(upbeat music) <v ->In this year one lesson from the unit, human body parts,</v> pupils develop their substantive knowledge as they become more confident in naming different parts of the human body and talking about what jobs they do. Prior to this, pupils learned that the human body is made up of many different parts, and that when we identify something, we name it correctly. In this lesson, the teacher guides the pupils as they play games, to identify and name different parts of the human body. As a class, they discuss ideas for how to record the human body parts they know. <v ->Aisha she says,</v> "We can take photographs like I do on our iPad." Sam says, "We can make a model. Perhaps a junk model or model out of Play-Doh." And oh, Alex is asking us a question. Alex says, "Can you think of any other ways we can record the human body parts?" <v ->Get a doctor to come and look at our body,</v> so then we can all see our body. <v ->Oh, do you mean like on an X-ray or something?</v> The children have decided to draw around their friend Aisha's body, and they're labelling the parts of her body they know. Do you think they've missed any labels? Are there any other parts of her body that they could label? Bodie? <v Bodie>Her shoulders. </v> <v ->Oh, I like that. Her shoulders. What a great idea. </v> Seb? <v Seb>Hips. </v> <v ->Her hips. </v> <v Melanie>This video shows pupils as active participants,</v> as they draw around a child in their group, add labels for different body parts, and discuss what each body part does. <v ->I'm going to say a part of the body. </v> I'd like you to see if you can find it on in your drawing. Can you find the shoulders? (pupils discussing amongst themselves) <v ->Pupils continue to work scientifically and purposefully</v> to identify and name some parts on the inside of the human body, recording these using simple drawings, models and labels. In doing so, pupils develop their disciplinary knowledge of how to gather and record data to help answer questions. In this instance, what are the different body parts of the human body, where are they found and what do they do? <v Teacher>Can you tell me a body part on the inside?</v> <v ->Lungs?</v> <v Teacher>Brilliant. </v> <v ->Brain. </v> <v Teacher>Yeah. </v> <v ->Heart. </v> <v ->Intestines. </v> <v Teacher>Intestines. Any others? Sam?</v> <v ->Stomach. </v> <v ->Our hearts makes us alive. </v> <v ->It helps us pump blood around our body. </v> <v ->Our lungs are for breathing. </v> <v ->A stomach. </v> <v ->Heart. </v> <v ->Lungs. </v> <v ->Brain. </v> (upbeat music) <v ->Now that pupils can identify, name and record</v> some basic parts of the human body, they should continue to expand their vocabulary of human body parts and be able to identify body parts associated with the senses. (upbeat music).