My body - Blake Education

MyBody. Blake's Topic Bank Each integrated unit contains: □ 6 pages of teaching notes in an integrated teaching sequence. □ 10 practical blackline masters.
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IU6 ■ My Body Early Childhood

Blake’s Topic Bank

My Body by Kara Louise Munn

Each integrated unit contains: ■

6 pages of teaching notes in an integrated teaching sequence ■ 10 practical blackline masters ■ National Profile outcomes ■ A useful resource list

My Body by Kara Louise Munn

EARLY CHILDHOOD Learning Area Focus Science Topic Students of all ages are fascinated by their body and how it works. The five senses, the digestive system, the nervous system, the skeleton and the circulatory system are all dealt with in this unit. At the completion of the unit, students will have made child-sized representations of some of the major systems that operate in their body.

National Profile Outcomes

Resources

Students will:

Picture books

■ English 1.4 Monitor communication of self and others and accept that lip reading and signed language are appropriate.

Bob Graham, Look out for Rosy!, Five Mile Press. Pat Hutchins, Titch, MacRae.

■ Mathematics 1.9 Talk about likenesses and differences between people and begin to connect shape of body parts to their function.

A A Milne, When I was One, Frederick Warne.

■ SOSE 1.2 Construct a sequence of major stages in human life.

Factual books

Maria Rius, The Five Senses, Barron’s Educational Series.

■ Science 1.7 Identify personal needs.

Katherine Goode, The Skin and Hair, Macmillan Education.

■ Science 1.8 Identify observable personal features and start to link them to their function.

Neil Morris, Where Does My Spaghetti Go When I Eat? RD Press.

■ Technology 1.9 Identify some bodily systems and what they do.

Henry Pluckrose, Sniffing and Smelling, Franklin Watts.

■ Arts 1.4, 1.9, 1.14, 1.19, 1.23 Respond to art works in a personal way.

Jean Rustean, Your Body, RD Press. Alistair Smith, What Happens to Your Food? Usborne.

■ Health and PE 1.2 Discuss feelings and attitudes to the body.

Judy Tatchell, How Do Your Senses Work?, Usborne.

■ Health and PE 1.9 Describe what it means to be healthy and demonstrate actions children can take to promote health.

Ron Thomas, My Teeth, Macmillan. Anne Townsend, Marvellous Me, Lion.

© Blake Education – My Body Integrated Unit 1

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Eye cam

My Body Teaching Notes

Explain to students that the eyes work like cameras. Light goes through the pupil and through a lens which makes an upside-down picture of the image being looked at. The nerves take the picture to the brain and the brain turns it the right way up again.

Body bits With students, brainstorm various parts of the body. List these on chart paper and display in an easily accessible location. Encourage students to add to the list any other parts of the body they learn about as the unit progresses.

With students, discuss the importance of protecting eyes from the sun. Explain that people should never look directly into the sun, even when they are wearing sunglasses. Have a day when everyone wears their sunglasses to school. Make posters to encourage the wearing of sunglasses and hats. Talk about the meaning of ‘Slip, Slop, Slap and Wrap.’

Explain to students that our bodies generally, but not always, have five senses to help us. Ask students if they know what these are (sight, hearing, taste, smell and touch).

Eyes and seeing

Ask students to talk about people they know of who need to wear glasses all the time. Why do they wear glasses? Many grandparents may wear glasses but encourage students to realise that people of all ages can wear glasses or contact lenses to improve their sight.

Ask students to explain what eyes do. Show students a labelled diagr