents

Transcription

1 Lessons 1 and 2: Smokey Sue Empiribox KS2 Human Health and Fitness Support Documents 1. Place a lighted cigarette in the mouth of Smokey Sue. 2. Squeeze her chest. 3. Watch as the tube fills with tar. 4. Repeat until the cigarette is finished. 5. Remove the tube from Smokey Sue and show children the muck collected from a single cigarette. 6. Clean using the ethanol and a cloth. ENSURE CHILDREN ARE A SAFE DISTANCE AWAY AND THAT THE INVESTIGATION IS COMPLETED OUTSIDE. KS2 HHF Support Document v1 November 2015 Page 1

2 Lessons 1 and 2: Aspirator 1. Attach a strip of tape to the 5l bottle from top to bottom. 2. Use the measuring cylinder to add 250 ml of coloured water to the bottle. Use the pen to mark the water level on the strip of masking tape. 3. Repeat the previous step until the bottle is marked to the top. 4. Fill the tank with water to a depth of around 10 cm and place the large bottle upright in the tub, on top of the beehive. 5. Fill the bottle to the very top. Place your hand over the top of the bottle. Invert the bottle into the tub of water. Don't remove your hand until the bottle neck is under the water. Insert one end of the tubing into the neck of the bottle, through the beehive. 6. Hold the tube, take a deep breath and blow until it feels like there is no air left in your lungs. 7. Measure how much air is in the bottle (count the marks). 8. To calculate your lung capacity multiply the number of marks by 250 and then divide by e.g. 13 x 250 = 3250 ml / 1000 = 3.25 litres KS2 HHF Support Document v1 November 2015 Page 2

3 Lessons 3 and 4: Teacher Demonstrations Empiribox KS2 Human Health and Fitness Support Documents 1. Model heart and stethoscope 2. Sphygmomanometer KS2 HHF Support Document v1 November 2015 Page 3

4 Lessons 5 and 6: Model Arms Teacher s version/possible extension: ( 1. Gather equipment. 2. Label the tubes with radius, ulna and humerus. Place the humerus between the ulna and the radius. 3. After piercing the tubes, use a paperclip to thread them together. Then secure the other end of the ulna and radius with an elastic band. KS2 HHF Support Document v1 November 2015 Page 4

5 4. Inflate the balloons to the length of the tubes. 5. Tie the balloons to the tubes. The bicep to the front, the tricep to the back. KS2 HHF Support Document v1 November 2015 Page 5

6 Lessons 5 and 6: Model Arms Children s version Each pair will need: 2 x thick card strips 15cm long x 4cm 2 x long modelling balloons access to hole punch sellotape 1. Make a hole in either end of both pieces of card, about 1cm from the end. 2. Tape both pieces of card together, making one long strip. 3. Label one piece of card: HUMERUS and the other: RADIUS 4. Thread one balloon through the hole at the top of the bicep, tying a knot to ensure it doesn t pull through. 5. Then thread it through the top hole of the humerus and tie a knot. 6. Repeat with the second balloon, on the opposite side to the first. As pupils open and close the model, they can observe the muscles moving. KS2 HHF Support Document v1 November 2015 Page 6

7 Lessons 7 and 8: Bone Strength Empiribox KS2 Human Health and Fitness Support Documents You will need: 3L Ethanoic (acetic) acid (CH3COOH) Also known as vinegar. Cleaned chicken bone (ideally a wing bone set gently boiled leftovers from Kentucky!) Ahead of the second lesson, soak the bones in the acid at least overnight. Gather equipment, each pair will need: A book School ruler 100g mass Clean chicken bone (ideally a wing bone set gently boiled leftovers from Kentucky!) 250ml beaker, small G Clamp, fine string to make a hook for the mass metre stick 1. Pupils will need to clamp a pre acid soaked bone to a book, with a ruler laid horizontally on top tied with string. 2. Fix the book to the edge of the table 3. Measure the deflection on a ruler when 100g mass is applied. 4. They then soak the bone in acetic acid for a day / week and then repeat the experiment to see the outcome. KS2 HHF Support Document v1 November 2015 Page 7

8 Lessons 9 and 10: Drugs and Health Empiribox KS2 Human Health and Fitness Support Documents 1. Bernoulli Principle 2. Drugs and Health KS2 HHF Support Document v1 November 2015 Page 8

9 Lessons 11 and 12: The digestive system Each group is given a selection of food to mash inside the bowl. This represents chewing the food. (Half the groups will have a couple of handfuls of All-Bran to add, this will give groups something to compare.) Add a little water to help them mash food (the water represents saliva ). Place the squished up food into the bag. Add a little more water (to represent enzymes, a.k.a. gastric juice ) and seal the bag. Using their hands, students squish up the food until it is mixed up really well. This represents the churning action that happens in the stomach. Note that children should try not to have very much air in the bag. Ask the children what would happen if there was too much air in the bag (i.e. this would be what happens when you belch). Have them cut a hole in the bottom of the bag (this represents the pyloric sphincter, the muscular opening at the point where the stomach meets the small intestine. (like a piping bag) Have one pupil hold open the top of the tights leg and the other student pour the mixture from the bag (stomach) into the leg (small intestine). Have the pupil holding the leg of the tights use open hand to open the leg and the other hand to hold the rest of the tight closed (so that the mixture only fills up the top ~1/3 of the tights). Hold the bottom end of the leg into a bowl (which represents the large intestine). Have them squeeze the mixture through the leg into the bowl. The water & mixture that comes out through the stocking represents the nutrients and energy that are being absorbed through the wall of the small intestine and going into the bloodstream, where it can be carried off to the places in the body that need nutrients and energy. Any of the mixture that ends up in the bowl represents the part of our food that is not absorbed. Scoop the food into one EPS cup which children have made a small hole in the bottom of. Use the other cup to squeeze the food back into the bowl. The cup represents the large intestine & rectum. You can talk about how water is actually absorbed at this point in the digestive tract. The hole in the cup represents the anus. Have the student squeeze the remaining mixture through the hole in the bottom of the cup, which represents faeces being excreted through the anus. Clean up! KS2 HHF Support Document v1 November 2015 Page 9