Life Processes 2 Animals 2.1 Body Parts

Sc2: Life Processes

2 Animals

2.1 Body Parts

P.O.S.

Key Stage 1 Sc 2: 2a, 2e

LEARNING OBJECTIVES

  • To explore, with all the senses, features of animals.
  • To be able to assemble cut-out body parts to make complete animal.
  • To be able to name main body parts of animals.
  • To be able to compare main body parts of animals and humans.
  • To be able to find some information on animals.

ICT

  • Use a CD Rom that allows pupils to combine words and pictures of animal parts.
  • Use “clicker 4” to make up animals from constituent parts.
/ LINKS
Art –drawing/modelling animals.
Drama/PE – animal movements. /

VOCABULARY

Animal; animal names – dog, cat etc; body part names – head, legs, tail; fur; feathers; skin; scales; hair; animal sounds - bark, moo, miaow.
ACTIVITIES
  • Explore living domestic animals or real animal skin/fur – touch, look, smell, listen e.g. cat, dog, rabbit etc.
  • Compare real living animals with stuffed furry toys for alive/not alive, warmth, respiration, wet/dry, sounds/no sounds, movement/no movement, food/no food.
  • Explore other animals through pictures, books, sound tapes, video.
  • Identify main body parts e.g. head trunk, legs, eyes, no legs.
  • Compare domestic animals/pets main body parts with humans body parts.
  • Make “What am I?” picture cards to identify animals – wings, beaks, feathers, webbed feet etc.
  • Use “Clicker 4” computer program to assemble whole real and imaginary animals from body parts.
  • Model animal bodies with dough, showing main body parts.
  • Observe real animals/model/picture of animal carefully, and then draw, showing body parts.
  • Match particular body part (e.g. on card as for “What am I?”) to picture of whole animal.
  • Mime animal movements (in Drama, PE) e.g. fish, bird, dog, using “What am I?” cards as cues i.e. hold up picture of wings, child shows how winged animal moves.
  • Compare human and animal body parts e.g. wings and flippers in place of arms, hooves in place of fingers, lack of external ears in birds.
/ RESOURCES
  • Selection of animal artefacts
  • Live animals.
  • Stuffed furry toy animals
  • Pictures of animals
  • “What am I?” cards
  • Playdough
  • Books, videos on animals
  • Variety of miniature plastic/wooden replica animals
  • Posters/wallcharts of different types of animals (wild, domestic, marine etc)
  • Tape/CD of animal sounds/voices.
/ POINTS TO NOTE
  • Be aware of all allergies e.g. to animal fur/hair.
  • Be aware that a few pupils have phobias about animals.
  • Make sure animals brought in are “pupil-friendly”.
  • Ensure good hygiene when handling animals in or out of school – always wash hands afterwards
  • Animal artefacts often available from museum and zoos.

ACTIVITIES (cntd)

/ VISITS
  • Pet shops
  • Farms
  • Zoos
  • Zoological museum
  • Sealife centres.
/ POINTS TO NOTE (cntd)
  • A number of organisations can be contacted to bring animals into school.

OWN ACTIVITIES

POSSIBLE INVESTIGATIONS
  • What is the best wing shape for a model bird? Make a simple bird shape from card and attach different wing shapes to test how well it flies.

Name:

Date Record Began:

Outcomes: ‘P’ Level 1 NC Level 1

P1 (i) /
  • Is present during experience but may not respond e.g. adult-assisted touch, look. May be resistant.

P1 (ii) /
  • Shows random fleeting response to activity or object e.g. turns head, vocalises briefly.

P2 (i) /
  • Begins to attend and respond – may be inconsistent e.g. reaches out to touch animal, with support, tolerates contact with animal for longer, shows surprise.

P2 (ii) /
  • Shows more consistent attention and differentiated or focused response e.g. refuses to touch certain animals, shows pleasure or interest towards specific animals or body parts.

P3 (i) /
  • Begins to observe and handle animals e.g. watches worm moving on own hand for a few moments.

P3 (ii) /
  • Is actively involved in observing and handling animals for longer.

P4 /
  • Begins to imitate animal movements.

  • Begins to handle living animals appropriately e.g. takes care and is gentle.

P5 /
  • Begins to share, take turns, anticipate activities, e.g. shows awareness of others responses to animals, with support, shows excitement during turn-taking activity.

P6 /
  • Participates actively, e.g. takes initiative to explore, comments on activity in some way e.g. laughs, signs, points to main named body parts e.g. leg, head.

  • Matches particular feature of body e.g. striped leg to whole animal.

P7 /
  • Names main body parts e.g. head, leg (can use signs/symbols) – may still need support.

  • Assembles main body parts to make whole animal e.g. using cards or “Clicker” computer program, assembles jigsaw.

  • Demonstrates function of main body part.

  • Finds some information from a book with help.

P8 /
  • Locates and names obvious body part e.g. beak, claw, paw.

  • Labels body parts on picture using stickers etc.

  • Names simple function of body parts.

  • Finds out some information from a book.

N.C. Level 1 /
  • Simply compares human and animal body parts.

  • Suggests where to find out information about a particular animal.

Further Comments