Lesson Number Objectives Activities Resources
1 · To name a variety of external body parts. TI: Begin with Assessment sheet. Then -Sing ‘Head, Shoulders, Knees and Toes’. Look at Virtual experiments – Body Parts. Model Activities.Independent Activities: carousel – 1. Newspaper People, 2. Paint a picture of yourself, 3. Label body parts on a worksheet, 4. ICT group – Virtual Experiments CDROM.Plenary: Name your friends body parts. IWBCDROMNewspaperPaint, Plain paper, brushesWorksheet of body partsAssessment Sheet
2. · To explore their senses.· To record some of their observations in a chart. TI: What are your senses? Tell a partner. How do you use them?Look at Virtual Experiments CDROM – Senses.Model activities and how to record on chart.Independent Activities: carousel – which sense are you using?:1. Guided group: Guess the food, 2. Reading books, 3. Listening to music and story tapes, 4. Instruments, 5. Smelling pots, 6. Feely bag. Record which sense you used on a recording sheet.Plenary – Compare results / discuss. IWBCDROMFood / Blindfold/ Tea towelBooks/ picturesMusic/ Story tapes/ instrumentsSmelling PotsFeely BagRecording Sheet
3. · To explore their senses.· To record some of their observations in a chart.· To be able to ask questions and make predictions.· To be able to collect, organise and analyse data. TI: Using Planning House on IWB, plan an investigation to find out: Which sense do we use the most?Independent Activity: carousel of activities – Children record which sense they are using:1. Tasting food, 2. Reading books, 3. Writing, 4. Listening to music and instruments, 5. Smelling pots, 6. Feely bag, 7. Looks interesting box as you walk around the school grounds (with parent helper). Plenary: Plot a graph on RM graph. IWB/Planning HouseFood / Blindfold/ Tea towelBooks/ Pencils and paperMusic/ Story tapes/ instrumentsSmelling PotsFeely BagLooks interesting boxRM Graph programme
4. · To measure their height.· To compare their height.· To collect, organise and analyse data.· To know the life cycle of humans.· To create a simple flow diagram as a way of recording work (link to life cycle of humans). TI: Discuss how the children started their lives. Play the true/false game e.g. Have you grown an extra leg? Children hold up true/false cards. Look at textease. Show children pictures of baby, toddler, teenager, adult, etc. Children to move pictures to create the life cycle of a human. Independent Activity: In groups children to sort themselves from tallest to shortest. Use wallpaper and mark on your heights. Complete the questionnaire e.g. Who is the tallest? Who is the shortest? Is the oldest person the tallest? Extension Activity: Compare size of feet and hands. Plenary: Discuss what you have found out. True/False cardsIWB / TexteaseQuestionaireWallpaper
5. · To know that humans are animals.· To name the body parts of a variety of animals.· To know the differences between young animals and adult animals. TI: Ask true/false questions about animals e.g. Do animals eat? Do animals have legs? Are humans animals? Discuss. Using textease, match words from word bank to parts of the body on animal pictures. Independent Activities: Children to make animal jigsaws. Match up the cut up pictures to create whole animals. Plenary: As a whole class, use textease to identify young animals and their parents – match up. True/False CardsTextease x2Animal jigsaws – laminated pictures
6. · To know that animals including humans are living.· To know that food and drink are necessary for life. TI: Show pictures of living things on textease and ask the children to identify what they have in common. How do you know they are living? There are two things that animals need to live, what are they? Food and drink. Look at worksheet – Who eats what? Explain how to complete this.Independent Activity: Children complete worksheet. Bring children back together and look at second sheet. Draw living and non-living things in the appropriate circles. TexteaseWorksheet – Who eats what?Worksheet – Sorting living and non-living things.
7. · That different parts of the body enable them to move and travel.· That different parts of their bodies move. TI: look at Virtual Experiments. Discuss the different body parts and how they move. Go out side and investigate how your body moves and how it allows you to travel. Back in the classroom model building a split-pin person. Identify the body parts put them in the correct places.Independent Activity: Children to make split-pin person.Plenary: All children to move like split-pin people and choreograph a dance Complete Assessment sheet. IWBVirtual Experiments CDROMSplit Pins / TemplatesCrayonsMusicAssessment Sheet.
No comments:
Post a Comment