{"id":13774,"date":"2019-03-18T11:39:44","date_gmt":"2019-03-18T11:39:44","guid":{"rendered":"https:\/\/www.potentialplusuk.org\/?p=13774"},"modified":"2024-07-25T16:41:44","modified_gmt":"2024-07-25T15:41:44","slug":"bodies-beyond-the-superficial","status":"publish","type":"post","link":"https:\/\/potentialplusuk.org\/index.php\/2019\/03\/18\/bodies-beyond-the-superficial\/","title":{"rendered":"Bodies: Beyond the Superficial"},"content":{"rendered":"

[vc_row][vc_column][vc_column_text]Vast, complex, puzzling… those descriptions of the human body might also fit a child with high learning potential. The body and its health provide an excellent platform for creating more challenging thinking. Children can delve into DNA, muse over medical advances, and debate the more gruesome side of medicine, such as past historical amputations! Pick and mix activities to suit.<\/p>\n

Make a Playdough Brain<\/strong><\/p>\n

https:\/\/www.science-sparks.com\/make-a-play-dough-brain\/<\/a><\/p>\n

Look at the anatomy and structure of the brain and find out how it affects our emotions and behaviour. Trick the brain with optical illusions e.g. \u2018Optical Illusions and Puzzles\u2019<\/em> by Paragon Publishing.<\/p>\n

What\u2019s My Illness?<\/strong><\/p>\n

Play a game in which the high potential learner has to identify and diagnose a mystery illness. Can they include medical terms in the diagnosis?<\/p>\n

Discuss antibiotics. This video about Alexander Fleming is a good starter: https:\/\/www.youtube.com\/watch?v=ZAGY36JYQlg<\/a><\/p>\n

Discuss antimicrobial resistance. Play as Dr. Dirt to find new antibiotics to combat this crisis. https:\/\/e-bug.eu\/doctor-dirt<\/a><\/p>\n

Finger on the Pulse<\/strong><\/p>\n

Show the high potential learner how to measure their own pulse or someone else\u2019s. https:\/\/humanbodylearning.com\/how-check-pulse-rate-child\/<\/a> Vary the results by doing exercise. The fitter they are, the quicker the return to a slower rate after exercise.<\/p>\n

Matters of the Heart<\/strong><\/p>\n

Incredibly, your heart beats more than two billion times on average in a lifetime! \u00a0\u00a0Make a pumping heart https:\/\/www.kiwico.com\/diy\/stem\/anatomy-biology\/pumping-heart<\/a><\/p>\n

For KS2\/3<\/strong><\/em> – Raise awareness about blood types, what levels of stock do we need and for what medical purposes? \u00a0Draw the different blood types afterwards. Don\u2019t forget the antigens!<\/p>\n

Discuss a blood donation advert. What is blood used for in the body? Older children might want to learn about why blood flow can be restricted by clots. Ask why clots evolve or explore what happens with haemophilia.<\/p>\n

Investigate the Heart<\/strong><\/p>\n

How Does Your Heart Work? KS2 https:\/\/www.bbc.co.uk\/bitesize\/articles\/ztg6gdm<\/a><\/p>\n

What Does the Heart Do? GCSE https:\/\/www.bbc.co.uk\/bitesize\/articles\/zm6xvk7#zyfgjfr<\/a><\/p>\n

Leonardo da Vinci made many investigations into the heart, meticulously drawing the heart valves and blood flow. He even showed that the heart is a muscle. For younger children, read \u201cLeonardo da Vinci\u201d<\/em> (Usborne Publishing) or for older age groups, \u201cLeonardo, Portrait of a Master\u201d<\/em> by Bruno Nardini. There\u2019s also an ipad app https:\/\/itunes.apple.com\/gb\/app\/leonardo-da-vinci-anatomy\/id520564038<\/a> .<\/p>\n

Waste Not <\/strong><\/p>\n

Discuss the digestive system. This wordsearch and word fitter will help recall the body parts: https:\/\/www.tes.com\/teaching-resource\/human-digestive-system-11037646<\/a> \u00a0Discuss how large food pieces get broken down in their body.<\/p>\n

Skeletal Structure<\/strong><\/p>\n

Younger children<\/strong><\/em> – try this online labelling quiz: http:\/\/www.abcya.com\/skeletal_system.htm<\/a><\/p>\n

KS2\/3<\/em> – <\/strong>Compare and contrast skeletons, using pictures and photos of different animals such as a human (internal skeleton), insect (external) and jellyfish (none). Why do skeletons differ? Consider muscles, body growth and flexibility. Is one type of skeleton more advantageous for movement than another?<\/p>\n

Has anyone broken a bone or knows someone who has. Ask them to imagine that they work in a hospital and have been asked to compile a booklet for patients with broken bones and fractures. Do they know the differences between the types of fractures, where the main bones are and why some people such as the elderly are more at risk of broken bones?<\/p>\n

\u00a0<\/strong>Which Water?<\/strong><\/p>\n

Testing water for its pH value will help understand why only certain sources of the clear liquid stuff are safe to drink. It\u2019s also a simple introduction to the meaning of acidic or alkaline.<\/p>\n

You will need:<\/p>\n