Hi, everyone.

It's Ms. Paintal here.

I hope you've had a great day so far and I'm really glad that you've decided to join me on today's science lesson.

Now our lesson today is going to be very practical and this is part of the bigger unit on the introduction to the human skeleton and muscles.

So we've got lots of fantastic learning to get done today.

So let's get started.

So the outcome for today's lesson is, "I can plan and carry out an investigation to find out if bones grow as we get older." So today's very much a practical lesson and you're going to be doing some practical learning to carry out an investigation.

So, we're going to cover some keywords now that we're going to go through in the lesson.

So I'm going to say the word and I would like you to repeat it back to me.

My turn, plan, your turn.

Super job.

Well done.

My turn, measure, your turn.

Fantastic.

Well done.

My turn, equipment, your turn.

Fantastic work, everyone.

Well done.

My turn, record, your turn.

Super work.

And lastly, my turn, data, your turn.

Amazing work, everybody.

Well done.

So these keywords are going to be coming up in today's lesson and you may have seen these keywords before, seen them in some different lessons and maybe in some different subjects as well.

Now you may know what some of them mean or you may not be so sure, but please don't worry because we're going to talk through all of these keywords during today's lesson.

So we've got lots of amazing learning to do today.

So let's get started with the lesson.

So we're splitting up today's lesson into three sections.

And so we are going to start off with, "Do bones change?" So I want you all to have a look at what is on the screen here.

It says, "Look at the height of this human at different ages." So we've got different images here of this human at different ages.

So the human is getting older.

I've got two questions for you now to have a think about.

What happens to the height of humans as they get older and why do you think this is? So I'd like you to pause the video here for a moment and either talk with your talk partner or maybe jot down your ideas on a piece of paper in order to answer those two questions.

And we'll come back to the video in a few moments.

Amazing discussion, everybody.

Well done.

So we would describe the bone as a living thing.

Our bones change throughout our lives.

From when we are born, our bones begin to grow.

As some of our bones get longer, we get taller.

So your bones when you are a baby and a newborn are very different to when you are older.

So we say that our bones are a living thing because they change throughout our lives.

So some scientists study only bones.

So we've got an example here, the bone scientist.

And they study skeletons from people who have died a long time ago to find out about bone history.

They also study bones from people who are alive today.

So bone scientists focus their studies all on bones of people that have passed away a long time ago, but also people that are alive today.

Bone scientists ask lots of questions about bones.

They find out about how bones change throughout our lives.

So we've got another example here of a bone scientist.

So between this picture and the picture before, they're both doing the same job essentially 'cause they're both bone scientists, but actually they're both very different people but also they're in very different environments as well.

"These bones look like they belong to a male.

I wonder how old he was when he was buried." What question could you ask about bones and how they change? So pause the video here and have a quick talk with your talk partner about what question you would ask about bones.

Click play again when you're ready to continue with the lesson.

Excellent discussion, everybody.

Well done.

So we're going to do a few questions now just to check our understanding of what we've learned so far in the lesson.

So our first question says, which statement below about bones is true? A, bone is a living thing.

B, bone is not a living thing.

C, bone stays the same and never changes.

So I would like you to have a few moments to have a think about which statement is true and then we will go through the answer shortly.

Have a quick go.

Amazing work, everybody.

Well done.

The answer is A, bone is a living thing.

So we spoke earlier in the slides and we saw that bones change over time, okay? And that's why we say it's a living thing.

So our next question is what do you know about bone length? What do you think about each statement? So for each statement we have four options.

I am sure this is right.

I think this is right.

I think this is wrong.

Or I am sure this is wrong.

So we're going to go through each statement and then I want you to have a think about which option you think you would like to select.

A, leg bones stay the same size as you grow from child to adult.

So do you think I am sure this is right, I think this is right but I'm not 100% sure, I think this is wrong or I am sure this is wrong? Have a quick think.

Excellent.

Well done, everyone.

This statement is wrong.

So I think this is wrong or I am sure this is wrong.

Statement B now.

Leg bones shrink as you grow from child to adult.

So do you think I am sure this is right? Do you think, hmm, I think this is right but I'm not 100% sure, or I think this is wrong but I'm not quite sure, or I am sure this is wrong? So have a little think and then we will go through the answer.

Super work, everybody.

I think this is wrong and I am sure this is wrong.

And lastly, C.

Leg bones get bigger as you grow from child to adult.

So do we think I am sure this is right, I think this is right but I'm not too sure, or I think this is wrong or I am sure this is wrong? So have a little think and we'll go through the answer soon.

Great work, everybody.

We know that this statement is correct.

So we spoke earlier in the lesson today about how different bones in our body will get bigger as we grow from child to adult.

Amazing work, everybody.

Well done.

So we're going to move on to the first task now.

So, we're going to use a tape measure to measure the length of different bones in centimetres.

We've got a picture of a tape measure there.

So have a go at measuring on a partner from the thigh down to the knee, which is called the femur, and then from the shoulder to the elbow, which is called the humerus.

And I would like you to have a think about what do you notice about the length of different bones.

Are your bones the same length as your partner's bones? So I want you to pause the video here and I want you to use a measure tape to measure the femur and humerus and then think about those two questions at the bottom.

Play the video again when you're ready to continue and we'll go through some answers.

Off you go.

Amazing work, everybody.

Well done.

I hope you had a great time measuring with the tape measure.

So the first question was, are your bones the same length as your partner's bones? So Jun has said here, "I measured Izzy's femur, it was two centimetres longer than my femur." And Izzy here has said, "I measured Alex's humerus which was one centimetre shorter than my humerus.

And Alex here says, "Both my humerus and femur were longer than Jun's." So you may have got some different results when you were doing your measuring, similar to the children on the screen here.

So we're now going to move onto the second part of the lesson, and we're going to be thinking about how scientists plan to answer questions.

So scientists ask questions and then plan how to carry out the right type of investigation to find answers.

So scientists are very organised people because they have to have a really good plan of how they're going to carry out their investigation to ensure that they get the data and answers that they want.

So our question today is, "Do bones grow as we get older?" What will you do to find answers to this question? Andeep chooses a bone he would like to investigate and asks, "Do people's heads grow bigger as they get older?" So this is the question that Andeep would like to investigate.

Andeep then makes a plan.

He decides to measure and compare the heads of different aged people to find the answer to his question.

So it's important that Andeep plans his investigation so that he can ensure he does the full and bigger investigation properly, but also he gets the answer to his question as well.

So as part of Andeep's plan, he needs to choose the correct equipment to make his measurements accurately.

He needs to measure around people's heads, but there are different types of equipment for measuring length.

So it's important that Andeep chooses the correct equipment to use.

So he could use a ruler, he could use a tape measure, or he could use a trundle wheel.

Which could he choose? Which equipment would not be suitable? So we've got three different ways of measuring there on the screen.

So I'd like you to have a think now about which do you think he could choose and which equipment do you think would not be suitable.

And an extra challenge is I want you to have a think about why that equipment would not be suitable.

Pause the video here, have a talk with your talk partner, or jot down your ideas on a piece of paper.

Excellent work, everyone.

Andeep plans to use a tape measure because it is flexible, which means that you can use it to wrap around the head in order to measure the head circumference.

So he decides to measure his younger brother's head, who is aged two, his own head and he is aged seven, his older sister's head who is aged 18, and his dad's head who is aged 41.

So Andeep has thought really carefully about the different head circumferences he will be measuring.

So he's got a different age ranges there and that's going to be really important to help him answer his question.

So we're going to do a quick check now just to ensure that everyone feels happy with all the learning that we've done so far today.

Andeep plans to answer his question, do people's heads grow bigger as they get older? Who do you think he should measure? So Jun says, "You need to measure lots of children's heads who are all the same age." Izzy says, "You need to measure lots of people's heads who are all the same height." And Alex says, "You need to measure lots of people's heads including children and adults of different ages." So have a little think there about all the three children and what they've said, and have a think about who you think is correct.

Amazing work, everybody.

Alex is correct.

So Alex has said you need to measure lots of people's heads including children and adults of different ages.

This will allow Andeep to collect reliable data and measurements, but also it will really help him to answer his question.

So we're moving on to our next question now.

Which equipment would you use to measure bone length? So we've got A, weighing scales, B, measuring cylinder, or C, a tape measure.

So I'm going to give you a few moments now to have a think about which equipment would you use to measure bone length.

Have a think and we'll go through the answer soon.

Fantastic work, everybody.

The answer is C, a tape measure.

So we said that a tape measure is very flexible so you'd be able to wrap it around someone's head to measure the bone length.

So our next question is which of these questions might a bone scientist ask? A, does the size of your feet change as you get older? B, does the length of your leg affect how high you can jump? Or C, what is the best material for making a shoe? So have a think back to what we learned about bone scientists and what they do and think about which of these questions might a bone scientist ask.

Have a think and we'll go through the answer shortly.

Fantastic work, everyone.

There's actually two answers to this question.

So a bone scientist could ask, sorry, does the size of your feet change as you get older? And B, does the length of your leg affect how high you can jump? And the last question there, what is the best material for making a shoe, would not be a question that a bone scientist may ask.

Well done, everyone.

You've done such a fantastic job so far.

So we're going to move on to task B now.

So our question is, do bones grow as we get older? So I would like you to talk about your ideas and make a plan.

So we spoke earlier in today's lesson about how it's really important that we make a plan for an investigation just to ensure that we actually get the answer to our question at the end of the investigation.

So we need to decide which bone you're going to investigate.

You need to consider which people you may measure.

And you will also need to have a think about what equipment you will need to measure this part of their body.

So I would like you to pause the video here and have a think about these different parts of the investigation and also considering the equipment.

So I would like you to talk about your ideas to your talk partner or you can jot them down so that you have a plan ready for your investigation.

Off you go.

Super work, everyone.

Well done.

So making a plan to answer the question, do bones grow as we get older? So Jun has said, "I will measure the width of a wrist from a 3 year old, a 7 year old, a 10 year old, a 16 year old, and my mum using a tape measure." So that's the plan that Jun has got.

Izzy has said, "I will measure the length of a foot from my younger sister, older brother, older cousin, step-dad and my own foot, and I will use a tape measure." So both of these children here have decided to use a tape measure and you may have also decided to use a tape measure as well.

So what was your plan? Your plan may have been similar to Jun or Izzy or it may have been a little bit different.

So, we're going to move on to the final part of today's lesson, which is talking about scientists and how they record their data from their investigations.

So when scientists investigate, they observe and measure things to gather information about what is happening.

What information have you gathered in your own science lessons? So if you have a think back to all the science lessons you've completed, what information have you gathered? Have you gathered some measurements? It might be that you've looked at some different observations outside.

So have a think.

What information have you gathered in your own lessons? Super job, everyone.

Well done.

So the information gathered from an investigation is known as data.

Data is recorded information, and can be numbers, photos, drawings, and much more.

So there's lots of different ways that you can record data, and you may have had a go at doing some of these different types of recording data previously.

Izzy has said here, "My data shows that my thumb is five centimetres long, but my grandad's thumb is seven centimetres long." Data is the information that we collect about the world.

Scientists make decisions about how to record data in their investigations.

Data is often recorded using tables and charts.

So we've got an example here of a table and chart.

So Andeep decides to record the data from his investigation in a table.

So we've got two columns here.

We've got the age of the person in years and then we've also got another column which is the circumference of the skull in centimetres.

So the circumference means all the way around the head.

So Andeep has reminded us here that our question for our investigation is, do people's heads grow bigger as they get older? It is important when you're doing an investigation to keep reminding yourself what the actual question is, just to make sure that all of the things you are doing in your investigation will help you to answer your question.

So his table has headings and the correct units of measurement so that other people can understand the data he collects.

So sometimes in investigations, the data that you collect might not just be used for you, it might be used for other people.

So it's really important that you record your data properly with the correct headings and the correct units so that other people can understand what you have done as well.

So we're going to do a quick check of our learning so far for this part of the lesson.

So this question says fill in the missing word using one of the words below.

The information that scientists collect and record in an investigation is called.

So we have three options here, units, measurement, data.

Have a think about which word fits into the sentence and we'll go through the answer really soon.

Amazing work, everybody.

The answer is data.

Let's move on to the next question.

Which of the following would you use to record data? A, tape measure, B, table, C, chart.

Have a few moments to think and then we will go through the answer.

Amazing work, everybody.

It's B, table, and C, chart.

So Andeep has recorded some incorrect information in his table, can you spot the mistakes? So I'm going to give you a few moments now to have a look at what Andeep has recorded, and can you spot any of the mistakes? You might want to pause the video so you can have a longer look at the table.

Press play when you're ready to continue and we'll go through the answers.

Excellent work, everybody.

We're now going to talk through the answers.

So we can see here that Andeep needs to put the ages of the people he was measuring.

He's actually just put the names of the people, which doesn't really help us with the age because it tells us their name but actually not how old they are.

And Andeep has also written the length of the skull.

Andeep needs to measure the circumference of the skull.

And we can also see here it's in kilogrammes, and Andeep is measuring using a tape measure so its unit of measure is actually going to be centimetres.

And lastly, the heading there says age of the person.

So Andeep needs to add the unit of measurement of age.

Its unit of measure is years.

Well done, everyone.

Fantastic work.

So we're going to move on to the next task now.

So our question is, do bones grow as we get older? So the first step is actually following your plan to carry out your investigation.

So earlier in this session we wrote a plan to answer this question.

So the important thing is to carry out that plan.

Then I would like you to record the data you collect and I want you to think really carefully about the headings that you use, but also the units of measurements that you will be using.

You may want to use this table to help you.

So I want you to pause the video here and have a go at this investigation.

Check back in the lesson a little bit later on and we will go through some example answers.

Good luck and I hope you have a great time completing your investigation.

Amazing work, everybody.

I hope you found some really interesting results.

So this is an example of Lucas here and the measurements that he's collected.

So did you measure the same bone or a different bone to me? So Lucas here has measured different people.

So he's got ages of person.

So we've got 2 years, 7 years, 16 years, and 40 years.

And he's also got the length of the foot in the correct unit of centimetres.

So you may have also measured the length of a foot or you may have measured the length of a different bone.

So, we've come to the end of today's lesson.

So we're going to do a summary of all the learning that we've done so far.

Bone is a living thing.

Our bones change throughout our lives.

So we spoke about what our bones are like when we are born and we're a newborn baby to when we are adult is very, very different.

Scientists ask questions and then plan how to carry out an investigation to find answers.

So we explore the idea of the fact that scientists have to be very organised people because they have to plan out all of their investigations.

And scientists choose the correct equipment to take accurate measurements.

And we learned that if they don't choose the correct equipment, that they may not be able to take accurate measurements.

And lastly, that scientists gather and record data using tables and charts, and there's lots of different other ways that you can also record your data.

So you've come to the end of the lesson now and I would like to say a huge well done to you all.

There's been lots of practical work in today's lesson and you've all done a fantastic job of giving it your best go.

I hope you have a lovely rest of the day and I'm sure I'll see you very soon in the next lesson.

Buh-bye.