CLASSROOM PROGRAMMING - Science 2 EP
Science2EPedebé
CLASSROOM PROGRAMMING:
Module Programming
MODULE A: Exploring our Bodies
BASIC SKILLS/MULTIPLE INTELLIGENCES / EDUCATIONALOBJECTIVES / EVALUATION CRITERIA / BASIC SKILLSEVALUATION INDICATORSLinguistic/Verbal-linguisticcommunication
• Using the specific vocabulary of the parts of the body, joints, musclesand bones and the senses while expressing yourself orally and in writing.
Mathematical/Logical-mathematical
• Properly applying calculations regarding sizes and forms.
Social and citizenship/Interpersonal
• Understanding the plurality of present day societies and appreciate the differences. / • Naming and identifying the mainjoints, bones and muscles of the human body.
• Identifying signs of the passage of time in the physical aspects and the skills of people at different stages of their development.
• Valuing the importance of medical monitoring in order to maintain and care for people’s health.
• Examining the stimulus-response relationship in one’s own body through the five senses.
• Being aware of the ethnic differences in the human race.
• Showing an interest in learning. / • Identifying the main joints, bones and muscles of the human body.
• Recognizing the changes occurring in persons (physical aspect and skills) at different stages of development.
• Recognizing and value the relationship between medical monitoring and the maintenance and care of health.
• Knowing the relationship between the senses, stimulation and responses in the human being.
• Valuing and respecting ethnic diversity. / • Using the specific vocabulary of the joints, bones and muscles when expressing yourself orally and in writing. (Linguistic Communication)
• Measuring directly and use measurements of the fundamental magnitudes. (Mathematical Logic)
• Accepting and valuing individual differences. (Social and CitizenshipSkills)
CONTENTS
Module A
• Presentation of the key content of the module. (Procedures)
Lesson 1
• Presentation of the unit content. (Procedures)
• Prior knowledge. (Concepts)
• Introduction to the unit vocabulary. (Procedures)
• Presentation of the main characteristics of the physical aspect. (Concepts)
• Identification of the phases of the human life cycle. (Procedures)
• Introduction to the function of the doctor. Common illnesses and instruments used by the doctor. (Concepts)
Lesson 2
• Presentation of the key content of the module.(Procedures)
• Prior knowledge. (Concepts)
• Introduction to the unit vocabulary. (Procedures)
• Presentation of the main joints of the body. (Concepts)
• Identification of the senses used in daily actions and activities. (Procedures)
• Introduction to the human skeleton and its characteristics. (Concepts)
• Presentation of some of the muscles of the human body: localisation and function. (Concepts)
Investigate
• Introduction to the scientific method. (Procedures)
Put into practice
• Checking the key content of the module. (Procedures)
INTERDISCIPLINARY TEACHING
Education for peace:Interest in building relationships and communicating with others.
Moral and civic education:Desire to participate in group activities, paying attention to how other classmates participate.
LEARNING ACTIVITIES
Lesson 1
Readinga text on physical characteristics and examining the accompanying picture.
Speaking of the observable differences between the children shown in the picture, answering the question asked.
Drawing one’s own face and the face of a friend and filling in the card with the colours of the eyes, hair and skin of the faces drawn.
Measuring height and answering the question on how tall you are in centimetres in writing.
Weighing yourself and answering the question on how much you weigh in kilograms in writing.
Reading a text on the life cycle of human beings and examining the illustration.
Identifying the youngest and the oldest persons in the illustration and orally answering the questions put to you.
Putting the pictures from interactive Internet activity in order of age.
Attaching a photograph of yourself when you were a baby and another of yourself at the present time.
Talking of the capacities you have at the present time which you did not have as a baby and answering the question asked.
Enumerating the persons in the pictures from the youngest to the oldest.
Reading a text on how to keep healthy and examining the picture which illustrates this.
Talking of your own experience of visits to the doctor and answering the questions asked, explaining the use made by the doctors of the instruments which appear in the pictures.
Continuing to read the text on health and illnesses.
Talking about your own experience when you were ill and the medicine prescribed by the doctor, answering the questions asked.
Marking the illnesses you had from among those shown in the pictures.
Lesson 2
Reading a text on the parts of the body (joints) and examining the accompanying picture with the localisation and the vocabulary of the main joints.
Identifying the parts of the body which are bent in the picture and answer the question orally.
Identifying the joints which the children shown in the pictures are using, by putting a circle round them.
Identifying and writing the name of the joints which enable the children shown in the pictures to adopt the positions they are in.
Readinga text on the senses and examining the accompanying illustration.
Talking about how the children in the illustration can know when they begin to run and answering the question.
Identifying the sense which instructs the children in the pictures what they must do in each situation and writing down the name of this sense.
Talking about how senses are used in daily life and answering the question.
Reading a text on the skeleton and examining the picture, locating the vocabulary of the main bones.
Talking about why we have bones and whether these are hard or soft, answering the questions.
Matching the pictures of parts of the body with their vocabulary and with the pictures of the corresponding bones.
Locating the bones of the human body in an Internet interactive activity.
Reading a test on the muscles of the body and examining the pictures, with the location and vocabulary of the main muscles.
Talking about whether the muscles are hard or soft and answering the question.
Experiencing a number of physical exercises shown in the illustrations and identifying and writing down the muscles which move while doing the exercises.
OTHER ACTIVITIES
INITIAL EVALUATION / Group class.
Discussion to activate prior knowledge: exchanging ideas on the similarities and differences in the bodies of persons: Why are we so different despite having the same muscles, bones and organs? Which are the main characteristics which differentiate us? Which features do we normally choose in order to describe a person?
With the help of the initial picture of the module, having a conversation on physical differences: Which differences between the persons in the picture stand out? Who is the tallest? What are their skin, hair and eyes like?
Describing one’s own eye and hair colours.
MOTIVATION / Lesson 1. Group class.
Discussion to activate prior knowledge. With the help of the picture, having a conversation on age differences: Which one is the youngest?And the oldest? How can we state this? Which are the features which enable us to know whether a person is very young, an adult or grown up? Asking the students who have younger brothers and sisters about the most evident features which enable us to know whether their brothers and sisters are younger than they are.
Reflecting on one’s own growth: Can we remember episodes from when we were younger? Do we use the same clothes as we did years ago? How often do we have to change our shoe sizes? Do we see ourselves as tall as we were last year?
Lesson 2. Group class.
Discussion to activate prior knowledge. With the help of the picture, having a conversation on the body in movement: Who can we see in the picture? What is he/she doing? Which parts of the body are moving and bending? Can we see his/her musculature? Could we reproduce the same movement? Why are there persons who can make certain movements (dancing, playing sports) and others cannot?
Having a conversation on one’s own experience of the body in movement, asking the students whether they play any sports or type of dancing and which parts of the body are most used in such activities. Writing all the sports and types of dancing mentioned on the board and repeat these to the students. Which ones have we tried at some time? Which ones would we like to take part in?
BASIC SKILLSAND MULTIPLE INTELLIGENCES / Put into practice.
Contextualization: Emily and Tony are playing basketball in the park while their grandmother is looking after Becky.
Activities:
Colouring the eyes, hair and skin of Emily and Tony according to the instructions.
Identifying the youngest and the oldest person in the picture and writing down their names.
Identifying the joints which each person is using, putting a circle round them.
Matching the parts of the body presented in the picture with the vocabulary provided.
Identifying the sense which reveals Tony and Emily in the picture when they begin to run and write this down.
Circle the muscles which Tony and Emily are using while heating up before the race shown in the picture.
SUPPLEMENTARY ACTIVITIES / Lesson 1
Growing up
Drawing yourself at three different stages of the life cycle: 1) recently born and in the arms of your mother (or another member of the family); 2) at nursery school, and 3) today, at primary school. Concentrating on the sizes of the persons you draw and on the evolution of their physical characteristics.
Participating in a body language game: the students will have to walk around the classroom (or the school yard) imitating a very tall person and another very short person. The teacher will use a percussion instrument, clap his hands or click his fingers to indicate a change from one person to another: the teacher can give orders: “Tall!”and play the instrument loudly, and then order: “Short!”and play more quietly. The students must change from one person to another as quickly as possible.
Physical characteristics
Completing the table drawn on the board with the main features which enable us to describe a person physically. Making comments on the data in the table: What colour of eyes do most of the students have? And their hair? How many are very tall?
Listening to CD,track 1. Playing the Sorting out game. The students must follow the instructions of the narrator and find companions with the physical features stated in each case.
The human life cycle
Bringing a photo or a picture (a cutting from a magazine, printed, etc.) to class depicting several persons with different ages. Then, each student will show the photo to his companions and state the number of persons and which one is the youngest, which is the oldest and which one is nearest in age to the students.
Drawing the main members of one’s own family and statingwhich one is the oldest and which one is the youngest (by writing the words youngest and oldest beside the corresponding person). As an alternative activity, asking the students to draw the members of their families in order of age, from the youngest to the oldest. Then, ask each student to show his companions the drawings of these family members, naming them in the same order.
Listening to a CD, track 2:Age groups. The students must recognise the ages of several persons after listening to their voices.
Keeping healthy
Showing and commenting on the functions of the objects and medicines in the school first aid box.
Doing a brief role-play interpreting a doctor and his patient (a student represents the doctor and another the patient): the patient will say which part of his body hurts (for example: “My tummy hurts!”),the doctor will simulate a brief check and will state the prescription (“Take this medicine/syrup/pill, etc.”).
Drafting a small wall display which contains some basic measures in order to avoid flu and other common illnesses (for example, the teacher will write: 1. Wash your hands; 2. Drink orange juice; 3. Eat fruit and vegetables; 4. Put warm clothes on when it's cold; etc. The students will draw the corresponding figures beside each piece of advice).
Lesson 2
Moving around
Show a brief video on the Internet, which shows persons in movement (persons playing sports, dancing, doing open air activities, etc.) as an introduction to the content of the lesson. Commenting: What does the body need to learn to make certain movements? Which are the parts of the body which enable us to move or use our joints to make movements which are not very common?
Doing a body language activity: standing up and making a large circle. The teacher will also join the circle and will state the movements which must be made in order to explore the possibilities and the limits of the body (exploring all the head, shoulder, arm, hand, trunk, leg and foot movements possible). For example, state: “Turn your head to the left”/“Stretch your right arm”/“Lift your shoulders”, etc.
Parts of the body
Participating in a game: facing his companions a student will make a movement requiring bending one of the joints mentioned (for example: bending an arm or a knee).The other students will have to name the joints used in order to make the movement. The teacher will ask: “Which joint is he/she using?”. One by one the rest of the students will do the same. Bringing to mind the themes dealt with in this section, also review the parts of the body and ask the students to name those involved in each movement (for example: “The joint he's using is the knee. He's bending his leg”).
Drawing oneself and colouring the main joints in red.
Listening to a CD,track 3. Playing at Statues (in pairs). One student will be the statue and will remain immobile. His companion must bend the statue with the joints stated by the narrator.
The senses
Proposing a list of daily actions which the teacher will write on the board (for example: watching television, smelling a cake, petting a cat, driving a car, etc.). The students will have to name the sense which is most relevant in each case.
Describing the classroom from a sensorial point of view: Which colours stand out most? What does it smell like? What do the walls feel like? Which sound or noises can normally be heard there?
Describing the school yard or garden from a sensorial point of view. Which senses are most stimulated when we are in the open air?
The skeleton
State the bones indicated by the teacher in a printed picture of a skeleton If an anatomical model of a skeleton is available, use it instead of the printed picture. As an alternative to this activity, ask a student to locate certain bones using a companion’s body as a model. Repeat the same activity with the rest of the students divided into pairs.
Print out the above picture and cut out the main groups of bones so that the students, divided into groups, can play at reconstructing the skeleton, naming the bones while they carry out the reconstruction.
Listening to a CD, track 4. Playing at Musical Skeletons. Dancing to the rhythm of the music and locating the bones in one’s own body following the narrator’s instructions.
The muscles
Asking a student to indicate certain muscles using a companion as a model. Repeat this with the rest of the students, in pairs.
In a spacious are of the classroom or in the gymnasium, carrying out a number of physical exercises which helps to reinforce the vocabulary of muscles in a playful way. Doing an exercise with each of the muscles stated in the book (biceps, abdominal, pectoral, calves). Asking the students to touch the muscle involved in the movement and then comment on their perceptions and sensations. What happens to muscles when they work to excess? What leads to our feeling pain during the days following excessive exercise?
ATTENDING TO DIVERSITY / Photocopiable consolidation sheets: pages 176-177 of the Guide Book:
Drawing two members of the family and writing down their physical characteristics.
Of the youngest person and circling the oldest person.
Drawing oneself as a baby and at the present time.
Identifying the medical instruments on a list, circling them.
Completing a text on illnesses and medicines and drawing the instruments which the doctor uses in these situations.
Photocopiable extension sheets: pages 178-179 of the Guide Book:
Locating the joints from a list in an illustration.
Identifying and writing the most important sense used in order use the objects in the illustrations.
Locate the bones and muscles from a list in an illustration.