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Primary
Humans and Animals 1.1 What are the parts of your body? Resource Pictures
Let’s explore!
1.1 What are the parts of your body?
1. Read about a funny person and draw him. Then colour
him in.
He has: Science 1, Workbook Science 1, Workbook Science 1, Workbook Science 1, Workbook
• a big head
• small eyes
• a big mouth
• a big nose
• big ears
• a short neck
• curly hair
• short arms
• big hands
• long fingers
• long legs
• small feet
2. Find and circle the words in the grid, as in the example.
body knee neck finger toe shoulder
x k n e e r n s t
f i n g e r e w o
b o d y f e c q e ©
p h z y i p k e d
p s h o u l d e r
6 31
1.1 What are the parts of Humans and Animals s s Humans and Animals Unit Humans and Animals Unit
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your body? 1.1 What are the parts of your body? B
What are the parts of your body?
What are the parts of your body?
Overview
Learning Objectives arm body ear eye finger foot hair A B C D • Read out the check point at the end of the lesson to
arm body ear eye finger foot hair
Keywords hand head knee leg model mouth
• Identify the main external parts of the body. Keywords provide Ss with a brief summary.
name neck nose shoulder toe The children are wearing a raincoat, a helmet, a hat and sunglasses, • Provide Ss with the RSs of the keywords of the lesson.
Scienti ic Enquiry Skills a woolly hat, a scarf and gloves. On which parts of the body are they • Ask Ss to trace the words and cut them out to revise the
wearing them? Why?
our
has many par
• Observe and collect evidence in order to answer a question. Let's think Y Your body has many parts. ts. keywords they have learnt.
• Make suggestions and follow instructions. Assessment
• Model and share ideas in order to evaluate and expand Let's explore! • Ask Ss to point to and name different parts of their bodies.
on them. • Ask questions, like Which body parts do you need to
hold your pencil with
hold your pencil with
?
?
Cross Curriculum Links (CCL) head eye eye nose hair • Make a model of the human body. hold your pencil with? (my hand and fingers), Where
y hand and fingers),
(m
head
• Draw the parts of the head on your model.
ear
Why
?
Why
do you wear a helmet
do you wear a helmet
ec
ot
o pr
?
(t
?
(on m
y head),
?
• Let's explore section can be linked with the school neck mouth • Name the parts of your model. do you wear a helmet? (on my head), Why? (to protect t
subject of art and design, as Ss are asked to make a shoulder my head when I ride my bike), What do you wear when
(glo
e
v
s and sc
ar
it’s cold outside
?
),
f
it’s cold outside
?
model of the human body. arm it’s cold outside? (gloves and scarf), Where do you wear
them? (on my hands and around my neck), etc. so that
them ? ? (on m y hands and ar ound m y neck), et c . so that Science 1, Teacher’s Book Science 1, Teacher’s Book
them
Materials and Resources finger hand Ss can practise using the body parts vocabulary.
finger
> RS a, RS b, RSc, RPs Let’s explore! Fun Each human has lines on the More exploration
> Let's explore!: coloured pencils (or crayons), scissors, knee leg leg fact ends of their fingers. • Play a simple game, like ‘Teacher says’. Say ‘Teacher
paper fasteners (10 per S) toe foot says touch your nose’ and Ss are expected to touch
their nose.
Common Student Preconceptions
1. Ss may have never thought about the purpose of different A Why do you need each part of your body? Your body has many parts.
Why do you need each part of your body?
external parts of the body. 4 5
2. Some Ss may confuse parts of the body, for example, WORKBOOK
hands-arms, legs-feet, etc. These activities can either be done in class or be
assigned as homework.
Activity 1: Ss are expected to follow the given
LESSON PLAN Suggested answers: I need my hands to write; I need > Ss should be careful when using scissors. instructions and draw and colour in a
my legs to walk; I need my eyes to see; I need my funny person.
Keywords nose to smell. • Divide Ss into pairs. Activity 2:
• For the presentation of the keywords, see the guidelines B B • Tell Ss to look at the picture of the model of the human x k n e e r n s t
in TB map. body in their SB and name the parts. f i n g e r e w o
• Draw Ss attention to pictures A-D and ask them to • Provide each pair with coloured pencils, scissors and
> arm > body > ear > eye > finger > foot > hair say what they see (A. A girl is holding an umbrella paper fasteners (10 per S). b o d y f e c q e
> hand > head > knee > leg > model > mouth and wearing a raincoat, while it is raining., B. A boy is • Ask Ss to go to the WB and find the RPs Let's explore!
> name > neck > nose > shoulder > toe riding a bike and wearing a helmet., C. A girl is wearing • Ask Ss to cut out the pictures from the RPs. p h z y i p k e d
Let’s think sunglasses and a hat on a sunny day., D. A girl is wearing • Explain to Ss that they will make their own model of the p s h o u l d e r
human body.
a woolly hat, a scarf and gloves on a snowy day.)
• Read the text to provide Ss with useful information on • Read the text aloud and ask Ss the question. • Explain to Ss that first they have to cut out the body
the topic of the lesson. parts from their WSs. Then they have to join them
A • Ask Ss more questions, e.g. What else do you wear ear together with the paper fasteners by piercing through
on your body and where do you wear them
on your body and where do you wear them
on your body and where do you wear them? (I wear
?
(I w
?
• Draw Ss’ attention to the picture and ask them to say trousers on my legs, I wear shoes on my feet.). the circles marked with a red X. Assist Ss with cutting Don’t forget to prepare the materials and resources
what they see (Enzo is standing at a bus station.). The child in picture A is wearing a raincoat on her and using paper fasteners. for the next lesson.
• Starting from his head, read each word out loud and body to stay dry in the rain; the boy in picture B is • Ask Ss to draw the parts of the head on the model, e.g.
encourage Ss to point to each part of Enzo's body, as well wearing a helmet on his head to protect his head; the eyes, nose and mouth.
as you doing the same thing. girl in picture C is wearing sunglasses and a hat on • Encourage Ss to add more details to their drawings,
• Then, read each word out loud again and encourage Ss her head to protect her eyes and head from the Sun; like other characteristics of the head or clothes on the
to point to each part of their body, as well as you doing the girl in picture D is wearing a woolly hat on her body. This will challenge higher-performing Ss.
the same thing. head to protect her head and ears from the cold. She • Tell Ss to show their model to their partner.
• Ask Ss the question. is also wearing gloves on her hands and a scarf on • Ask Ss to point at and say the parts of the body on their
• Ask Ss questions, like Do you need your hands to write? her neck, for the same reason. models to their partner.
(Yes.), Do you need your nose to walk? (No, I need my y • Ask Ss to check their answers in pairs.
?
(No
, I need m
Do you need your nose to walk
Do you need your nose to walk
?
nose to smell.). This will help lower-performing Ss. Let’s explore! CCL: art and design
• Encourage Ss to name other body parts and things • Before you begin the Let’s explore! activity, read the Fun fact
they can do with each part. This will challenge higher- following guideline carefully and explain it to Ss in • Read the Fun fact to Ss.
performing Ss. • Ask Ss to look at the ends of their fingers and see the
order to keep them safe.
lines.
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