THE HUMAN BODY
Teresa Sala Trullàs- English specialist in Primary - Sant Josep School- Vilafranca del Penedès
UNIT FEATURES & MATERIALS
Students’ age
9 years old
Students’ language level
(CEFR)
4th Primary – (2nd course 2nd cycle Primary)
Subject
SCIENCE
Module topic
OUR BODY
17 hours
THE BODY IN MOVEMENT: BONES,
8 hours
Unit tittle
MUSCLES AND JOINTS
Comments
I present only few flashcards joined to the unit as an example as well as some
games worked with them.
Unit description
Working in this unit we try students learn easily providing opportunities to use
English as a communicative instrument and enforcing strategies for learning.
From the first session kinestesic and interactive activities are relevant to achieve
the content’s knowledge. Also visual activities take an important part in most
learning sessions.
Goals
1.. To recognise that the human body is made in such a way as to
allow us different types of activities and movements.
2. To identify the parts of the body (bones, muscles and joints).
Objectives
1. To identify the parts of the body that move and carry out different
actions.
2. To understand the function of the bones, muscles and joints.
3. To locate the main bones, joints and muscles.
4. To study bones and joints through the assembly of a skeleton.
1. Movement of the body: voluntary/ involuntary.
Contents
2. The skeleton and the muscles.
3. How do we use our muscles.
Student workload
1.
Doing role-plays, playing games, dancing, singing...
2.
Watching a video.
3.
Speaking English.
4.
Making arts and crafts.
5.
Reading activities.
6.
Doing different kind of activities (matching, labeling, filling gaps...)
7.
Designing a poster.
Resources and materials
Teacher resources
Teacher-produced or
-distributed materials
1. Science Workbooks.
2. Body Flashcards (picture and words cards)
3. Handouts and worksheets with pictures and activities.
4. A camera
5. The Video “My body” (Magic English Collection)
6. Objects (pencil, teddy bear, elastic band)
Student resources
Student-processed or
–produced materials
1. Handouts and worksheets with pictures and activities.
2. Poster.
3. Art and craft.
Learning environments
Classroom, Audio-visual room, Gym, Science lab.
1. Worksheets, individually or in groups.
2. Designs of posters and arts and crafts.
Assessment
__________________
3. Students’ drawings
4. Discussion and observation.
________________________________________________________
Session 1:Warming up
Lesson plan
1. The teacher starts with a rhyme to introduce some vocabulary
related to the unit. (also at the beginning other sessions).
2. The teacher gives to the students a picture where children are
doing different activities (jumping, running, climbing, playing...)
and discuss it.
3. The teacher takes some photos to class of people doing
different kinds of physical activity and they describe and relate
the movements to the different parts of the body. (In the 5th
session students will make a poster with them to consolidate
movement and joints).
4. Revision of human body’s vocabulary (head, neck, arm, foot,
leg, hand, mouth...) learned in previous courses, miming them
and watching the video “My body” Magic English collection.
Session 2
1. Introducing the new vocabulary through F.C (picture and word
cards) : (bone, muscle, trunk, limbs, hip, shoulder, elbow, wrist,
knee, ankle) and doing different role-plays to internalise it.
2. Locating and labelling in a picture the different parts of the
body.
Session 3
1.
2.
3.
Introducing the meaning of ”hard, rigid, soft and elastic”, taking
to the classroom some objects to exemplify it (a pencil, a
teddy bear and an elastic band).
Reading the text about movement(voluntary and involuntary)
doing pre- while and post- reading activities.
Performing the two types of movement.
Session 4
1.
2.
3.
4.
Learning about the skeleton: reading the text (function and
parts) following the same way that in the previous session.
The teacher gives a worksheet of the skeleton and students,
by resemblance to the L1 (they learnt this topic in the 3 rd
level), label the different names of the bones.
The teacher presents a model and students check their
answers.
Reviewing the content in a text filling the gaps.
Session 5
1.
Introducing the meaning of “joint” with a physical activity.
Students must mime some actions. The teacher helps them
by asking some questions.
2. The teacher showing the students an articulated figure (the
wooden figures used for painting and drawing) and pointing
to the main joints, they name them.
3. Designing a poster and sticking the photos taken in session
1, writing the names of the joints.
Session 6
1.
2.
Students making an articulated skeleton to study bones and
joints.
Hanging some articulated skeletons on a notice board an
writing some sentences in order to summarise the main
features.
Session 7
1. The teacher giving a worksheet with two bodies (front and
back part) and the students writing the name of the muscles
by similarity with their L1.
2. Checking the answers with the model given by the teacher
and correcting them.
3. Recognising the different muscles looking at the body’s
picture through some questions.
4. Classifying the name of the muscles on a grid according to
the place where they are.
5. Doing comprehension and matching activities about bones
and muscles.
Session 8 : Multidisciplinary link. Gym
1.
2.
Through a practical lesson in the gym the P,E ‘s teacher
encourages the students to find certain muscles in their
bodies and to think how they work.
Working in pairs students learn the function of the main
involuntary muscle “the heart” that move by themselves,
timing each other the pulses after doing different moving
activities.
Session 1:
1. Students listen and join the rhyme miming it:
Hip-hip
hip-hip
put your finger
on your lips.
Be quiet, please!
2.
Learning activities
3.
4.
Students look at the picture about different movement
exercises and through the following questions they are
enabled to discuss it:
- What are the children doing?
- Are the children having fun?
- Look at the girl climbing up the rope. Which parts of her
body is she using?
- Look at the boy climbing up the slide. Which parts of his
body is he using?
Students in small groups do different kinds of physical activity
and focus the attention in the parts of the body they take part,
describing them.
They touch the different parts of the body ( head, neck, arm,
foot, leg, hand, mouth...) and watch the video “My body” in
order to revise the vocabulary.
In the video they sing a song (“Move body move, my body,
our body, your body, every body moves...) and do some roleplays (dance, tape their feet, clap their hands...)
Session 2
1.
Students learn the new vocabulary (bone, muscle, trunk,
limbs, hip, shoulder, elbow, wrist, knee, ankle) through some
games and role-plays with the flashcards:
-
-
-
2.
What’s missing?: The F.C are holding on the board
and after naming them several times, children close
their eyes and the teacher takes one of them and they
have to guess which one is missing.
I can see...!: A child holds a F.C covered by a book
and little by little he discovers it and the first who says
“I see the ...” wins the card.
Memory game: The picture cards in one side of the
board facing at it and the word cards in another side. A
child turn over one of each group and if they go
together he wins then, otherwise they put them in the
same place. The winner is who has more pairs.
Simon says
Bingo
Students locate and label a picture of the different parts of
the body.
Session 3
1.
2.
3.
Students touch and try out the difference between “hard,
rigid,soft and elastic” in different objects (a pencil, a teddy
bear, elastic band).
They preview the content of a text about movement
(voluntary / involuntary) where bones and muscles take part,
looking at the title, subheadings, illustrations, the words in
bold type...Students read the text guessing the new words’
meaning using the context.
Students perform the two types of movement:
- voluntary: we pick up a glass, we write a word...
- involuntary: we touch something hot and then we take our
hand away quickly...
Session 4
1.
They preview the content of a text about the skeleton following
the pre-, while and post- reading activities worked in the
previous session.
The students by resemblance to the L1 label the different
names of the bones in a skeleton.
They check and correct their answers according to the model.
Fill in the gaps with the name of the main important bones.
2.
3.
4.
Session 5
1.
Students mime the following actions in order to understand the
meaning of “joint”:
- ride a bike
- swim
- run
- sit down / stand up
- walk
- throw and catch the ball...
Teacher helps them by asking the following questions:
-
2.
3.
Can we bend our arms?
Can we bend our feet?
Can we bend our legs?
Can we bend our neck?...
They point and name the different “joints” in an articulated
figure.
Students design a poster with the photos taken in session 1
and write the joints’ names.
Session 6
1.
Students make an articulated skeleton and label the name of
the main bones in it.
2. They hang some of the articulated skeletons on a board and
write the following sentences in order to summarise their
main features:
. - It holds the body up.
- It gives it shape.
- It protects the most delicate parts of the body (brain,
heart and lungs).
Session 7
1. Students label the name of the muscles (the front and the
back part of the body) by resemblance to L1.
2. They check their answers with a model.
3. Pupils looking at these pictures recognise the different
muscles answering the following questions:
4.
5.
Do we use the trapezius muscle when we walk?
Do we use the quadriceps muscle when we walk?
Do we use the masseter muscle when we eat?
Do we use the quadriceps muscle when we swim?...
They classify the name of the muscles on a grid according to
the place where they are.
Pupils complete and match different activities about bones
and muscles.
Session 8
1.
Students go to the gym and through a practical lesson they
are able to find certain muscles in their body ant to think how
they work:
- Bending our arms observe how the biceps work
- Bending our legs how the muscles in our gemellus
work.
- The muscles get harder and then relax.
- ...
2. They, in pairs, time each other the pulses and write the
results in a worksheet after doing different moving
activities ( skipping, running, stepping stairs, jumping,
hand walking...)
Materials provided
I present them at the end of the unit (pictures, handouts, art and craft,
F.C(picture and word cards), assessment sheet...
Assessment materials
At the end of the unit there’s an assessment sheet.
Sitography
Bibiography
Essential Science 3 Ed. Richmond
New Science 2 Ed.Richmond
Video “My body” – Magic English Collection