My body - Blake Education

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MyBody. Blake's Topic Bank Each integrated unit contains: □ 6 pages of teaching notes in an integrated teaching sequen
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.

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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 diagram of an eye. Have students look at each others’ eyes and identify the eyelashes, the eyelid, the iris and the pupil. Provide small mirrors so that students can look at these features in their own eyes. Stress the importance of not touching the eye region. Provide students with BLM 1 and help them complete the labels of the eye. Have students colour in the iris the same colour as their own. Encourage students to make eyelashes by curling strips of black paper around their pencils and attaching them to the appropriate part of the eye.

eyelid

Reading by touch Ask students if they understand what it means to be blind. Blindfold students and see if they can identify objects using senses other than sight. Introduce the term, ‘Braille’ and explain that it is a series of raised dots which blind people can feel and use to read. Find a copy of the Braille alphabet (see Resources) and show students. Allow students to gain some understanding of the concept of using raised dots to gain meaning from text. Use a drawing pin to poke different shaped holes through thin cardboard. Using only their sense of touch, have students determine what shape they can feel.

eyelashes

Ears can hear

iris

Talk with students about their ears. What do they look like and what do they do? Many students will be unaware that there is more to the ear than what they can see on the outside. They may, however, be aware of middle ear infections, ear aches or swimmer’s ear. Show students a model of an ear or an illustration from one of the texts on the resource list. Have students cup their hand around their ear and see how it magnifies the sounds they hear. Explain that the shape of our ears enables us to catch the sounds from around us.

pupil

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Noses and smelling

The sounds go down a tunnel to the ear drum and make it wobble, or vibrate. Nerves send a message to the brain about the vibrations and the brain works out what we can hear. Take students on a sound walk around the school. Provide them with a simple map of their playground and have them record sounds that they hear at different places.

Explain to students that as you breathe air into your nose, the air flows over hairs which take the message to the brain about the smell in the air. Provide a selection of smells for students to sniff and rate according to pleasantness. Smells could include fish food, perfume, garlic, vanilla essence, scented soaps, fresh flowers. Remind students to sniff cautiously. Students can record what they have found on BLM 2.

Listening games ■ Chinese Whispers. Have the class sit in a circle. Whisper a simple message to one student. This student then whispers the message to the next student and so on around the circle. Ask the last student to say the message out aloud. Discuss if the message has changed as it passed from student to student.

Whose nose? Make silhouettes of students’ side profiles. Attach paper to a wall and shine a lamp or torch onto it. Have a student stand between the paper and the light source so that their silhouette is evident on the wall. Draw around the edge of the student’s face. When all students have had their silhouettes drawn display them around the room and see if students can guess who is who.

■ Tape various sounds and see if students can guess what they are. Some ideas could include the striking of a match, the opening of a chip packet or a fizzy drink can, cicadas singing, a car starting, the turning over of a page in the newspaper, etc.

Hands and touching Provide each pair of students with a brown paper bag. Have one student secretly place five objects in the bag. The other student must then use their sense of touch to guess what is in the bag. Allow students to change places so that each student has a turn of touching.

With students, discuss how deaf people communicate. For example they might use sign language. Make up some simple hand signals to use in your classroom.

Food and taste Ask students to bring their lunches into the classroom. Students might need to ‘share’ if some students have lunch orders. Have students look into their lunch boxes and imagine what their lunches will taste like. Talk about which tastes they prefer and if there is anything in their lunch box they don’t particularly like. Explain to students that the little bumps on their tongues are taste buds. These detect tastes of the things that go in our mouths. You might like to provide students with a variety foods to taste test. Make sure that you are aware of any foods which students are allergic to as well as any religious customs that disallow the eating of some foods. Establish with students that there are four main tastes: salty, sour, sweet and bitter.

Make a ‘hand mobile’ to show what hands can do. Encourage each student to make a hand print. Have them write inside it something that their hands can do. For example, hands can shake, hold, wriggle, touch, feel, stroke, clap. Hang each hand from string and attach them to a coat-hanger or a hoop.

Smells form an important part of what is perceived as taste. Have students taste samples of food, first with their noses blocked, then unblocked. You could use small pieces of food with a similar texture, e.g. apple, potato, pear. Can they identify the food? Do they notice any difference with their nose blocked? © Blake Education – My Body Integrated Unit 3

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Nerves

The digestive system

Explain to students that it is the nerve endings in their skin that tells them about touch. The more nerve endings there are in an area, the more sensitive or ticklish that area will be. Have students use a clean, dry paintbrush to tickle their friend in the following places: cheek, lips, behind the knee, arm, under their foot, top of the hand and the palm of the hand. Have students write about which areas of their bodies are the most ticklish and therefore are likely to have more nerve endings.

Have students trace around the outside of another students’ body. Discuss ways of using collage and craft materials to represent the digestive system, for example the mouth could be a lid, the oesophagus a long toilet roll, the stomach a blownup paper bag, the intestines could be stockings joined together and wound around and around while the anus might be a small rubber band. Have students make a model.

On a tray place the following items: something hot (e.g. a hot water bottle filled with warm water, a cup of warm tea); something cold (e.g. an ice block, frozen peas); something soft (e.g. a cotton wool ball, a stuffed toy); something hard (e.g. a block of wood, steel); something rough (e.g. a piece of bark, a rock); something smooth (e.g. a piece of silk, glass). Add as many items as you can. Provide students with BLM 3 and have them draw or write about one of the items which fits each category.

Use small mirrors so that students can look at their teeth and identify their incisors, canines and molars. It may be necessary to volunteer your own set of teeth so that students can find each type of tooth. Demonstrate to students how each type of tooth works. Explain that the incisors are like scissors and have sharp edges for cutting; the molars are like nutcrackers and crush and grind the food; the canines tear the food like a jagged knife. Start a graph to indicate how many students have lost a tooth.

Ask students to try and be aware of their five senses when they have lunch. After lunch, give them BLM 4 to fill in.

On the outside

Teeth

Have students use tens and ones blocks to see how many different ways they can cover the body shape on BLM 6.

Energy food Show students a model or an illustration of the digestive system (see Resources). Ask if they know what the digestive system is. Explain that the digestive system breaks down the food that is put into the body. Discuss the functions of the various parts of the digestive system. Have students use their finger to trace the passage of food through their own bodies. On chart paper, draw a simplified version of the digestive system. Add labels. Provide each student with BLM 5. Have students cut out the labels and paste them in the correct order down the side of the digestive system.

Have students think about the number of different body parts they have. On chart paper write the headings: We have 1 [line], We have 2 [line], etc. Have students name as many parts of their body as they can that fit into the different categories.

Measurement Provide students with BLM 7 and some iceblock sticks (or straws). Have students work in pairs to measure and to record the lengths, in iceblock sticks, of different parts of their body. Allow students time to recreate their body using rolled up newspaper and masking tape. Encourage students to read their measurements from BLM 7 to ensure that the rolls of newspaper are the same length as their body. Have students complete BLM 8.

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Muscles and bones

Trace around the outside of one of students. Paint a heart in the appropriate place and use red and blue wool to represent the veins and arteries running all over the body. Add this to the classroom display.

Try to find a skeleton of the human body for students to look at. Ask if there are any families who would be happy to let students view their Xrays. Alternatively, look at illustrations in some of the resource books. Explain that there are 206 bones in the human body. Have students feel their own bones in their arms and their skull. Can they feel their ribs? Explain that the skeleton protects our internal organs. Ask students to imagine what would happen if they did not have a skeleton. Hold up a coat on a coat-hanger. Liken the hanger to the skeleton and explain that without bones your skin would be all floppy, just like the coat without the hanger.

Lungs and breathing Ask students to place their hands on their chest as they breathe in and out. They should notice their chest rising and falling as their lungs fill with air and then empty again. Dramatise the action of the lungs by encouraging students to hold both their hands as fists in approximately the same positions as that of their lungs. Now ask students to breathe in. As they do this have students open their fists. As they breathe out students can close their fists again. Have students blow up a balloon or use a whistle. Explain that the air that they are using was the air that was in their lungs. Encourage students to make a painting using the air from their lungs. Drop some runny paint onto art paper and have students use a straw to blow the paint out in all directions. Display these around the room.

Ask students to bring in some scraps of material. How can this material stand up? Suggest they make a skeleton, or framework, to hold it up. Encourage students to make a skeleton out of pipecleaners and straws. With one pipe-cleaner curl the top around to make a head. Thread a piece of straw onto the pipe-cleaner to resemble the back bone. Now encourage students to thread the pipecleaners through the straws to add on the arms and legs. Bend the pipe-cleaners at the knees, ankles, wrists, and elbows. If they like, they can then use the scraps of material to make clothes, or skin, for their pipe-cleaner skeletons.

Have students trace around the outside of one students’ body. Paste two balloons where the lungs are positioned and attach straws, or something similar, to represent the windpipe.

Feelings With students, brainstorm feelings or emotions. Find pictures in magazines of people expressing different feelings. Use a mirror and have students experiment with facial actions to express feelings. Read Alexander and the Terrible Horrible No Good Very Bad Day (see Resources) or another text that highlights an emotion. Have each student choose an emotion to draw and write about.

Trace around one of students. Provide students with lots of spaghetti and other pasta pieces. Students must now use the pasta to represent the bones of the body. Use PVA to glue the pieces in place.

The heart and blood Have students look at the blood vessels in their wrist and across the top of their hand. Do students know what is happening inside the vessels? Explain that the heart is pumping blood around their bodies through the veins and the arteries. The vessels are close to the skin in the wrist. Have students feel the pulse by placing their fingers across the inside of their wrist. Go outside and ask students to run around for a set amount of time. When they stop ask them to feel their pulse again. Do they notice anything different? Explain that their pulse should be beating more quickly as the heart tries to pump more blood (full of oxygen) around the body.

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Growing up and changing

Culminating activity

Read the poem When I Was One by A A Milne (see Resources) or a text that deals with growing up. Have students complete BLM 9. Some of this will need to be completed at home.

During the course of this unit, students will have made, and displayed, models of the various systems they have studied. Invite another class to come and view your work. Have each student buddy one of the visiting students and have them explain what is going on in their bodies. Make sure the visitors ask questions. With their buddy, students can then complete BLM 10. Encourage students to use the wall displays to help them.

With student input, create a list to show people of various ages. For example 0 Belinda has a sister who has just been born. 1 Robin has a brother who is 1 year old. 2 Julie’s cousin is 2 years old. 3 Margaret’s little brother has just turned 3. 4 Leah’s friend is 4 years old. See if you can get volunteers to trace around the bodies of a baby, a toddler, a five year old, a teenager and an adult. Display these on the wall and discuss the differences in sizes between the bodies.

Protecting our body Using chart paper, have students list the ways that they can look after their bodies. Discuss regular visits to the dentist, doctor, optician. Talk about the importance of washing our bodies and especially our hands. Have students use magnifying glasses or hand lenses to study all of the little creases in their hands where germs can hide. Have students look under their finger nails. Provide students with clay and have them make an ugly ‘germ’. Ask students about bedtime. Discuss the importance of sleep and of relaxing. Introduce, if you are not already doing it, a regular resting time in the class. This could be when you have quiet reading time.

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BLM1

Name: ................................................................................................................Date: ............................................................

Eye spy Use these words to label the eye.  eyelid  cornea  iris  pupil  eye lashes

Colour the iris the same colour as your own. What other colours can the iris be? .................................................................................................................................................................................................................

.................................................................................................................................................................................................................

Curl some black paper around your pencil and make eyelashes to add to your diagram of the eye. © Blake Education – My Body Integrated Unit This page may be reproduced by the original purchaser for non-commercial classroom use.

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BLM 2

Name: ................................................................................................................Date: ............................................................

Smells Which smells do you like? Which smells don’t you like? Put the smells in order from your favourite to your worst. favourite

Draw a picture of the item that creates your favourite smell.

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Draw a picture of the item that you don’t like the smell of.

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worst

Compare your answers with your classmates’ answers. © Blake Education – My Body Integrated Unit This page may be reproduced by the original purchaser for non-commercial classroom use.

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BLM 3

Name: ................................................................................................................Date: ............................................................

Touch Find something that fits into each group. Draw and label them. hot

cold

soft

hard

rough

smooth

Can some of the items be in more than one group? Which ones? .................................................................................................................................................................................................................. © Blake Education – My Body Integrated Unit This page may be reproduced by the original purchaser for non-commercial classroom use.

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BLM 4

Name: ................................................................................................................Date: ............................................................

The senses Join the sense with the right body part.

sight

taste

touch smell

hearing

Think about what you were sensing while you had lunch. Then fill in the following: I could smell ................................................................................................................................................................................................... I could taste ................................................................................................................................................................................................... I could see ......................................................................................................................................................................................................... I could hear .................................................................................................................................................................................................... I could touch............................................................................................................................................................................................... © Blake Education – My Body Integrated Unit This page may be reproduced by the original purchaser for non-commercial classroom use.

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BLM 5

Name: ................................................................................................................Date: ............................................................

Digestive system Cut out the words and put them in the correct order down the side of your page. oesophagus, small intestine, anus, mouth, stomach, large intestine

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Why do we need to eat food?.......................................................................................................... ..................................................................................................................................................................................................................

.................................................................................................................................................................................................................. © Blake Education – My Body Integrated Unit This page may be reproduced by the original purchaser for non-commercial classroom use.

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BLM 6

Name: ................................................................................................................Date: ............................................................

Body blocks How many different ways can you arrange the tens and ones blocks to cover this body?

• I used...............tens and...............ones

• I used...............tens and...............ones

• I used...............tens and...............ones

• I used...............tens and...............ones

• I used...............tens and...............ones © Blake Education – My Body Integrated Unit This page may be reproduced by the original purchaser for non-commercial classroom use.

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BLM 7

Name: ................................................................................................................Date: ............................................................

Pop art Use paddle pop sticks to measure these parts of your body. Guess first and then have a partner help you to check. Body part

Guess around my head around my neck across my shoulders my arms my hands my legs my feet my total height other:................................................... © Blake Education – My Body Integrated Unit This page may be reproduced by the original purchaser for non-commercial classroom use.

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Check

BLM 8

Name: ................................................................................................................Date: ............................................................

Compare the results on BLM 7 to those of your friends. Write down the name of someone who:  has longer feet than you .........................................................................................................................  has a bigger head than you ..........................................................................................................  is taller than you

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 has shorter arms than you

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 has the same size hands as you

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 has legs that are shorter than yours .................................................................................. What other interesting facts can you find out? ............................................................................................................................................................................................................................

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BLM 9

Name: ................................................................................................................Date: ............................................................

Dear Parents and Carers At school we are talking about how we change as we grow up. Please discuss with your child their achievements as they developed. It would be appreciated if you could help your child to complete this page. If you can’t remember, approximations will be fine.  I first smiled when I was...................................................................................................................................................  I first sat up when I was ...................................................................................................................................................  I first crawled when I was .............................................................................................................................................  I first spoke when I was....................................................................................................................................................  My first words were ..............................................................................................................................................................  My first tooth came when I was...........................................................................................................................  I had my first haircut when I was.........................................................................................................................  I first walked when I was................................................................................................................................................  I learnt to write my name when I was .......................................................................................................... Other exciting things that I learnt to do were: .......................................................................................... ............................................................................................................................................................................................................................ ............................................................................................................................................................................................................................ ............................................................................................................................................................................................................................

Now I am

years old I can: .....................................................................................................................................

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BLM 10

Name: ................................................................................................................Date: ............................................................

Body bits Find the body bits in the ‘words’ below and put a circle around them. Draw them on the body if they are not there. earsiniser sounosers rutonguew urtheartofw rubofootr abcmouthpo sfingersty abakneesb shairbyng © Blake Education – My Body Integrated Unit This page may be reproduced by the original purchaser for non-commercial classroom use.

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