Pupil’s Book
Author: Ho Peck Leng Consultant: L Fairclough
Š 2017 Marshall Cavendish Education Pte Ltd Published by Marshall Cavendish Education Times Centre, 1 New Industrial Road, Singapore 536196 Customer Service Hotline: (65) 6213 9444 E-mail: tmesales@mceducation.com Website: www.mceducation.com First published 2017 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Any requests for permission should be addressed to the Publisher. Marshall Cavendish is a registered trademark of Times Publishing Limited. ISBN 978-981-4736-76-3 Printed in Indonesia The questions in this book are created by the author.
About This Book
is specially written to help you learn science, and
use the knowledge and skills to find out more about the world around you. Learning science can be fun and enjoyable. This is especially when you have friends to help you along the way. Meet Lily, Aishah, Owen, Tom and Raj.
Owen
We are your friends. We are here to help you learn science.
Look out for us as you use this book!
Lily Aishah
Raj Tom
v
Contents
1
Ourselves
2
A What Are the Different Parts of the Body? 4 B What Are Senses? 9 C In What Ways Are We Similar and Different? 21
2 Living and Growing A B C D
3
viii
What Are Living and Non-living Things? Where Do Animals and Plants Live? Do Animals Need Food? Can Animals Have Young? Can They Grow?
Growing Plants
52
A What Are the Different Parts of a Plant? B How Do Seeds Grow into Plants? C What Do Plants Need to Grow?
54 61 67
26 28 35 41 47
4
What Is It Made Of?
72
A What Are Materials? B What Properties Do Materials Have? C In What Ways Can We Classify Things?
74 84 92
5 Pushes and Pulls
A In What Ways Do Things Move? B What Is a Push or a Pull? C What Can Pushes and Pulls Do?
6 Making Sounds
A What Are Some Sounds Around Us? B Why Do We Hear Sounds?
Glossary
96 98 104 112
118 120 127
138
1
Meet Aishah and Lily. They are just like you and me. They see with their eyes, The bright blue sky. They hear with their ears, The birds chirping loud and clear.
1
They smell with their noses, The sweet scent of roses. They touch with their skin, The cold can drinks. They taste with their tongues, The yummy food made by their mums.
Ourselves
In this chapter, you will learn to
• recognise and name the different parts of the body • investigate how senses help humans and animals to be aware of the world around them • recognise how humans are similar to and different from one another
A
What Are the Different Parts of the Body?
We are humans. Each of us has a body. Look at this boy. What are the parts of his body? hair
head
eye nose ear
shoulder
mouth
arm hand
finger
knee leg
foot toe Parts of the body 4
Chapter 1
Can you point and name the parts of your body? Have you heard of this song before? Head, shoulders, knees Head, shoulders, knees And eyes and ears Head, shoulders, knees
and and and and
toes, knees and toes toes, knees and toes mouth and nose toes, knees and toes
Sing the song and point to the parts of your body. Besides these parts, we also have a layer of skin that covers the body. Worksheet 1, page 1 Worksheet 2, page 2
Ourselves
5
Activity Book
Author: Ho Peck Leng Consultant: L Fairclough
Š 2017 Marshall Cavendish Education Pte Ltd Published by Marshall Cavendish Education Times Centre, 1 New Industrial Road, Singapore 536196 Customer Service Hotline: (65) 6213 9444 E-mail: tmesales@mceducation.com Website: www.mceducation.com First published 2017 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Any requests for permission should be addressed to the Publisher. Marshall Cavendish is a registered trademark of Times Publishing Limited. ISBN 978-981-4736-91-6 Printed in Indonesia The questions and answers in this book are created by the author.
Worksheet
2
Counting the Parts of Your Body Aim: To count the number of some body parts you have Skills: Observing, communicating
How many of each body part do you have? Count and write it down. Part
How many do you have?
eye
2
head nose ear mouth shoulder arm hand finger leg knee foot toe
2
Chapter 1
Teacher’s Guide 1
Teacher’s Guide
Author: Ho Peck Leng Consultant: L Fairclough
Š 2017 Marshall Cavendish Education Pte Ltd Published by Marshall Cavendish Education Times Centre, 1 New Industrial Road, Singapore 536196 Customer Service Hotline: (65) 6213 9444 E-mail: tmesales@mceducation.com Website: www.mceducation.com First published 2017 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Any requests for permission should be addressed to the Publisher. Marshall Cavendish is a registered trademark of Times Publishing Limited. ISBN 978-981-4736-92-3 Printed in Indonesia The questions and answers in this book are created by the author.
Preface is a series for Stages 1–6 designed to meet the requirements of the Cambridge International Examinations Primary Science curriculum framework. The series: • leverages on guided constructivist-inquiry that has been proven to be effective in fostering the learning of science • develops specific learning processes during inquiry learning. Pupils can: – create questions of their own – obtain supporting evidence to answer the questions – explain the evidence collected – connect the explanation to the knowledge obtained from the investigative process – create and communicate an argument and justification for the explanation • encourages pupils to learn actively, think critically, and develop habits of mind and attitudes which are necessary for scientific inquiry • uses spiral progression to review and expand a strong science foundation This series also ensures the coverage of all four strands of the Cambridge Primary Science curriculum — biology, chemistry, physics and scientific enquiry. The scientific enquiry objectives underpin the teaching of the three sciences, which are focused on building confidence and interest in scientific knowledge, and incorporate environmental awareness and some history of science. series was developed with these three considerations in mind: • • •
What materials can we offer teachers to develop pedagogy and support pupil progression? How can we encourage pupils to be self-aware, independent and have an understanding of the learning process? How can pupils acquire deep conceptual understanding and mastery over the subject?
These considerations led to the creation of the following components in this series: Teacher’s Guide
Pupil’s Book
Teachers plan and prepare lessons using these: • Schemes of Work • Teaching Ideas • Suggested Answers (Pupil’s Book) • Digital resources (CD-ROM) (Also available at www.mc-science.com) - editable Schemes of Work - editable Lesson Plans - editable Revision Worksheets - Chapter Openers - Activity Book with suggested answers and suggestions to guide pupils - Overview of Resources for Scientific Enquiry Learning Objectives
Teachers teach and pupils learn using these: • Chapter Openers and key content • ‘Try This’ • ‘Going Further’ • ‘What You Have Learnt’ • ‘Exercise’
Activity Book Pupils practise and teachers assess using these: • Worksheets • ‘Let’s Review’ • ‘Reflection’
Through the use of this series, we believe that pupils can develop Cambridge learner attributes — five highly desirable habits in learning: confident, responsible, reflective, innovative and engaged, and become fully proficient in science. This series offers a complete solution to the delivery of the Cambridge Primary Science curriculum framework in schools.
iii
Scientific Enquiry Learning Objectives Ideas and evidence Try to answer questions by collecting evidence through observation. In science, pupils should learn to answer questions based on evidence, which can be collected in various ways: • • •
By using different senses, with the aid of instruments if necessary, to make observations around them By making observations and measurements in simple, guided investigations By carrying out research using simple information sources, such as age-appropriate books, magazines and websites
Pupils should be guided to make relevant observations and measurements. Teachers can then discuss with pupils whether the evidence collected can help answer their questions or whether the evidence supports their predictions.
Plan investigative work Ask questions and contribute to discussions about how to seek answers. Asking questions is an important part of scientific inquiry. Pupils should be encouraged to ask questions and discuss how they can find the answers to their questions. Instead of providing pupils with facts and solutions, teachers may provide scaffolds by asking questions which lead pupils to the answers. Pupils can start with simple ‘what’ and ‘how’ questions before progressing to more difficult ‘why’ questions. They then discuss how they can find out the answers, whether by making relevant observations, carrying out research or simple investigations or asking people. They should think about the different ways they may find answers to their questions, whether by making relevant observations, carrying out simple investigations and research, or asking people. This helps in their metacognition.
Make predictions. Predictions are guesses made based on prior knowledge or experience. Some pupils may be further challenged to explain their predictions to ensure that they have not made wild guesses. Pupils may communicate their predictions in various ways — speaking, writing or drawing. Kinaesthetic learners may communicate their predictions by acting them out.
Decide what to do to try to answer a science question. Pupils should be encouraged to suggest different ways of answering a science question. For example, they may discuss the steps to carry out for an investigation or the variables to change or keep the same. As pupils are new to carrying out investigations, teachers should facilitate by providing guidance and questions for scaffolding. For example, teachers can give suggestions and let pupils discuss and decide which may be used to answer their question. Letting pupils discuss and decide what to do is another strategy to help them in their metacognition.
x
Obtain and present evidence Explore and observe in order to collect evidence (measurements and observations) to answer questions. Pupils should be encouraged to explore and seek answers to the questions they have about the world of nature. They may discover new things in different ways, for example, by studying and examining objects or events, making field trips or learning journeys, reading up or carrying out simple investigations. During their explorations, they collect evidence in the form of observations or measurements. Pupils should be encouraged to use different senses (except for the sense of taste, which should be used specifically for taste tests) to make observations. Observations made at this stage are likely to be qualitative rather than quantitative. For example, pupils may state that a sound is loud or soft, rather than state the sound level in decibels. The observations may be in the form of a comparison, for example, ‘The seedling is taller than it was two weeks ago.’ Any measurements made at this stage will be in the form of non-standard units, for example, stating a measurement as ‘half a cup of water’, rather than ‘50 cm3 of water’. Safety precautions must be taken when making observations, for example, not looking at the Sun directly or touching hot or sharp objects.
Suggest ideas and follow instructions. Pupils should be encouraged to suggest ideas for carrying out investigations. After deciding on the procedure for an investigation, they should then be able to follow the instructions to carry out the investigation. They should also learn to follow the instructions in the various activities in the Pupil’s Book and Activity Book to ensure that these activities can be successfully carried out. Following instructions requires the skill of communicating, which is essential in the learning of science.
Record stages in work. Pupils can record their observations and measurements in different ways — in writing, drawings, or in the form of numbers, tables and charts. They may also cut and paste pictures or specimens. By recording stages in work, pupils get to see how their work has progressed.
Consider evidence and approach Make comparisons. Pupils should be able to make comparisons by identifying the similarities and differences between each other, between living things and non-living things, between plants and animals, and between the different types of materials. They may use tables or charts to help them make comparisons.
xi
Compare what happened with predictions. Pupils should be able to compare the observations or results of their investigations with their predictions. Based on their comparisons, they should then be able to say whether their predictions are correct or not. If their predictions were incorrect, they should be encouraged to explain why that is so. Teachers should let pupils know that wrong predictions are common in the exploration of science, and they should not be discouraged. Teachers should also let pupils check whether their wrong predictions are a result of them not setting up their investigations properly or due to unfair comparisons. Pupils may then go on to fine-tune their investigations.
Model and communicate ideas in order to share, explain and develop them. Scientists record their experiments, observations and results and share them with fellow scientists and the public via various means, such as publishing them in scientific journals. Other scientists may repeat the experiments to check the results or develop the ideas further. Similarly, pupils should communicate ideas or share the results of their investigations in various ways. Besides recording them, they can have show-and-tell sessions to share and explain their ideas or what they have done. They may use drawings or physical models to explain their ideas.
xii
How to Use the Teacher’s Guide This easy-to-use Teacher’s Guide, together with the accompanying digital resources, has been designed as a comprehensive teacher support resource for both experienced and new teachers. It contains detailed guidance on how to teach all the topics in the Pupil’s Book and Activity Book in a fun and stimulating way.
104
5
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Scheme of Work provides a quick chapter-bychapter overview of the Cambridge Primary Science curriculum framework for the stage. Teachers can introduce topics through a spiral progression that builds on concepts already taught and mastered.
Learning Outcome(s) help you identify the objective(s) of the lesson, and what pupils need to do and know.
Pushes and Pulls
Scheme of Work
Suggested Time Frame
Suggested time frame: 16 periods (1 period is approximately 40 minutes.)
helps you manage your curriculum planning and timetabling effectively.
Teaching and Learning Sequence
Teaching and Learning Sequence
Introduction
helps you match the content to the Cambridge Primary Science curriculum framework. To find resources for Scientific Enquiry Learning Objectives, you can refer to Overview of Resources for Scientific Enquiry Learning Objectives in the CD-ROM.
No. of Periods
B. What Is a Push or a Pull?
• 1Pf1: Explore, talk about and describe the movement of familiar things.
• Investigate the moveme of living and non-living things.
5
• 1Pf2: Recognise that both pushes and pulls are forces.
• Recognise that pushes pulls are forces.
point you to the learning objectives in the Cambridge Primary Science curriculum framework.
Wraparound includes the relevant pages from the Pupil’s Book to allow for quick referencing during lesson planning. Together with the editable Lesson Plans found in the CD-ROM, the Teaching Ideas in the wraparound help you plan and prepare effective inquiry-based lessons efficiently.
*As reflected in the Cambridge Primary Science curriculum framework
5
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Introduction
Pushes and Pulls
Number of periods:
5
Introduction
provides you with a chapter opener and trigger questions to engage pupils, and serves as a lead-in to the chapter.
This chapter introduces pupils to forces in terms of pushes and pulls and how forces affect movement. Pupils learn about different types of movements and how to describe these movements. They also learn to relate their understanding of movement in everyday contexts such as road safety.
Teaching ideas 3. Outline the learning outcomes on Pupil’s Book p. 97.
Teaching ideas 1. Begin by introduc ing pupils to the rhyme on Pupil’s Book p. 96. Ask: • What is a push? (Answer: It can move something away from us.) • What is a pull? (Answer: It can move something towards from us.) • What can pushes and pulls do? (Answer: Answer varies.) (Using rhyme to engage pupils, trigger questions, tapping prior knowledge) 2. Let pupils know that they will learn about pushes and pulls, and how pushes and pulls change the way things move in this chapter.
Teaching Ideas give you detailed lesson ideas and suggestions to enable the development of knowledge, skills and processes, and ethics and attitudes. Questions, with suggested answers, for initiating inquiry, scaffolding and assessing pupils’ understanding are included, wherever applicable.
Tom pushes his yellow toy car. It moves a little but not too far. Aishah pulls her puppet puppet’ss strings. The arms of her puppet start to fling. Pushes and pulls, pushes and pulls. What else do you think they can do?
5 106
Chapter 5
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Pushes and Pulls
In this chapter, you will learn
to • investigate the movem ent of living and non-living things • recognise that pushes and pulls are forces • recognise that forces c an make th move faster or slower, and chang ings start or stop moving, e direction
96
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Learning Outcome(
5
A. In What Ways Do Things Move?
Framework Code(s) and Learning Objective(s)
Framework Code(s) and Learning Objective(s)*
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Skill(s)
Exercise
help you identify the skills that pupils acquire during the lesson. You can refer to Glossary of Skills for the list of such skills and their descriptions at the end of the Teacher’s Guide.
Resources and Material(s) refer you to the relevant pages from the Pupil’s Book, Activity Book and Teacher’s Guide, and help you plan and prepare what you need for the chapter.
offers you suggested answers to Exercise questions in the Pupil’s Book.
Skill(s)
• • • •
Teaching ideas
Observing Comparing Communicating Self-reflection
16. Summarise this section using What You Have Learnt (Pupil’s Book p. 25). 17.
Exercise
Additional support
Wrap up by going through the questions in Exercise (Pupil’s Book p. 25).
For learners needing more support: • Provide an example of a similarity for question (a) in Exercise (Pupil’s Book p. 25). • Provide an example of a difference for question (b) in Exercise (Pupil’s Book p. 25).
(Answers:
Teaching ideas
(a) They have similar parts of the body. They are wearing shoes. They are carrying bags. (Answer varies.) (b) Some children are boys, some are girls. Some children have short hair, some have long hair. Some children have straight hair, some have curly hair. Some have blond hair, some have brown or black hair. One of the children is wearing a dress, the others are wearing trousers. (Answer varies.)) (Formative assessment, reinforcement; Skills: Observing, comparin g, communicating)
Material(s)
• The ball stops mov ing when the goalkeeper catches it.
Being similar means we can understand one another better.
3. Let pupils infer that pushes and pulls, or forces, can make thin gs start or stop What You Have Learnt moving, move faster or Consoer, slow lidation the direction that they Teaching ideasand change are moving. (Skills: 1. Observing, inferring) Exercise • Let pupils complete the concept map 4. Note: The concep in Let’s Review (Activity Book p. 16). t of forces (Formati isve assessmetrac nt, reinforce t. ment) Take note of the common • Let pupils abs complete the table in Reflection misc (Activityepti onc Book p.ons 17). Ask them to revise the Pupil’s that pupils might have. Book sections that they do not know well. (Skill: Selfreflection) 2. Let pupils do Revision 5. Worksheet 1. (Summative • Humans are similar t o one another. For example, w e have similar parts of the body. • H umans are different in certain ways. For example, we may have different eye colours.
Being different makes the world interesting !
Additional Support for Learners Needing More Support / Advanced Learners
Look at these children.
Let us all be friends!
(s)
ent
and
Vocabulary • • • • •
move turn run hop swing
• force • push • pull
Resources and Material(s)
Try This
24
Optional • Video clips of how animals move per class • 1 picture of a park or a beach showing things that are moving per group
assessment)
Ourselves
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25
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7.
Additional Activity offers you more teaching ideas for pupils’ enrichment.
27
Worksheet 3, pages 71–7 3 Worksheet 4, pages 74– 76
Ourselves
27 14/2/17 2:49 PM
• Let pupils do Workshe Consolidation et 3 (Activity Book pp. 71–73) to iden tify what with pushes and pulls canprovides you do in a baseball game. (Skills: Observiideas and resources ng, identifying, communicating) to conclude and • Let pupils do Workshe consolidate et 4 (Activity pupils’ Book pp. 74–76) to iden learning. tify what pushes and pulls can do to a toy car. (Skills: Observing, identifying, communicating)
• Pupil’s Book, pp. 104–111 • Activity Book, WS 2, pp. 69–70 • Teacher’s Guide, pp. 114–121
Optional • Toys such as mini scooter, shopping cart, catapult and toy train per class
Observing Inferring Identifying Communicating
Let’s Review, page 16 Reflection, page 17
Chapter 1
24
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• 1 push and pull toy (such as push cart, yo-yo or string puppet) per pupil
Skill(s)
• • • •
(a) In what ways are th ey similar? (b) In what ways are th ey different?
offers you relevant resources and simple strategies to carry out differentiated instruction. (S)CIE_PB1_C1.indd
• If an there on it. • If an there acting • When of forc • A forc keep a • All ob natura moving
Let pupils do the activity in Try This (Pupil’s Book p. 114). (Active learning, catering to kinaesthetic learners; Skill: Observing) 6. Carry out the Add itional activity if time permits.
We are all humans! We should not ght with one another!
• Pupil’s Book, pp. 96–103 • Activity Book, WS 1, pp. 67–68 • Teacher’s Guide, pp. 106–113
Let’s Review, page 16 Reflection, page 17
Comm misco
• Equipment for diffe rent types of ball games such as table tennis and baseball per pupil
Additional activity • Let pupils explore how they can start or stop moving, move fast er or slower, and change direction duri ng physical education lesson. (Interdisciplinar y activity — science and physical education)
The goalkeeper catches the m
oving ball.
C
ball. Ask: 1. Let pupils play with a soccer ball • What can you do to make the move? (Answer: Answer varies.) move • What can you do to make it faster or slower? (Answer: Answer varies.) move in • What can you do to make it Answer another direction? (Answer:
Learning outcome(s)
• Recognise that forces can make things start or stop moving, move faster or slower, and change direction.
Vocabulary • • • • •
start stop faster slower direction
• 1 soccer ball per group
Teaching ideas
to • When Tom kicks the ball, it starts pull? move. Ask: Is a kick a push or a (Answer: It is a push.) that it • Raj kicks the ball in the direction Ask: is moving. The ball moves faster. if he Will the ball move even faster kicks it harder? (Answer: Yes.)
• The ball stops moving when the goalkeeper catches it. 3. Let pupils infer that pushes and pulls, Material(s) or forces, can make things start or stop Play with a soccer ball. moving? What can moving, move faster or slower, What can you do to make it start or stop are listed to help and you change another direction? you do to make it move faster, slower or in the direction plan that they moving. (Skills: andareprepare Observing, inferring) omeone pulls her back. Aishah fter the ball. S
C
What Can P ushes and Pulls Do?
what you need for any
Aishah runs a slows down.
• Equipment for different types of ball games such as table tennis and baseball per pupil
Skill(s)
• Observing
124 • Inferring Chapter 5
4. Note: The concept of forces is abstract. • Identifying activities on the page. Take note of the common misconceptions • Communicating The children are playing soccer. that pupils might have. Is a kick a push or CIE_Sci_TG When Tom kicks the ball, it starts to move. a pull?
5.
s moving. The ball Raj kicks the ball in the same direction it i e kicks it harder? moves faster. Will it move even faster if h
1_05.indd 124
Try This
Let pupils do the activity in Try This (Pupil’s the side. The ball changes its Book p. 114). oving ball from (Active Lily kicks the m learning, catering to direction. kinaesthetic learners; Skill: Observing) Pushes and Pulls
112
Chapter 5
122
Chapter 5
CIE_Sci_TG1_05.indd 122
Try This
Common misconception(s)
STEP 1
Play different types of ball
• If an object is stationary, there are no forces acting on it. • If an object is moving, 114 there must be a force acting on it. • When an object runs out of force, it stops moving. • A force is needed to keep an object moving. • All objects have a natural tendency to stop moving.
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Worksheet 3, pages 71–73 Worksheet 4, pages 74–76
• Let pupils do Worksheet 3 (Activity
games.
Use pushes and pulls to make the ball change the way it moves . STEP 2
6. Carry out the Additional activity if time permits. 2/14/17 11:22 AM
(S)CIE_PB1_C5.indd 112
They can make things sta rt or stop mov things move faster or slower. They ca direction of things that a re moving.
Common Misconception(s) highlight concepts that commonly Material( confuses)pupils.
Material(s)
varies.) • What can you do to stop it from moving? (Answer: Answer varies.) (Trigger activity and questions) of the 2. Ask pupils to look at the cartoons Book children playing soccer on Pupil’s pp. 112–114. Explain the following:
s, can do man
points out the key scientific terms that pupils need to learn.
Number of periods: 6
Teaching ideas
Pushes and pulls, or force
Vocabulary
What Can Pu shes a nd Pul ls Do?
v
1
Ourselves
Number of periods: 5
Introduction In this chapter, pupils learn about the external parts of the human body. They learn about their senses and how they can use their senses to explore the world around them. They also learn about the similarities and differences among one another.
Teaching ideas 1. Begin by introducing pupils to the world of science. • Explain that science is learning about the world around them through observing and experimenting. • Tell pupils that they can observe the world around them using their senses. 2. Introduce to pupils the rhyme about senses on Pupil’s Book p. 2. • Let pupils know that they will learn about the different parts of the human body and the different senses in this chapter.
Meet Aishah and Lily. They are just like you and me. They see with their eyes, The bright blue sky. They hear with their ears, The birds chirping loud and clear.
They smell with their noses, The sweet scent of roses. They touch with their skin, The cold can drinks. They taste with their tongues, The yummy food made by their mums.
• Let pupils know that they will then use their senses to observe the similarities and differences among themselves. (Using rhyme to engage pupils)
1 4
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Teaching ideas 3. Outline the learning outcomes on Pupil’s Book p. 3.
In this chapter, you will learn to
• recognise and name the different parts of the body • investigate how senses help humans and animals to be aware of the world around them • recognise how humans are similar to and different from one another
(S)CIE_PB1_C1.indd 3
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Ourselves
5
A
What Are the Different Parts of the Body?
Teaching ideas 1. Begin by introducing pupils to the term ‘human’. Let pupils know that we are all humans. 2. Introduce pupils to the human body. • Show them the picture of a boy on Pupil’s Book p. 4. Ask them to observe the parts of his body.
Learning outcome(s)
• Recognise and name the different parts of the body.
Skill(s)
• Observing • Identifying • Communicating
• Ask: – What are the parts of his body? (Answer: Head, hair, eyes, nose, ears, mouth, shoulders, arms, hands, fingers, knees, legs, feet and toes) – Do you also have these parts on your body? (Answer: Answer varies.) • Ask pupils to point to the parts of their bodies and say the names out loud. (Active learning; Skills: Observing, identifying, communicating)
A
Vocabulary • • • • • • • • • • • • • • • • •
humans body head hair eye nose ear mouth shoulder arm hand finger knee leg foot toe skin
What Are the Different Parts of the Body?
We are humans. Each of us has a body. Look at this boy. What are the parts of his body? hair
head
eye nose ear
shoulder
mouth
arm hand
finger
knee leg
foot toe Parts of the body 4
6
Chapter 1
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Material(s)
Teaching ideas
• Video clips of the song ‘Head, Shoulders, Knees and Toes’ per class
3. Introduce pupils to the song ‘Head, Shoulders, Knees and Toes’ on Pupil’s Book p. 5. • Ask them to sing the song while pointing to the correct parts of their bodies.
Skill(s)
• Observing • Identifying • Communicating
• Find out how to sing this song from video clips on the Internet if needed. (Active learning, using song to engage pupils, catering to aural and kinaesthetic learners, reinforcement) 4. Let pupils know that each of them has a layer of skin that covers the body. Ask them to observe the skin on their bodies. 5. Carry out the Additional activity if time permits. 6.
• Let pupils do Worksheet 1 (Activity Book p. 1) to identify the different parts of the human body. (Formative assessment, reinforcement; Skills: Observing, identifying, communicating)
Can you point and name the parts of your body? Have you heard of this song before? Head, shoulders, knees Head, shoulders, knees And eyes and ears Head, shoulders, knees
and and and and
Worksheet 1, page 1 Worksheet 2, page 2
• Let pupils do Worksheet 2 (Activity Book p. 2) to count the number of some body parts they have. – Note: There are two possible answers for the number of fingers. One of the answers is ten fingers. The other answer is eight fingers and two thumbs. Accept both answers. (Skills: Observing, communicating)
toes, knees and toes toes, knees and toes mouth and nose toes, knees and toes
Additional activity • Material(s): 1 piece of chalk per class (optional) Draw a life-size human body on a wall using chalk and have pupils label the main external parts.
Sing the song and point to the parts of your body. Besides these parts, we also have a layer of skin that covers the body. Worksheet 1, page 1 Worksheet 2, page 2
Ourselves
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5 2/14/17 11:14 AM
Ourselves
7