Earth & Life Science Series: My Body

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The Earth & Life Science or eB Series t s r

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My Body

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Science activities for . 6 to 9 year olds o c . che e r o t r s super

Written by Judy Gabrovec. © Ready-Ed Publications - 2005.

Published by Ready-Ed Publications (2005) P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 348 6

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Acknowledgements: Photo images used herein were obtained from IMSI’s Masterclips/MasterPhotos collection, 1895 Francisco Blvd, East San Rafael, CA 94901-5506 USA.

The activities in this book refer to material from the document Science - a curriculum profile for Australian Schools (1994).

This document is published by: Curriculum Corporation, St. Nicholas Place, 141 Rathdowne St, Carlton VIC, 3053 www.curriculum.edu.au/catalog/primary.htm

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Contents Teachers’ Notes ............................................................... 4

“Using Informa tion” Activity P ages Information” Pages

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General Activity P ages Pages

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Lesson Notes: Pages 8 - 21 ............................................... 6 Using Information: Food Groups - 1 .................................. 7/8 Using Information: Food Groups - 2 .................................... 9 Using Information: Tasty Sensations ................................ 10/11 Using Information: How We See .................................... 12/13 Using Information: Our Sense of Smell ........................... 14/15 Using Information: Our Sense of Touch ........................... 16/17 Using Information: Hear! Hear! ...................................... 18/19 Using Information: Sound Sleep ................................... 20/21 Lesson Notes: Pages 23 - 26 .......................................... 22 Using Information: Health Services - 1 ............................... 25 Using Information: Health Services - 2 .............................. 26

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Lesson Notes: Pages 28/29 .............................................27 General: Breakfast Time .................................................. 28 General: Eating at School ................................................ 29 Lesson Notes: Pages 31 - 36 ........................................... 30 General: My Body ........................................................... 31 General: Body Parts and Movement .................................. 32 General: What Can You Do? ............................................. 33 General: Growing Up - 1 .................................................. 34 General: Growing Up - 2 ................................................. 35 General: My Needs ......................................................... 36 Lesson Notes: Pages 38 - 42 .......................................... 37 General: Physical Activity - 1 ............................................ 38 General: Physical Activity - 2 ........................................... 39 General: Physical Activity Diary ........................................ 40 General: Get Well ............................................................ 41 General: Daily Chores ..................................................... 42

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Answers Answers ....................................................................... 43

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Teacher Information The Earth and Life Sciences Series is designed to provide teachers of children in the 6 - 9 age range with a set of materials that will give students a more rounded and scientific understanding of their world and their place in it.

Student activities are directed towards meeting the requirements related to Science education as set down in the document Science - A Curriculum Profile for Australian Schools (Curriculum Corporation, 1994). This book, My Body Body, relates in particular to the conceptual strand of Life and Living Living, at Levels 1 and 2 as indicated in the Profile document. In addition the activities in the book enable children to utilize some cognitive processes which are incorporated in the Working Scientifically strand of the curriculum.

These are:

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identifying, distinguishing, becoming aware of, observing;

describing patterns, connecting, linking, classifying, sorting, organizing.

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describing, naming features, recording, describing change, describing how, listing;

Specific Out comes Rela ted to The W orking Scientific all y Strand Outcomes Related Working Scientificall ally Level 1 and Level 2 children working on activities in this book could be expected to realize these outcomes related to this strand: Students investigate to answer questions about data, and reach and communicate conclusions.

© ReadyEdPubl i cat i ons Specifically, students: f or r evi e wp ur p ose s onl y• Focus on• problems in response to teacher generated questions or suggestions; Carry out sequential activities, and observe and describe their actions; Identify some of the variables in a problem situation;

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Make simple non-standard measurements and records of data.

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Share observations;

Specific Out comes Rela ted to The Life and Living Strand Outcomes Related

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Level 1 and Level 2 children working on activities in this book could be expected to realize these outcomes: Students understand that people are examples of living things that change over time.

Students understand that needs, features and functions of living things are related and change over time.

These outcomes will be demonstrated by the understanding ... * that people need food, shelter and air for their bodies to survive; * that there are differences in personal features between young people and adults; * that we all have senses that we use constantly in our daily lives; * that healthy development of our bodies is aided by physical activity, balanced diet, and the health services provided for us.

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Structure of this Book Books in this series are divided into two sections - the section which includes the “Using Information” activity pages and that containing “General Activity” pages.

Both sections include Teachers’ Notes which focus on aspects of subsequent activity pages such as:

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learning outcomes of the relevant pages;

materials required to complete the activity page;

“Using Informa tion” Section Information”

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teaching suggestions for each page in the section.

age” - a set of notes All student activity pages in this section are preceded by an “Information P Page” that provides background knowledge to the activities presented on the worksheet. It is intended that these sheets are also photocopied for students and used by them as they attempt the activity page. It is envisaged that this approach will allow teachers to relate the class Science program to the Language program, through using these Information Pages as opportunities for Reading and Viewing activities. They are ideal for these purposes in that they require students to retell meanings and make simple interpretations for the purposes of completing the accompanying worksheets.

© ReadyEdPubl i cat i ons f o rr ebevati e wp udifficult r po se s o nl yon• The text in• these pages may a slightly more level than that presented the

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worksheets and further assistance is given by defining some key words or phrases. These are underlined and link to the Explanations section at the base of the page, which contains further definitive statements and explanations about the text.

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It should be noted that not all the information that is required to complete worksheets is contained in these notes. In fact, children will benefit greatly from introductory discussions and idea sharing sessions about the worksheet in conjunction with the use of the Information Page.

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General Activities Section

The activity pages in this section (headed ACTIVITY PAGE) utilize traditional print related reference materials for children to complete the set tasks on the sheets. It would be useful for a collection of appropriate books and materials to be assembled before commencing the unit so these can be accessed and used with as little disruption as possible. It is imperative, too, that these sheets are discussed thoroughly before children are set to work.

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Lesson Notes Pages 8 - 21 Content Area(s): life science

Learning Out comes: Outcomes: In this section students will: label and classify different foods into groups. explore their senses. label diagrams.

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Ma terials Required: Materials Information Pages pencil or pen

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Approximately 20-35 minutes.

Suggested Activities: Pages 7/8/9: Food Groups 1 and 2

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Using pictures from magazines, children can make charts showing examples of food from the different food groups.

Children can record the food they eat over a day. They can then categorize the foods into the five food groups. The results can be compared to the suggested food intake given on the food pyramid. Children can create a menu plan so that are eating a healthy diet.

Children can investigate the eating habits of their family members by surveying each family member about their daily diet. The children can write a report on the family members with suggestions about how they could improve their diet.

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Before doing this activity, taste a variety of foods to identify which part of the tongue tastes sweet, sour, bitter, and salty best.

Test which types of food are easier to taste - dry food like cream crackers and bread, or soft food like bananas or yoghurt. Discuss the role that saliva has in carrying the food flavour to the bottom of the taste buds so that we can taste it. Dry food needs more saliva and this is why it can be difficult to taste. Saliva also helps make the food into a smooth paste so that it is easier to swallow.

Investigate how the sense of smell is related to the sense of taste by tasting food blindfolded and with a blocked nose. Discuss whether this makes it harder or easier to identify the food.

Pages 12 - 19: The suggested activities below refer to pages related to the senses.

Children can investigate the five senses using the following fun activities: Tickle a friend gently in different places on the body to discover which body parts are the most and least sensitive.

Try to guess what objects are through touch, when blindfolded.

Experiment with touching and feeling objects with different parts of the body. For example, roll a tennis ball over the top of the foot, the hand, the hair.

Investigate how far a friend can see sideways by having them track a pencil from side to side.

Look at a variety of objects with one eye closed. Discuss what is seen and why.

Investigate some optical illusions. There are many excellent sites on the Internet that children can explore.

Some suggested sites to visit are: members.aol.com/Ryanbut/optical.html and members.aol.com/gspz2/illusions/ Experiment with different ear shapes to see which are the most effective for catching sound.

Students feel their voice by touching their vocal chords as they talk, shout, whisper, and sing. Discuss what happens.

Demonstrate how sound travels by plucking a rubber band that has been stretched out between two objects. Try to make a lower or higher sound by varying the amount that the rubber band is stretched.

Do taste and smell tests when blindfolded to identify different foods. Try the taste test with the nose blocked.

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Page 20/21: Sound Sleep

Compare the amount of sleep the different family members have over a period of a week. Discuss the results in relationship to the age and activity level of the family members.

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Name: ............................

Using Informa tion Information

Information Page: FFood ood Gr oups Groups

There are five main food groups that we need to eat food from every day to stay healthy. Food is the fuel for our body and we need the fuel for energy, to help our body grow and repair itself, and to keep warm.

The five main food groups are: Bread This is the food that we should eat most of. It includes healthy foods like cereals, rice, and pasta.

We should eat between six and eleven serves from this group every day. Bread products provide us with carbohydrates which give us energy.

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Fruit and V eget ables Veget egetables

Milk

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Fruits and vegetables give us fibre and important vitamins and minerals. We should eat at least three serves of fruit and three to five serves of vegetables every day.

Because they are low in fat and calories, fruit and vegetables are a healthy snack between meals.

We should have two to four servings from the milk food group every day. They are the best source of calcium which we need to make our bones strong.

Mea t Meat

We should eat two to three serves a day of the foods in this group. This food group includes poultry, fish, meat, dry beans, eggs, and nuts. The foods from this group give us proteins, iron and zinc.

Fats, Oils, and Sweets

© ReadyEdPubl i cat i ons Explana tions Explanations • f orr evi ew pur posesonl y• fibre fibre:: Fibre is very important in our diet because it helps to move food through the stomach,

Fats, oils and sweets provide hardly any nutrition for the body so we should eat very little from this food group.

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helping to prevent constipation. Everybody needs some fibre in their diet. food groups groups:: It is generally thought that there are five main food groups, however, sometimes fruit and vegetables are classed as two separate groups, making six groups in total. iron and zinc zinc:: Iron and zinc are minerals. Our bodies need minerals for the growth and care of our bodies. milk food group group:: This food group includes foods like cheese and yoghurt as well as milk. One serve of this food group could be one cup of milk or yoghurt or 1½ ounces of cheese. nutrition nutrition:: To give our bodies nutrition, a food must contain vitamins, carbohydrates, proteins, or minerals. A lot of food from this group, such as butter, margarine, gravy, salad dressing, sugar, and jelly, do not contain these things. proteins proteins:: Proteins gives us energy but they also serve as one of the main building blocks of the body. Muscle, skin, cartilage, and hair are all made up mostly of proteins. vitamins and minerals minerals:: Vitamins and minerals keep us healthy. They are known as nutrients. We get vitamins and minerals from the foods we eat. Some important vitamins are Vitamin C, which we get from fruits such as oranges, and Vitamin B which we get from the meat and bread groups.

Minerals such as calcium keep our bones healthy. Calcium is found in many milk and dairy products. serves serves:: A serve of bread could be one slice of bread, one ounce of cereal, or a ½ cup of cooked cereal, rice, or pasta. You should eat between six to eleven serves of bread a day.

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Using Informa tion Information

Food Groups - 1 Use the Information P age on The Food Groups to help you complete this page.

Page What are the five food groups? ..................................................................................................................

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Label and then cut out the following food items. Classify them into the five food groups and glue them onto the table on the next page.

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Food Groups - 2

Bread / Cereal

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Milk / Dairy

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Fruit/Vegetables

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Meat / Protein Fats/Oils/Sweets Te ach er

Paste the food items from the last page in their correct groups.

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Using Informa tion Information

Information Page: T asty Sensations Tasty Your tongue is covered with little spots called taste buds. This is how we taste the different flavours that different foods have. There are four different taste sensations - sour, salt, sweet, and bitter.

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The taste buds at different parts of the tongue will taste one taste sensation better than the other tastes. The sides of the tongue recognize salty and sour things best, while the front of the tongue recognizes sweet things best. Bitter food is tasted at the back of the tongue. Most foods are a mixture of all the different tastes.

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bitter

When we have a bad cold, our food may not taste very good because our taste buds do not work properly. Our sense of taste works with our sense of smell. If our nose is blocked up from a cold, we can’t smell very well. If we can’t smell something, we can’t taste it very well.

© ReadyEdPubl i cat i ons bitter bitter:: Most• foods are ar mixture of all the p different taste sensations but some foods and f o r e v i e w u r p o s e s o n l y • drinks that taste bitter are tonic water, grapefruit, and the peel of a banana.

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covered with little spots spots:: Examine a friend’s tongue with a magnifying glass to look at their taste buds. You should see little white dots around the edge of the tongue. Identify the different taste buds for the four taste sensations. salty salty:: Foods that taste salty are salted potato chips, anchovies, corned beef, silverside, and anything that salt has been added to.

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sour sour:: Lemons, natural yoghurt, and vinegar are sour tastes.

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sweet sweet:: Foods with a lot of sugar in them include chocolate, cakes, biscuits and confectionery.

Honey is also a sweet food.

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Name: ............................

Using Informa tion Information

Tasty Sensations Use the Information P age on TTasty asty Sensations to help you complete this page.

Page The four tastes are: ................................................... and ..............................................

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................................................... and ..............................................

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The Tongue

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What do these foods taste like? Add each food below to the right taste area on the diagram of the tongue. grapefruit chocolate lemons potato chips grapes olives buttermilk natural yoghurt fruit yoghurt strawberries tart pineapple sherbet

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Using Informa tion Information

Information Page: How W Wee See

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Our eyes are a bit like a camera, letting light into our body so we can see. Just like a camera, your eyes have a lens. The lens focuses the light to make a tiny picture at the back of your eye. The picture is upside down, just like in a camera. The brain turns it the right way up for you.

The part of the eye where the light goes through is called a pupil. This is the black part in the centre of your eyeball. The coloured part of your eye is called the iris.

© ReadyEdPubl i cat i ons Our eyes are protected by eyelids and eyelashes. They keep dust • oeyes. rr e vi e puatr p seofsouronl y• and dirt out off our There arew tiny holes theo corner Explana tions Explanations

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eyes. When we cry, tears come from these tiny holes to wash our eyes and help keep them clean.

lens lens:: Some people’s eyes don’t work properly so they wear glasses. Glasses have a glass lens in them that helps the lens in the eye to focus properly.

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pupil pupil:: The pupil will grow bigger in the dark so that more light can get into the eye. If it is very bright and sunny, the pupil will get smaller so just the right amount of light gets in.

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You can see this work by shining a flashlight into a friend’s eyes. The pupils will become smaller. Turn the flashlight off. Your friend’s pupils should grow again. tears tears:: When we cry we make tears. Sometimes we make tears even though we are not crying. If dust, dirt, or soap gets in our eyes, our eyes water to wash the dust, dirt, or soap out.

Sometimes eyes can water when we chop up onions. iris iris:: The iris is stretchy. It is the iris that stretches to make the pupil change size, letting in the right amount of light. This part of the eye can be green, blue, brown, or hazel. It tells us what colour our eyes are.

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Name: ............................

Using Informa tion Information

How W e See We Use the Information P age on How W e See to help you complete this page.

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What do these parts of your eye do?

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Use the Information Page to help you label this diagram that shows how a camera works.

1. iris: .........................................................................................................

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2. pupil: .....................................................................................................

3. lens: .......................................................................................................

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Using the parts of the eye, label the diagram below that shows how your eye works like a camera. See if you can complete the image of the boy at the back of the eye.

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Using Informa tion Information

Information Page: Our Sense of Smell

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The air is full of many different smells. The smells are made up of tiny particles we breathe in through our nose. Inside your nostrils, there are special smell collectors that send messages to your brain. Your brain tells you what sort of smell you have breathed in.

© ReadyEdPubl i cat i ons f or r e v i ew pu pcan’t os esyour on l yof• smell, sense taste is Our sense• of smell helps us taste our food.

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Our sense of smell is important because it can warn us of danger. We can smell gas leaks and smoke. Our sense of smell can tell us if food has gone off. different smells smells:: There are many different smells. Some are pleasant such as the smell of baking, flowers, and perfumes. Unpleasant smells include milk that has gone off, garbage, smoke, fumes from cars, and smelly drains.

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food has gone off off:: If food has gone off, it can cause food poisoning. If you have food poisoning you can become quite sick. It can cause vomiting and diarrhoea. can’t smell smell:: If you have a really bad cold, your nose will be blocked up and you can’t smell properly. This will affect your sense of taste. nostrils nostrils:: The nostrils are the two openings in the nose that are separated by the septum, a thin wall of cartilage and bones. The tunnels of the nostrils are called nasal passages. smell collectors collectors:: These smell collectors are called sense cells and they are at the top of your nostrils.

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Using Informa tion Information

Our Sense of Smell Use the Information P age on Smell to help you complete this page.

Page Fill in the words to explain how our sense of smell works.

1. The air is full of many ............................... smells. The smells are made

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up of tiny ................................... that are ................................. into your

Label the diagram of the nose using these words. nostrils

smell collectors

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nose. Inside your nostrils, there are special .......................................

nasal passages

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o c . c e he r 2. Why is it hard to smell, when you have a bad cold? o t r s super

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Using Informa tion Information

Information Page: Our Sense of T ouch Touch Our skin is the part of our body that our sense of touch or feeling comes from. Our whole body is covered with skin. Underneath our skin we have nerves that pick up the different touch sensations. The job of the nerves is to take a message about what the skin is feeling to the brain. The brain then tells us what we are touching.

In places such as our hands and our lips, the nerves are close together. We have more feeling in these parts of the body. In other parts of our body, such as our backs, the nerve endings are further apart. This means we feel heat, pain, and cold more on our lips and hands than on our backs.

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If we did not have the sense of touch, it could be very dangerous to our body. We could be easily burnt, badly cut, or suffer injuries because we have not felt the pain. This sometimes happens if nerves are damaged in an accident.

In this case the nerves do not send a message to the brain to warn the person that what they are feeling can injure them.

Normally, if you touch something that can be dangerous to you, such as a hot object, the nerve quickly sends a message to your brain. The brain then sends a message to your arm and you let go of the hot object immediately. This only takes a few seconds and stops you from burning yourself.

© ReadyEdPubl i cat i ons Our sense of touch keeps us safe.

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If you have ever woken up after sleeping on your arm and it is numb, this is what it feels like to have nerve damage.

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different touch sensations sensations:: Different touch sensations can include the temperature of an object as well as the way it feels. An object can feel hot, cold, warm, cool, soft, hard, rough, smooth, wet, dry, damp, slimy, or squashy. hot object object:: When your brain sends a message of danger and you quickly react, this is called a reflex action. It happens very quickly and can help keep you safe.

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sleeping on your arm arm:: When you sleep on your arm and it becomes numb, you can pinch your arm really hard and it will not hurt. This is because the nerves are not working properly.

They are not able to send the message to the brain that you are feeling pain. Luckily, when you shake your arm and the blood starts moving through your arm, the nerve endings will work again.

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Name: ............................

Using Informa tion Information

Our Sense of T ouch Touch Use the Information P age on TTouch ouch to help you complete this page.

Page With your classmates brainstorm some different touch sensations. e.g. What things are cold? .........................................................................

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What things are rough? ..............................................................................

Look at the Information Page to help you answer these questions.

1. What part of our body does our sense of touch come from? ................ ...................................................................................................................

2. What sends the message to the brain? ..................................................

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3. What does our brain then tell us? ...........................................................

Touchy!

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4. Why do our lips and hands have more feeling than our backs? ............

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5. What is a reflex action? .................................... .............................................................................. .............................................................................. .............................................................................. © Ready-Ed Publications

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Information Page: Our Sense of Hearing We hear with our ears. Invisible sound waves travel from the source of the sound or noise through the air until they reach our ears. Our ears send a message to our brains and we can understand what the noise means.

This is how a message is sent to our brain:

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Outer ear Ear canal Eardrum Hammer Anvil Stirrup Semicircular canals Cochlea Auditory nerve

At this point, the cochlea, which is filled with liquid, starts to jiggle. The tiny hairs in the cochlea send a message along the auditory nerve to the brain. The brain will then recognize the sound and tell us what to do.

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The sound is collected by the outer ear which is shaped so it can pick up the sound waves. The sound travels down the ear canal until it hits the eardrum. Then the sound makes the eardrum vibrate, which jiggles the hammer, the anvil, and then the stirrup.

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If it is the sound of a car horn, it will tell us to quickly look around in case we are in danger.

If it is the sound of the telephone ringing, it will tell us to answer it. If it is the sound of our favourite song on the radio, it tells us to turn the radio up and join in the singing!

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invisible sound waves waves:: Sound waves travel in all directions in a big circle. The object that made the sound is in the middle of the circle. The sound waves are invisible which means they cannot be seen. To see how sound travels, throw a rock into a pond and watch the ripples. The way the ripples move is similar to sound waves. They get weaker and weaker the further away from the centre of the circle they get, just like sound waves do. source of the sound sound:: The source of the sound is where the sound comes from - for instance, a musical instrument, a baby crying, or a dog barking. hammer hammer,, anvil and stirrup stirrup:: The hammer, anvil, and stirrup are three tiny bones in the middle part of the ear that are connected together. cochlea cochlea:: The cochlea is shell shaped and is part of the inner ear. auditory nerve nerve:: Auditory means “sound” so an auditory nerve is a nerve which carries sound.

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Sound Waves

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ach eears.

The Information Page tells you how sound waves travel to ourr Fill in the labels below for the diagram of the ear.

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Use the Information P age on Hearing to help you complete this page.

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Hear! Hear!

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Using Informa tion Information

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Using Informa tion Information

Information Page: Sound Sleep There are things we can do to make sure we stay healthy. We can eat a balanced diet, we can be active and exercise every day, and we can get the right amount of sleep that our body needs.

Everybody needs a different amount of sleep, but it is usually recommended that you sleep eight hours a day. Babies and children need more sleep than adults.

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Our body needs sleep because when we are sleeping, energy is restored to the body, particularly to the brain and nervous system.

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People who do not get enough sleep lose energy and become quick-tempered.

They find it difficult to concentrate and learn, often making mistakes which can result in dangerous situations.

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They become clumsy and can’t do their job properly. This can be especially dangerous if people are working with machinery that can cause injuries. People who go without sleep for more than three days can have great difficulty thinking, seeing, and hearing clearly.

We need more sleep if we have been very active, had a lot of late nights, or if we have been ill.

Explana tions Explanations

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

balanced diet diet:: A balanced diet would include food from each of the food groups every day. You should eat six to eleven serves of bread (this includes rice, pasta, and cereals), three pieces of fruit, three to five serves of vegetables, two to three serves of dairy food, two to three serves of meat, and a small amount of fat.

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active every day day:: You can be active every day without playing a team sport. You can go for a bike ride, fly a kite, walk down the beach, take the dog to the park for a run, or clean your room. brain and nervous system system:: It is very important to keep our brain and nervous system healthy. Our nervous system sends all the body’s messages to the brain. The brain then tells the body how to act.

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If our nervous system is not healthy, our brain could not send messages to our body to eat, to go to the toilet, to run from danger, to sleep, and every other thing our body does to keep us healthy and out of danger.

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Name: ............................

Using Informa tion Information

Sound Sleep Use the Information P age on Sound Sleep to help you complete this page.

Page Name three things you must do to keep healthy.

1. ...........................................................................

r o e t s Bo r 3. ........................................................................... e p ok u Complete this Schart to show how much sleep you have.

I went to bed at ...

I woke up at ...

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2. ...........................................................................

No. of hours

Mon

.....................................................................................................

Tues

.....................................................................................................

Wed

.....................................................................................................

Thur

.....................................................................................................

Sat

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Sun

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Why does our body need sleep? ..........................................................

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When are times when our body needs more sleep than usual?

List some of the things that might happen when you “get out of bed on the wrong side”.

.................................................................................................................. ..................................................................................................................

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Lesson Notes Pages 23 - 26 Content Area(s): life science

Learning Out comes: Outcomes:

r o e t s Bo r e p ok u S Ma terials Required: Materials Information Page pencil or pen

Time:

Approximately 20-35 minutes.

Suggested Activities:

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In this section students will: learn about the role health workers have in your community. match pictures to words to identify different health workers. write a brief explanation about each health worker.

© ReadyEdPubl i cat i ons Organize visits by health workers from the community to explain what their jobs involve.

•f o rr e vi e wp ur pvisits. os es l y •class Have children prepare suitable questions before the This cano be n done through

Pages 23 - 26: Health Services 1 and 2

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discussion.

Search the Internet to find out about the role of the different health workers.

Use the telephone book to locate the closest dental clinic, pharmacist, x-ray clinic, doctor’s surgery and family health clinic.

Organize a class visit to one of the above.

Do role plays with children taking turns at playing the health worker or a patient undergoing treatment.

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Name: ............................

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Information Page: Health Ser vices Services

There are many health workers in our community who help us when we are sick.

Other health workers in our community teach us to look after ourselves properly so we don’t become sick and unhealthy.

Famil y Clinic Nurse amily The family clinic nurse gives babies needles to immunize them against childhood diseases like measles, rubella, and mumps. She will make sure the baby is putting on weight by weighing the baby on the scales. She will also measure the baby’s length to make sure it is growing at the right rate. The mother can talk to the family clinic nurse about any problems a baby has sleeping or feeding.

A radiologist is a special health worker who is trained to take and “read” x-rays.. When the radiologist looks at the x-rays, he or she can tell if there are any broken bones or if the person has a disease. He or she can then decide how best to treat the patient.

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Radiologist Radiol ogist

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You should visit a dentist every six months. A dentist will make sure your teeth are healthy. Sometimes the dentist may need to fill teeth that have cavities or even take out a tooth that is badly decayed.

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Dent al Nurse Dental A school dental nurse works in a surgery in the school and has learnt all about germs which cause cavities and gum disease. He or she will show you the best way in which to brush your teeth so they are healthy and free of plaque.

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Dentist

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Doctor It we are sick or unwell, we visit the doctor who can tell us what is wrong. The doctor will tell you how to treat the sickness. She might tell you to go home to bed and have lots of rest, or she may give you a prescription for some medicine to take.

Pharmacist When a doctor gives a patient a prescription for medicine, the patient has to visit a pharmacist to buy the medicine. Some medicine can be bought from the pharmacist without a prescription. © Ready-Ed Publications

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Information Page: Health Ser vices (cont.)

Services Nurse A nurse usually works in a hospital or a clinic and looks after the patients. This could mean giving needles and medicine, changing bandages, and taking a patient’s temperature.

Visiting Nurse When a person becomes too sick to look after themselves but does not want to go to a hospital, a visiting nurse will come to make sure the patient is okay. The visiting nurse will do the same jobs as a nurse in the hospital, but in the sick person’s home.

Explana tions Explanations

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immunize: People are immunized against harmful diseases, usually by having a needle which injects a tiny amount of the disease into the body. This makes the body work very hard to fight the disease. It does this by making antibodies which go into the blood.

This means that if the person is exposed to the disease he or she can fight it much more easily. These special needles are called vaccines (VAX-EENs) and nurses or doctors give them to people. decayed decayed:: A tooth that has decayed is rotting away. If you have a badly decayed tooth, the dentist might pull it out. The dentist can also drill out the decayed part and fill the tooth. cavity cavity:: A cavity is a hole in a tooth. It needs to be filled so it that doesn’t lead to decay. plaque plaque:: Plaque sticks to your teeth after eating. It causes decay and should be removed. To avoid plaque, brush your teeth after every meal. prescription prescription:: A prescription is written by the doctor to tell the pharmacist what medicine you need. Many medicines cannot be bought unless you have a prescription.

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© Ready-Ed Publications

Name: ............................

Using Informa tion Information

Health Ser vices - 1 Services Use the Information P age on Health Ser vices to help you complete this page.

Page Services

r o e t s Bo r e p ok u S

......................................................

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Look at the jobs named below. Write each in its correct space above a picture. Write a sentence to explain how each person can help us.

......................................................

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•f orr evi ew pur posesonl y•

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......................................................

......................................................

......................................................

......................................................

RADIOLOGIST

DENTIST

VISITING NURSE

PHARMACIST

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Using Informa tion Information

Health Ser vices - 2 Services Use the Information P age on Health Ser vices to help you complete this page.

Page Services

r o e t s Bo r e p ok u S

......................................................

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Look at the jobs named below. Write each in its correct space above a picture. Write a sentence to explain how each person can help us.

......................................................

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......................................................

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FAMILY CLINIC NURSE

DENTAL THERAPIST

DOCTOR

NURSE

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Lesson Notes Pages 28, 29 Content Area(s): life science

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Learning Out comes: Outcomes:

Ma terials Required: Materials pencil or pen activity sheet

Time:

Approximately 20-35 minutes.

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In this section students will: record the times at which breakfast is usually eaten. illustrate food choices. identify good food choices.

© ReadyEdPubl i cat i ons •f orr evi ew p ur poro s esschool. onStudents l y•could Children organize a healthy breakfast for the class the whole

Suggested Activities:

Pages 28/29: Breakfast Time / Eating At School

bring their own utensils and pay a nominal amount to cover the cost of the breakfast.

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Make a pictorial graph to represent what the class members have for breakfast. Extract information from the graph.

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Children can develop their own perfect breakfast cereal using dried fruits, oats, puffed wheat, etc. A competition can be held to find out which cereal the class members like best.

The class can collect healthy breakfast, lunch, and dinner menus and make a flip book to show the many different combinations of a healthy daily diet that can be eaten.

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The children can design and make a lunch box to fit all the healthy foods they choose to take to school.

The students could make healthy food choice posters to display around the school.

Using desktop publishing, the children can advertise healthy food choices available at the school canteen. This could be done in consultation with the canteen staff.

© Ready-Ed Publications

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Name: ............................

Activity P age Page

Breakfast Time Tick the time you usually eat breakfast. between 6 o’clock and 7 o’clock. between 7 o’clock and 8 o’clock.

r o e t s Bo r e ok Circle and colouru inp the food or drink you usually have at breakfast.

S

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between 8 o’clock and 9 o’clock.

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Draw a picture of you eating your favourite breakfast.

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Name: ............................

Activity P age Page

Eating at School

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Colour in the items of food below which would be a good choice to eat at recess time.

© ReadyEdPubl i cat i ons •lunch f or r e vi e wyou pu r posesonl y• In the box, draw what take

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to school to eat at lunchtime.

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Lesson Notes Pages 31 - 36 Content Area(s): life science

Learning Out comes: Outcomes:

r o e t s Bo r e p ok Ma terials Required: Materials u S In this section students will: identify body parts and how they move. make records of achievements in their lives.

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Time:

Approximately 20-35 minutes.

Suggested Activities:

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pencil or pen activity sheet

Play guessing games about different body parts and their function.

Children can collect photographs of themselves from when they were born to the present and put them into an album explaining the circumstances of each picture. The album could be shared with the class.

Children can bring their favourite things from throughout their life to school to share with class mates.

Tour the human body by visiting this web site: tqjunior.thinkquest.org/5777/tour.htm Explore gross body sounds and yucky body parts at: www.yucky.com/noflash/body Play role play and miming games to show the things that the children were able to do at different stages of their lives.

Do a timeline of students’ lives, recording any significant achievements.

Make predictions about the things the children would like to achieve in the future.

Visit a child care centre to observe the behaviour of young children. Compare the development of different children.

Discuss the difference between needs and wants. Compare the needs of people to the needs of animals.

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© Ready-Ed Publications

Name: ............................

Activity P age Page

My Body Label the body outline below using this list of body parts. Add some missing parts. neck elbow fingers

ribs hips knee

jaw stomach eyebrows wrist

ears thigh toes

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shoulder calf ankle Do you know the parts of your body?

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skull nose mouth

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Activity P age Page

Body P arts and Movement Parts Describe how these body parts move. Say what they are used for.

Body Part

Types of Movement

r o e t s Bogames, riding a bike, r Used for: playing running ...................................................................... e p swimming, o u walking the dog, etc.k Legs ......................................................................

S

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For example:. bend, walk, run, kick, spring, etc. ......................................................................

...................................................................... ......................................................................

Arms

...................................................................... ......................................................................

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•f orr e vi e w pur posesonl y• Eyes ......................................................................

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...................................................................... ......................................................................

Jaw ......................................................................

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...................................................................... ......................................................................

Hips ......................................................................

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Name: ............................

Activity P age Page

What Can Y ou Do? You Tick the things you can do by yourself. walk home from school

swim without floats

walk to school

read a book

ride a bike with trainer wheels

make your breakfast

ride a bike without trainer wheels

pour a drink

tie shoelaces

get dressed for school

make a phone call

write your name

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r o e t s Bo r e otokdo and feel Draw a pictureu ofp something you have just learned proud about. S

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Make a list of things you like an adult to help you with.

............................................................................................ ............................................................................................ ............................................................................................ © Ready-Ed Publications

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Activity P age Page

Growing Up - 1

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Draw something you liked to play with ... as a baby as a 2-3 year old

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Number the pictures 1, 2, and 3 to show the order the clothes are used as you grow up.

at kindergarten

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tie shoe laces

write your name

swim without help

read a book

ride a bike

dress yourself

write a story

do up buttons

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Name: ............................

Activity P age Page

Growing Up - 2 Check with your parents on the age you did each of the things shown in the pictures.

I sat up

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I crawled

.............

I dressed myself

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My first tooth

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I fed myself

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I walked

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On another piece of paper write the events above in order.

Draw pictures of you doing each activity.

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Name: ............................

Activity P age Page

My Needs Think of yourself at each of the ages shown in the pictures.

Draw a line under each of the words that show things that you know you could not survive without.

r o e t s Bo r e p ok u S

3 years

drinks

toys

sleep

warmth

love

parents

friends

play

brothers / sisters

home

pets

books

bike

school

feelings

milk

food

drinks

sleep

warmth

love

friends

play

brothers / sisters

home

pets

books

treats

sleep

warmth

love

parents

friends

play

brothers / sisters

home

pets

books

bike

school

feelings

treats

toys

parents

© Ready EdP ubl i ca t i ons bike school feelings •f orr evi e w pur poses onl y• milk food drinks toys

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7 years

food

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5 years

milk

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6 months

treats

o parents c . che e friends play brothers / sisters r o r st books treats supe home pets r milk

food

drinks

toys

sleep

warmth

love

bike

school

feelings

What do you notice about your choices? .................................................................................................................. ..................................................................................................................

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Lesson Notes Pages 38 - 42 Content Area(s): life science

r o e t s Bo r e p ok u S

Learning Out comes: Outcomes:

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Ma terials Required: Materials pencil or pen activity sheet

Time:

Approximately 20-35 minutes.

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In this section students will: illustrate some physical activities that they participate in. make a record of their weekly physical activity. make list of things we can do if we are not well. match chores to family members.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• The children develop a class roster for all the classroom chores such as cleaning the

Suggested Activities: Pages 38 - 42

blackboard, closing the windows, running messages, etc.

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Do a class graph showing which children have suffered from common childhood diseases like mumps and measles.

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Write an action plan to undertake when a person is not feeling well. Encourage the children to use cures that do not involve medication. For example, massage, rest, ice packs.

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Plan a tabloid sports day for the class.

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Have representatives from local sporting bodies visit the school to talk to the children and to demonstrate their sport.

Organize a skipping, hopscotch or cross country competition for the children to participate in at lunch or recess times. Choose a sport or activity that needs little equipment.

Learn some folk dances and have a class dance party.

Invent and write the rules for a new ball game.

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Name: ............................

Activity P age Page

Physical Activity -1

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at recess

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Draw the physical activities that you take part in at school.

at lunchtime

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o c . che during sport during fitnesse activities r o t r s su er ptake What happens to your body when you part in physical activities?

.......................................................................................................................... .......................................................................................................................... ..........................................................................................................................

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Name: ............................

Activity P age Page

Physical Activity - 2 List the physical activities you enjoy when you are not at school. (e.g. trampolining, football, ballet) ............................................................................................

r o e t s Bo r e p ok u ............................................................................................

S Draw yourself playing your favourite sport or doing your favourite ............................................................................................

physical activity.

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How do you feel when you take part in physical activity? .............................................................................................................. .............................................................................................................. .............................................................................................................. © Ready-Ed Publications

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Activity P age Page

Physical Activity Diar y Diary List all the physical activities that you do on every day of the week.

(Include school activities.)

Day

Activities

r o e t s Bo r e p ok Tuesday u S Wednesday Thursday

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Monday

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Friday

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Saturday

.

On which dayt are eyou most active? ........................................................... o c . cleast e On which day are you active? ............................................................ her r o t s suactivity er Do you think you do enough physicalp in a week? .......................... ...................................................................................................................

How could you become more active?........................................................ ................................................................................................................... ...................................................................................................................

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Name: ............................

Activity P age Page

Get W ell Well Draw a picture of yourself the last time you were sick.

Answer these questions:

r o ................................................. e t s Bo r e p What wereo the symptoms? u k S .................................................

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What was the name of your illness?

................................................. .................................................

What helped you to get better?

© ReadyEdPu................................................. bl i cat i ons •f orr evi ew pur p................................................. osesonl y•

List the things that you should do when you are not feeling well.

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Draw some of the things you can do for someone who is ill.

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Name: ............................

Activity P age Page

Daily Chores

r o e t s Bo r e p o * cooks k u S * does the shopping

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Draw your parents and yourself. Match the jobs to the people who do them most often.

Some jobs may be done by more than one person. Write down some other chores people do.

* sets the table

* mows the lawn mum

* feeds the pets

© ReadyEdPub*l i cat i on sthe washes and irons clothes •f orr evi ew pur posesonl y• * tidies the bedroom

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* weeds the garden * washes the car

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* looks after the children

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dad

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Answers How We See (page 13) 1. The iris stretches to make the pupil bigger and smaller. It gives us our eye colour.

2. The pupil lets in the right amount of light.

3. The lens focuses the light.

Our Sense of Smell (page 15)

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1. The air is full of many different smells. The smells are made up of tiny particles that are breathed into your nose.

Inside your nostrils, there are special smell collectors that send messages to your brain. Your brain tells you what sort of smell you have breathed in.

2. Your nosed becomes blocked so you can’t breathe in the smells.

Our Sense of Touch (page 17)

Sound Sleep (page 21)

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1. Skin. 2. Nerves. 3. What we are touching. 4. The nerve endings are closer together. 5. When your brain sends a message of danger and you quickly react.

1. Balanced diet.

2. Be active and exercise every day.

3. Get the right amount of sleep that our body needs.

Our body needs sleep because when we are sleeping, energy is restored to the body, particularly to the brain and nervous system..

If we have been very active, had late nights, if we have been ill.

Answers will vary for all other pages.

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