Hi, everyone.

It's Ms. Pantel here.

I'm so glad that you've decided to join me on today's lesson.

So, we're going to be learning a little bit more about bone length today and we're going to be thinking a little bit about conclusions as well.

Now, this lesson is part of the unit and introduction to the human skeleton and muscles.

We've got lots of learning to get done today, so let's get started.

So, the outcome for today's lesson is I can use my results to look for patterns in data and write a conclusion about bone length.

So, here are some key words that we're going to be looking at today.

So, we are going to practise saying these words.

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

Patterns in data.

Super job.

Well done.

Estimate.

Amazing work.

Well done.

Conclusion.

Fantastic.

And lastly, adult.

Amazing work.

Everyone well done.

You've had a really good go at having practising saying these words.

Now, some of these words and phrases you may have seen in other science lessons or actually you may have seen some of these words in some of your other subjects, but please don't worry if you're not sure what they mean as we'll be going through them in the lesson.

So, today's lesson is split up into three sections.

So, we've got looking for patterns in data.

Then we are looking at the question, do bones grow as we get older? And the last part of the lesson, we are going to be estimating bone length.

So, let's get started with the first part of today's lesson.

So, scientists look for patterns in data and this helps them to understand how one thing affects another.

So, we've got some snail shells there.

Sam has said, "Does the habitat of the snail affect the colour of its shell?" Investigations where we look for patterns in data are called pattern seeking.

Now, you may have done some pattern seeking in your lessons already.

Andeep wants to know if our skull grows as we get older.

He looks at the data he collected to see if there are any patterns.

So on the right hand side here, we've got some data.

So, the age of the person in years and when we've got the circumference of the skull in centimetres.

Now, do you see any patterns in Andeep's data? So, maybe pause the video here and have a talk with your talk partner.

Look at the data and see are there any patterns.

Replay the video when you're ready to continue.

Super job, everyone.

Well done.

Andeep put the people in order of age, from youngest to oldest.

So, we can now see on the table we've got the person who is two years old, their data is at the top of the table.

Look at this pattern.

Andeep's data shows that your age does have an effect on the size of your skull.

So, we can see the arrow there.

We can see the circumference of the skull and we can see that that number increases as the age of the person in years also increases.

When scientists talk about how one thing affects another, they often use words ending in -er to compare them.

Andeep used this sentence to help him to talk about the patterns in his data.

So, Andeep has said this sentence here, "The older the person, the larger the circumference of the skull." So, Andeep here has used the word older and larger to help explain the pattern in his data.

So, we're going to do a quick check for understanding now to see how everyone's getting on with today's lesson.

So this question says which answer explains why scientists look at patterns in data? Is it a, to tell them how one thing is more important than another thing? Is it b, to tell them how one thing affects another thing or c, because patterns make things look more interesting? So, I'll give you a few moments to have a think and then we will go through the answer.

Amazing work, everybody.

Well done.

The answer is b.

So, scientists look at patterns in data because it tells them how one thing affects another.

Our next question is a true or false question.

So Andeep's data showed that your skull gets larger as you grow into adulthood.

So, do we think this is true or false? Have a few moments to think and we'll go through the answer.

Super job, everyone.

The answer is true.

And I now want you to have a think about why it is true.

Do we think because a, the older the person, the larger the skull or do we think b, the older the person, the smaller the skull? So, have a think about what Andeep's data showed and which sentence is correct.

Super work, everyone.

Well done.

The answer is a, the older the person, the larger the skull.

And we've got those two words there, older and larger, both having that -er ending that we looked at a little bit earlier on in the lesson.

So, we're going to look at the first task now.

It says talk to a partner about what pattern you think the data in this table shows.

So, let's have a look at the data first.

So, we've got a column to say the age of person in years, so how old the person is.

And we also have the length of their foot and that is in centimetres.

I would then like you to write a sentence using -er words to explain how a person's age affects the length of their foot.

So pause the video here, have a go, and then replay the video when you're ready to start again and we will go through an example answer.

Off you go.

Fantastic work, everybody.

Well done.

So, you may have written a sentence like this, "The older the person, the longer the foot." or you may have written, "The younger the person, the shorter the foot." So, notice both of those sentences there that both using those -er words.

So in the first example, we have older and longer and the second sentence, we have younger and shorter.

Maybe your sentence was similar to this.

So, the next activity we're going to move on is we're going to look at the data you collected from your own investigation to answer the question, do bones grow as we get older? So in the previous lesson, we completed an investigation to answer this question.

So, what I would like you to do is talk to a partner about what pattern your data shows.

I would then like you to use -er words to help you explain how one thing affects another.

Pause the video here and have a look at your data and complete the task.

Click play on the video when you're ready to continue and we will go through some examples.

Super work, everyone.

Well done.

So for example, Aisha here has said, "I found that the older the person, the longer the spine," And Jacob here has said, "My pattern showed the younger the person, the shorter the big toe." So, we can see here that Aisha and Jacob both measured different parts of the body.

However, they've written two sentences using -er words.

Aisha has used older and longer and Jacob has used younger and shorter.

Well done, everyone, for completing that first part of the lesson.

You're doing such a fantastic job.

So, we're now going to move on to do bones grow as we get older.

So, scientists let other people know what they have found out in their investigations.

They often talk or write about what their results show or mean.

This is called the conclusion of the investigation.

Now, you may have written conclusions before or spoken about conclusions previously in other lessons.

Andeep wants to write a conclusion to show other people what his results mean.

So, Andeep here says, "The older the person, the bigger the skull." He tries to explain this pattern, but he's a bit stuck for ideas.

Why do you think our skull gets bigger as we get older? So, I'm going to give you a few moments now to have a talk with your talk partner about this question.

So, why do we think our skull gets bigger as we get older? I'll give you a few moments to have a discussion with your talk partner, and then we'll continue with the lesson.

Fantastic work, everyone.

Well done.

So, Andeep thinks about what he already knows about bones.

He knows that bones are living things and that living things grow until they are an adult.

Andeep's dad has not grown since he was 20 years old.

Once you are an adult, your bones stop growing.

So Andeep here said, "My conclusion is our skulls get bigger until we are adults.

This is because bones grow as we age from birth until we become an adult." So, we're now going to do a quick check of our understanding of what we've done in this part of the lesson.

So, we need to fill in the missing words.

Scientists look for in the data they collect.

That's the first sentence.

And the second sentence is the information they share with other people is called a.

This explains what the results mean.

So, I'm going to give you a few moments now to think about what those two missing words are, and then we will go through the answers really shortly.

Off you go.

Fantastic work, everybody.

The first missing word is patterns.

Scientists look for patterns in the data they collect.

And the second missing word is conclusion.

The information they share with other people is called a conclusion.

This explains what the results mean.

Amazing work, everybody.

Well done.

So, we're now going to move on to the next question and this is a true or false.

Our bones are growing when we are 90 years old.

Do we think this is true or false? I'll give you a few minutes to have a think.

Well done, everyone.

The answer is false.

Now, I want you to have a think about why this is false.

Is it because a, our bones are living things so they are always growing or is it b, our bones only grow until we are adults.

So, have a think about which you think is the correct answer and then we'll go through the answer very shortly.

Super work, everyone.

Well done.

The answer is b, our bones only grow until we are adults.

So, we're going to look at the next task now.

So, I want you to look at the data you collected from your own investigation to answer the question, do bones grow as we get older? I then want you to write a conclusion to let other people know what you have found out and what your results mean.

So, I want you to pause the video here, have a look at the data you collected from your investigation, and then I would like you to write a conclusion so that other people can know what you found out and what your results mean.

Good luck with your task and press play on the video when you're ready to continue with the lesson.

Good luck.

Super work, everyone.

Well done.

So, your conclusion might include "As you get older, your spine grows." This is because our bones continue to grow until we are an adult or your conclusion may have been, "My data shows that our legs keep growing until adulthood because bones are living things that grow." Amazing work everyone.

Well done.

You've worked incredibly hard so far in this lesson.

So, we've done the first two parts of our lesson so far and we're now going to move on to the final part.

And this part of our lesson is going to be estimating bone length.

So, a bone scientist has discovered some bones that have been buried for hundreds of years.

Some of the bones are missing, so she cannot measure the height of the skeleton to know how tall the person was when they were alive.

So, there were parts of this skeleton that were not there.

So, it was really hard for the bone scientist to work out how tall the person was when they were alive.

There is a way to estimate their height using measurements from some of the bones she has found.

But before we move on, I would like you to have a think about that key word estimate and what do you think the word estimate means.

So, pause the video here and either talk to your talk partner or maybe jot down your ideas on a piece of paper.

What do you think the word estimate means? You may have heard this word in other subjects, so maybe have a think about what it means there and think about how it can link to our science learning.

Have a go and press play on the video when you're ready to continue.

Amazing work, everyone.

Well done.

So, the word estimate there is talking about having a good guess but actually using what you already know to have a good guess.

So using data about bone length, scientists can estimate the length of other bones in the body, so they can use what they've found the other parts of the bones in the body to estimate the height.

Scientists can measure the length of the ulna, which is a bone in the lower arm and use this to estimate a person's height.

So, the ulna there shows you what part of the body that is.

So, that can help us to estimate a person's height.

So, we can use the length of another part of the skeleton to help us estimate the height.

So, the bone scientist measured the ulna bone which he had found and it was 32 centimetres long.

With the measurement from just one bone, she was able to estimate the height of the man she had discovered was 1.

87 metres.

So by measuring that ulna bone, she was able to estimate the height of the person she had discovered.

So, she was using what she already knew and using that to help her make an accurate estimation.

So, let's do a quick recap of our learning so far from this part of the lesson.

So, what does estimate mean? Does it mean a, an estimate is an accurate measurement of something, b, an estimate is a guess using information we already have or c, an estimate is a statement about what is definitely true.

So, have a think about what the bone scientist did and think about how estimate was used and what that word means.

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

Amazing work, everyone.

Well done.

The answer is b.

So an estimate is a yes, using information we already have.

So if we think back to the bone scientist, she used the measurement of the ulna to estimate the height of the person.

So, let's move on now.

Leonardo da Vinci was a famous artist and inventor who lived a long time ago.

So here, we've got a picture, the proportions of the human figure.

He noticed lots of patterns in the human body when he was drawing and took measurements to prove his ideas.

This famous picture he drew showed that the arm span of a man is the same as his height.

So, the arm span there shows you the arrow there, what arm span means.

From one arm all the way across to the other arm.

So, let's do a quick check of understanding which of these things could you measure to estimate your height, a, ulna length, b, finger length, or c, arm span.

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

Amazing work, everyone.

There's actually two answers here.

We could use the ulna length and we could also use the arm span.

Well done, everyone.

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

Now, I would like you to follow the instruction step by step as I'm reading them to you.

So, the first thing is I want you to stand up and spread your arms as wide as you can.

And then, I would like you to ask a friend or might be your talk partner to measure and record the distance from your fingertip on each hand.

This is your arm span.

So use that diagram there to help you and you may need an adult to help you with this as well.

Use this measurement to estimate your height.

Now, take off your shoes and measure from the top of your head to the floor.

Can your arm span measurement be used to estimate your height correctly? Why do you think this is? So, I would like you to pause the video here and have a go at completing this task.

And click play on the video when you're ready to continue with the lesson and we will go through an example.

Off you go.

Amazing work, everyone.

I hope you had a great time measuring your height and also your arm span.

So, Jun here has said, "My arm span is 143 centimetres and my height is 141 centimetres.

The measurements are nearly the same.

I think this is because my arm span is used to estimate height, so the measurements will not be exactly the same." Jun recognised there was a pattern between his arm span and his height.

Is this what you also discovered? Maybe you discovered the same.

Maybe you discovered something a little bit different.

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

So, we're going to do a summary of our learning.

So, we've learned in today's lesson that scientists look for patterns in data to tell them how one thing affects another thing.

The conclusion of an investigation is when scientists explain what the results show or mean.

And this can be used to help other people understand your investigation.

Our bones grow in length as we age until we become an adult.

And the length of some bones can be used to estimate the length of other bones and body height.

So, we've done lots of fantastic learning today and I'm so impressed with all of your work.

You have worked incredibly hard.

We've done lots of practical learning again today and you've all been absolute superstars.

So, a big well done to you all.

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

Bye-bye.

(static crackling).