UNIT 1: THE HUMAN BODY



UNIT 1: THE HUMAN BODY

AIMS:

1. To identify the main parts of a human body.

2. To name the sense organs (revision).

3. To give functions of each sense organ.

4. To list precautions to protect our sense organs.

NUMBER OF SESSIONS: 4

VOCABULARY: skeleton, bones’ names (ribs, clavicle, scapula, femur, patella, tibia, esternum), sense organs’ names, functions and adjectives related to them (salty, sweet, smell, taste, hear, touch,…).

MATERIALS

1. A skeleton

2. Flashcards.

3. Glue and paper.

4. Different products for the experiences.

SESSION 1.

1. Sing a song. “I’ve got 5 senses”

Chorus:

I’ve got 5 senses (x3)

You do, too.

With my eyes, I can see

With my hands, I can touch

With my tongue, I can taste

With my ears, I can hear

With my nose, I can smell

2. Introduce the vocabulary of bones’ names by a physical response activity. (This is my leg. In my leg, I have the femur. Touch your femur…)

3. Using the school’s skeleton, children have to stick the card with the name of the bone in the correct place. Teacher shows them how to do it.

4. Writing activity. Students work with a skeleton template. They have to label the skeleton and colour it.

SESSION 2.

1. Sing “The 5 senses song”.

2. Tongue tasting.

Science Activity: Tongue Tasting

In this activity children explore the 4 major tastes that the tongue can sense; bitter, sweet, sour and salty.

You will need:

Lemon wedges and lemonade, candy, potato chips and unsweetened cocoa, a pitcher and cups (for lemonade), small paper plates, small spoons.

Teachers should know that taste buds are grouped on the front, sides and back of the tongue.  And, that they are also in other parts of the mouth. Prepare in advance plates with samples of the foods for each child.

While talking with young children about the different foods they like encourage them to use words like sweet, sour, salty and bitter to describe the foods.  Tell them that they can taste the small samples of foods that are on their plates by putting a little on their tongues. Explain that they have "taste buds" on their tongues which help them.

Older children can be asked to predict how the items will taste.  For very young children use only two tastes and compare.  When children frown etc. as they taste ask, "Why are you frowning?  How does the ____taste?  Is it sweet, sour, bitter or salty?"  Understand when instead of sampling, children eat the foods they like.

Finally talk about the tastes they like the best and not the best.  Provide the lemonade and while you are enjoying the refreshing drink ask what the lemonade reminds them of.

Extension: Take note of the words and phrases children use to describe the different tastes and use them to create an experience chart reflecting the four major tastes.

SESSION 3.

1. Sing “The 5 senses song”.

2. Science Activity:  "It Smells Like..."

This science activity encourages children to observe, compare and use language skills as they describe scented items.

You will need:

One 35 mm film canister with pinholes in the top for each of the following scented items: (use cotton balls for the liquid scents)

 

|Onions |rubbing alcohol |banana chunk |

|vanilla extract |coffee grounds |lemon oil |

|vinegar |perfume |peppermint extract |

|cinnamon |peanut butter |mothballs |

In advance, put pinholes in the top of each film canister.  Then put a scented item or scented cotton ball in each canister.

Start your group talking about the sense of smell by asking everyone to close their eyes and spraying a little perfume into the air.  When the children open their eyes ask them what they smell.  Talk about how our noses help us smell things and introduce one canister.  While each child is smelling the scent, talk about what it smells like.

Encourage the use of descriptive words.

Next, introduce the other film canisters, making certain each child has one.  Allow time for children to talk about the smells and encourage older youngsters to exchange canister.  Ask, "Can you guess what it is by the way it smells?"  After children have opportunities to guess, open each canister.  Show them how you poured the liquid onto cotton balls to create the "smelliest"

Finally, place the closed canisters in the science area for future smell investigations.

SESSION 4.

1. Bones song.

B-O-N-E-S

Sung to: "B-I-N-G-O"

Once there was a skeleton,

And Bones was his name, oh!

B-O-N-E-S, B-O-N-E-S, B-O-N-E-S,

And Bones was his name, oh!

Once there was a skeleton,

And Bones was his name, oh!

B-O-N-E-(clap), B-O-N-E-(clap), B-O-N-E-(clap),

And Bones was his name, oh!

(Continue to repeat the verse--each time dropping one more letter from and adding a clap to B-O-N-E-S--until the entire name is clapped.)

2. Craft activity.

|A few different types of pasta and dried beans, like spaghetti, macaroni, tiny tube pasta, long |[pic] |

|tube pasta, wagon wheels, long spirals, tiny shells, wagon wheels | |

|A piece of black construction paper | |

|White glue | |

|A white crayon to write your name (or label the bones) | |

|[pic] |Glue the pasta to the black paper using white glue. Have the kids arrange the pasta on the |

| |paper before gluing (to make sure that they have room for the whole body on the piece of |

| |paper). |

| |You can use just about any type of pasta (or dried beans) for the bones. A wagon wheel is |

| |nice for the head. Spaghetti makes good fingers and toes. Tiny tubes or dried lentils are |

| |good as vertebrae in the spine. Long tubes make collar bones. Longer tubes or long spirals |

| |make good arm and leg bones. Small shells or dried white beans are nice for the kneecaps, |

| |wrists and ankles. Two dried lima beans make good hips. |

EVALUATION

They can name and place the different bones.

They can name the senses and their functions.

BIBLIIOGRAPHY







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