Brilliant Bodies
Discover the amazing machine that is YOU!
From beating hearts to bendy bones, embark on a fun-filled journey through the human body. Depending on the Stage, students will explore different human body systems relevant to the curriculum.
Students will:
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Explore how their bodies work through hands-on activities
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Tackle physical and mental challenges
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Simulate real-life functions of different body systems​​
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*additional travel costs may apply for outside 25km radius
EYLF Connections
Learning Outcomes
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Children have a strong sense of identity
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Children are connected with and contribute to their world
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Children are confident and involved learners
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Children are effective communicators
Principles
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Secure, respectful and reciprocal relationships
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Partnerships
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Respect for diversity
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Aboriginal and Torres Strait Islander perspectives
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Equity, inclusion and high expectations
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Sustainability
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Collaborative teamwork
Practices
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Holistic, integrated and interconnected approaches
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Responsiveness to children
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Play-based learning and intentionality
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Learning environments
2024 NSW K-6 Science Syllabus Links
Stage 1
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Students will:
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Recognises that the human brain detects information about the surroundings using sense organs, and that it controls and coordinates body functions
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Observe and describe the function and parts of the eye and the ear
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Pose questions, test and describe textures to investigate the sense of touch
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ST1-SCI-01: Measure and describes changes in living things, materials, movement, Earth and the sky
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ST1-PQU-01: Poses questions based on observations and information to investigate cause and effect
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ST1-DAT-01: Collects, represents and uses data to identify patterns and relationships
Stage 2
Students will:
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Recognise that the human muscular and skeletal systems work together to enable movement
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Identify parts of the human skeleton that offer protection and support
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Model how bones, muscles and joints work together to cause movement
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ST2-SCI-01: Uses information to investigate the effects of energy on living, physical and geological systems
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ST2-PQU-01: Poses questions to create fair tests that investigate the effects of energy on living things
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ST2-DAT-01: Uses and interprets data to describe patterns and relationships
Stage 3
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Students will:
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Identify the main organs and their functions in the human digestive, respiratory and circulatory systems
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Recognise that the human digestive, respiratory and circulatory systems work together
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Identify variables and conduct fair tests to describe ways the circulatory and respiratory systems respond to physical activity
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ST3-PQU-01: Poses questions to identify variables and conducts fair tests to gather data
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ST3-DAT-01: interprets data to support explanations and arguments
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ST3-DDT-01: Uses design processes to create, evaluate and modify designed solutions
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Australian Curriculum (Yr 1 & 2) AC9S1U01: identify the basic needs of plants and animals, including air, water, food or shelter, and describe how the places they live meet those needs AC9S1I01/AC9S2I01: pose questions to explore observed simple patterns and relationships and make predictions based on experiences AC9S1I02/ AC9S2I02: suggest and follow safe procedures to investigate questions and test predictions AC9S1I03/ AC9S2I03: make and record observations, including informal measurements, using digital tools as appropriate AC9S1I05/ AC9S2I05: compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance
Australian Curriculum (Yr 3 & 4) AC9S3U01: compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals AC9S4U01: explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships AC9S3I01/AC9S4I0: pose questions to explore observed patterns and relationships and make predictions based on observations AC9S3I02 AC9S4I02: use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment AC9S3I03/ AC9S4I03: follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate AC9S3I05/ AC9S4I05: compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions
Australian Curriculum (Yr 5 & 6) AC9S5U01: examine how particular structural features and behaviours of living things enable their survival in specific habitats AC9S6U01: investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions AC9S5I01/AC9S6I01: pose investigable questions to identify patterns and test relationships and make reasoned predictions AC9S5I02/ AC9S6I02: plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place AC9S5I03/ AC9S6I03: use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriate AC9S5I04 / AC9S6I04: construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationships AC9S5I05 / AC9S6I05: compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions