(bright music) <v ->In this Year 1 lesson from the unit "Human Body Parts,"</v> pupils develop their substantive knowledge by learning that humans explore and make sense of the world around them using their senses. Prior to this, pupils learned that a human's five basic senses are sight, hearing, touch, smell, and taste. In this lesson, the teacher guides the pupils as they learn how they can use their senses to identify things. This is important because our senses help us to react to the world around us and keep us safe. <v Teacher>So humans can use their senses</v> to identify different sights, smells, and sounds. Aisha says, "To identify something is to be able to name it correctly." And there's a picture there of a mystery object. <v ->I don't think I can recognise that. </v> <v ->It looks like a bird. </v> <v ->Or a camel. </v> <v Teacher>It's a mystery, isn't it?</v> <v ->Is it a camel?</v> <v Teacher>Do you think it's a camel?</v> <v ->Yeah. </v> <v ->And you think it's a?</v> <v ->A camel as well. </v> <v Teacher>What did you say first?</v> Did you say a bird? <v ->Yes. </v> <v Teacher>A bird, so it could be a bird,</v> <v ->Because birds-</v> <v ->could be a camel. </v> <v ->do have like them camel skin. </v> <v Teacher>They do, and you're using your eyes, your sight</v> <v ->I need to look. </v> No. <v ->to identify it. </v> <v ->I think I recognise them hairs, not birds. </v> <v Teacher>Okay. </v> <v ->I think it has legs. </v> <v ->It looks like a duck</v> because I can recognise this mouth. (both chuckling) <v ->But ducks don't have this nose. </v> <v ->I know. </v> <v ->They're big. </v> So not duck. I think it's a camels. <v Teacher>To help us identify sights and smells</v> and sounds, we can compare our ideas with other people, just like you did, because one of you said a camel and one of you said a duck. That's two different ideas, isn't it? <v ->Yeah, but I don't think it's a duck. </v> <v ->That's okay. We can have different ideas. </v> And look, Aisha says, "I think it's a rabbit." <v ->Rabbit. </v> <v ->Rabbit?</v> <v Teacher>That's different to your idea. </v> <v ->That's not. </v> <v ->That dog. </v> <v ->That's actually not-</v> <v ->And we've got here, Lucas says, "I think it is a</v> horse." <v Both>Horse. </v> <v ->It's not a horse. </v> <v Teacher>Izzy says,</v> <v ->A dog. </v> <v ->"I think it is a. ."</v> <v ->Dog. </v> <v ->Dog. </v> <v Teacher>Ooh, three different ideas. </v> <v ->I don't think it is same idea. </v> <v ->It's definitely not a dog. </v> <v ->I want to see the picture one more time. </v> <v Teacher>Here what do you think it is now</v> having hear with their ideas? <v ->A camel. </v> <v ->I choose horse. </v> <v Teacher>Okay, so you're sticking with camel</v> and you've changed your idea. You think it's a horse. <v ->I'm still sticking with camel. </v> <v Teacher>You're gonna look at this other photo. </v> <v ->It's actually</v> <v ->A horse. </v> <v ->a camel. </v> <v ->A horse, horse, horse,</v> horse, horse, horse. <v ->Camel. </v> I don't recognise this anymore. <v ->It's definitely a horse. </v> <v ->What is that behind?</v> <v ->It looked like a horse because-</v> <v ->No. </v> <v ->look. </v> <v ->Can we look at the next one?</v> <v Teacher>Why? Why do you want to look at the next one?</v> <v ->Because I can tell it's a horse. </v> <v ->No, I don't know. </v> <v ->Let's see what Aisha says. </v> She says, "I don't think it's a rabbit. It looks more like a dog." What do you think? <v ->No. </v> <v ->I think I changed my mind. </v> I think this is, still a camel, I think. <v ->Still horse. </v> <v Teacher>Okay, so we're using our sense of sight</v> and you've got your ideas. I'm gonna show you another picture. <v ->If I look at the next picture, I think I recognise it. </v> I want to. (teacher gasps) <v ->What was it?</v> <v ->Dog. </v> <v ->A dog. </v> <v ->We wasn't right. </v> <v ->Oh. </v> <v Teacher>That's okay, though. </v> <v ->In the small group activity,</v> pupils work purposefully as they use their sense of smell to compare their ideas and reach an agreement with a partner to identify each smell. In doing so, pupils develop their disciplinary knowledge of how to identify and classify using their observations and ideas to suggest answers to questions. <v Teacher>We're now going to use a different sense. </v> We're going to use our sense of smell. (pupils breathes deeply) So you ready with your noses? <v ->I think I smell something. </v> <v Teacher>I've got a table here. </v> We're going to use our sense of smell to see if we can identify what is in each pot. (Selena gasps) <v ->Is there a fruit thing?</v> <v Teacher>You'll find out soon. </v> You'll be able to have a guess. And just like the photograph, the mystery object that turned out to be a dog, we can have different ideas. So have a big smell. <v ->Oh! Ah. </v> (Selena exclaims) <v Teacher>Have another smell</v> and say what you think. <v ->I can't smell this anymore</v> because it's too strong. Too strong. <v Teacher>What do you think it is?</v> <v ->Lemonade. </v> <v ->I want to smell it</v> one more time. <v ->Lemonade. </v> <v ->I wanna smell it</v> one more time. <v Teacher>I'm gonna write that down. Lemonade. </v> So you said, pepper. Shall I write that one down? <v ->Yeah. </v> <v Teacher>You're going to decide together</v> which one you think it is. Do you think it's lemonade <v ->It's like salty. </v> <v ->or pepper?</v> <v ->Lemonade. </v> <v ->Pepper. </v> (bright music) <v ->Grass. </v> <v Teacher>Guess is grass. </v> You want to have another smell? (pupils chattering) <v ->Fruit. </v> I kinda feel like it's a fruit. <v Teacher>So, have we got a final guess?</v> <v ->No. </v> <v ->No!</v> <v Teacher>But you both agree it smells like lemon?</v> <v ->Yeah. </v> <v ->I think it's lemon</v> or lemon juice. <v ->Now that pupils have used their senses</v> and compared their ideas with others, they should look inside the pots to identify the source of each smell and review how accurate their collaborative suggestions were. <v Teacher>Right, then you can open it then, Selena. </v> <v ->It won't open. </v> (Selena gasps) <v ->It's leaves!</v> <v ->Let's see. </v> <v ->That was crazy!</v> <v Teacher>They are mint leaves. </v> <v ->Let me. </v> <v Teacher>Should we open it up?</v> Open up. <v ->I hope I'm right. </v> (Selena exclaims) <v ->Some fruit. </v> (Selena gasps) <v ->It's fruit!</v> Banana! <v ->Let me see. </v> Let me see. (Selena gasps) <v ->I'm right!</v> <v Teacher>Let's stick it on the table. </v> <v ->Yeah. </v> <v ->I wanna eat it. </v> <v Teacher>Well, can you open it up?</v> Let's find out. <v ->What is it?</v> (gasps) It's fruit. <v ->It's lemon!</v> I'm right again. (bright music).