Me Me We Me Ue Mee WM i eM e lh ALLABOUT ME » Mo ord my senses <> 5.2 THE TASTING TABLE Ask the children to take turns to go to the table and, with their eyes shut, taste what you give them They have to guess what it is (in English or in mother tongue) and say whether they like it or not: Come to the tasting table, close your eyes. Are you ready? Open your mouth, Taste this food. What is it? That's right! Do you like it? 5.3 TASTE BUDS a) Explain to the children, by showing the tongue picture on Worksheet $-5, that we can taste things because of the taste buds on our tongues (back of the tongue = bitter like some medicines and coffee; tip of the tongue = sweet like candies and icecream; front at the side = salty like chips and pizza; back at the side = sour like lemon juice and grapefruit). b) Repeat the tasting table activity, this time asking children to identify the tastes: Does it taste sweet/sour/salty/ bitter? ©) Ask the children to colour in the different parts of the tongue on Worksheet $-5 according to the instructions. Then, they have to cut out the different kinds of food and stick them on the part of the tongue that enables us to identify different tastes: Colour the sweet place on the tongue yellow, Colour the sour places on the tongue grey. Colour the bitter place on the tongue brown. Colour the salty place on the tongue orange. Cut out the foods and glue them on the right place on the tongue. Colour the foods the same colour as the taste. 5.4 SENSE OF TASTE Check if the childten can identify different tastes by asking them to sort out pictures of food you prepared in advance (see preparation) into foods that taste salty, sweet, bitter, or sour. Ask the children to circle the correct taste for each food on Worksheet $-6. [GX SMELL AND TOUCH We can smell with our nose, Don't taste things because they smell good: they can be dangerous! We use our skin to touch and feel, Time: Thour 50 minutes Materials: garlic, cinnamon, vinegar, orange, liquid soap, perfume, teddy bear, sandpaper, ball, bag, copies of Worksheet S-7 6.1 PREPARATION a) Prepare sets of pairs of jars, each pair containing a particular substance (garlic, cinnamon, vinegar, orange, liquid soap, perfume ..). Seal the jars with a gauze and set them on a table in a jumbled order. b) Make a poster divided into four columns, each for a different tactile property. Stick a picture of an object or a piece of material in each column and write its tactile property (for example, soft: teddy bear; hard: desk; smooth: ball; rough: sandpaper) Soft Hard | smoaths ¢) Prepare a feely bag containing objects that all feel different (hard, soft, smooth, rough).YALL ABOUT ME + Me and my senses. 6.2 SMELLING JARS = Explain to the children that they have to smell the jars and match those with the same smell: Smell a the jars. What can you smell? Does it smell good? Match the two jars that smell the same. _ 6.3 HOW DOES IT SMELL? Give out copies of Worksheet $-7 and ask the children to identify pleasant and unpleasant smells and match them with the two faces: Join the pictures to the faces, (It smells bad, It smells good.) 6.4 FEELY BAG a) Elicit the names of tactile properties by using real objects or the tactile poster (see preparation): The teddy bear is very soft/The desk is hard/The ball is smooth/The sandpaper is rough. b)Sit the children in a circle and ask them to pass the feely bag around (see preparation) while some music plays, When you stop the music, the child who is holding the bag puts his/her hand in it, chooses an object, and describes its characteristics without taking it out of the bag (e.g. What is it? What does it feel like? It's cotton, it's soft.). The activity may be more entertaining if the children are blindfolded and use their feet rather than their hands. c) Get the children to complete the tactile poster by drawing each object from the feely bag in the column corresponding to its tactile property. mor 6.5 FEELY BOOK Ask the children to bring in materials with different textures (e.. velvet, cotton, sand, salt, sandpaper, etc). Tell them to use the materials to make collages representing different objects and to write captions for each of them (for example, This is a ball. Touch it! It's soft; This isasandcastle. = © Touch it! It's rough!), The collages can then be made into a class book. FOLLOW UP Let the children experiment with other tactile properties: hot/warm/cold; wet/dry; sharp/blunt; prickly, etc. ALL TOGETHER Time: 1 hour 15 minutes ey Materials; senses cards (see preparation in ‘Sense detectives’), Worksheets S-8-S-11 = (Activities suggested in this section revise and evaluate content and language covered within the = = whole ‘five senses’ content area.) i 7.1 PREPARATION Make some copies of the senses cards so that each child can have one. F 7.2 | HAVE FIVE SENSES Ask the children to complete Worksheet S-8 by putting in the missing words and symbols: Complete the sentences with symbols and words. Colour in the pictures. 7.3 NONSENSE POEM Explain to the children that they have to write a nonsense poem, in the space provided on ‘Worksheet S-9, by combining the words in the three columns of the text in a bizarre way: Write a nonsense poem matching words from the three columns (e.g. | see bells with my nose). WW 102Me Me Me We We Wee Te te Me Me We We MM We UW Wi ALLABOUT ME + Me ond my senses OF 7.4 FIVE SENSES QUIZ Worksheet S-10 is a multiple-choice quiz on the five senses in which children have to complete each sentence with the right word. / 7.5 GOLDILOCKS The story of Goldilocks can be used to revise the five senses. Give each child a card showing the symbol of a sense (see preparation). Tell the story, supporting new vocabulary by miming. Each child has to raise his/her card whenever the action of a character in the story involves that particular sense (e.g. Goldilocks tastes the porridge in the big bowl. Ouch! It's too hot!), All the children with the symbol of the tongue on their card have to raise it and show it to the others. At the end of the story, give out copies of Worksheet $-9 with multiple-choice questions about the story: Read and circle the right answer. Here are three bears: Mummy Bear, Daddy Bear, and Baby Bear. Mummy Bear makes some porridge. Mummy Bear pours the porridge into three bows: a big bowl - a medium bowl - a small bow, ‘What a delicious smell! Daddy Bear tastes the porridge. ‘Oh! This porridge is too hot.” ‘Mummy Bear tastes the porridge. ‘Oh! This porridge is too hot.” Baby Bear tastes the porridge. ‘Oh! This porridge is too hot.’ ‘Let's go for a walk and pick blueberries! Here are a small bear's footsteps. Can you hear him (tip tip tip)...a medium bear's footsteps. Can you hear him? (tip tap tip tap) ... big bear's footsteps. Can you hear him? (tip taaaaaap!) Here is Goldilocks! Knock Knock! Goldilocks opens the door and smells: ‘Yum Yum, porridge! | like porridge!” Goldilocks sees three bowls. ‘Oh! Three bows!’ ‘A big bowl! Yuck! | don't like this porridge, it's too hot!” ‘A medium bowl! Yuck! | don't like this porridge, it’s too cold!’ ‘A small bowl! Yum Yurn! This is good. | ike it? Goldilocks sees three chairs. ‘Oh! Three chairs!’ ‘A big chait! Ouch! | don't like this chair, it's too hard!” “Amedium chair! Ouch! | don't lke this chair, it's too soft!” ‘small chait! like this... Oh nol’ Goldilocks sees three beds. ‘Oh! Three beds! ‘Aig bed! Ouch! | don't like this bed, it’s too hard! ‘Amedium bed! Ouch! | don't like this bed, it’s too soft!” ‘A small bed! | like this bed. Zzzzzzzzz! ‘The bears come back. Can you hear them? A small bear's footsteps, a medium beat’s footsteps, a big bear’s footsteps! Daddy Bear: ‘Look at my porridge!’; Mummy Bear: ‘Look! My porridge’; Baby Bear: ‘Look! Boo! Boo! My porridge!” Daddy Bear: ‘Look at my chait!; Mummy Bear: ‘Look! My chair, Baby Bear: ‘Look! Boo! Boo! My chair is broken!" Daddy Bear: ‘Look at my bed!'; Mummy Bear: ‘Look at my bed!’ Baby Bear: ‘Look! There is a girl in my bed!’ Goldilocks wakes up and sees the bears. ‘Naagh! Three bears!!!" Goldilocks runs and runs as fast as she can!iT EF AULABOUT ME + Me andimy senses E EMASSESSMENT = Progress indicators: Worksheets $-5/S-6/S-8/S-10/S-11 ~ Informal observations on children’s comprehension and performance in class (Appendix 1). Ee = Skills children should have acquired (these can be recorded on the children's ability record (Appendix 2) downloadable from the website): = + Content skills: the child can identify similarities and differences between human beings; = understand how the five senses help to know the world; can identify and describe object properties; can sort and classify according to chosen criteria E + Language skills: the child can read and understand instructions; can describe himself and his classmates; can name the main external parts of the body; can talk about the use of the five E senses; can classify sounds, smells and tactile properties; can describe object properties; can a identify and name the taste of some foods ec ~ Self evaluation: Appendix 3. The following statements can be written into the ‘What | can do’ = column: I can identify and describe similarities and differences between humans. = I can describe myself and a friend in English. | can identify the tastes of some foods. = | can describe the functions of the sense organs. as I can describe an object by its properties (colour, sound, smell, what it's like to touch). a = E wooym oy WW = ‘104 WwMe We Me We Me WM Me Te Me Me Me Me i dU UH EER wworxsucer Hos many Paces can You mae! YOU CAN ONLY USE: - ae sal | A 3 hairstyles ——— | &% Cs eC | curly straight long poco [see eee aus *3 noses ae ° = eB | circle triangle square | ; aa = Sa tear | *3mouths ——» vv aN - | happy sad angry LET'S TRY! 7 i Ny / wf ) ) f / / / \ a e s / { | ) \ -_é) a eea a ALL ABOUT ME + Mo ond my senses c) tongue use my chocolate © a) ears use my a school Qo Bo 8 acottage atent What did Goldilocks g smell a )? os sausages a ake | porridge * y | | | a What did Goldilocks g taste (/ P ? hot porridge | hot milk ice-cream What did Goldilocks wy ‘touch asofa abe aS ‘aat What did Goldilocks g hear ore | three birds three dogs three bears | Photocopiable © Oxford University PassBE auasour me jnonsoy ALL ABouT mE rg us CONTENT AREA TOPIC Human bod. 4 a * to identify the various parts of the human body ie IMS * to recognize how some organs and internal systems work * to read and understand simple texts * to name the main organs of the body @ LANGUAGE to talk about the function of the main organs of the body + to speak about what we can do with our body * to describe a work of art Use words and phrases relating to: organs and internal systems of the human body (heart/brain/skeleton/intestine/ nerves /spinal cord/brain/bones/blood/lungs/muscles/ Wh skin/ tendons /chest/artery/vein/ carbon dioxide /windpipe/ Bh Ry VOCABULARY iver /ticneys/stomach; break/mix/breathe/contract/relax/ AND ull up/take in/remove); adjectives (fat, thin, long, short ..): @ eo STRUCTURI verbs of motion (skip, roll, hop, crawl); maths (How many arms in all? plus/equals); structures (I can/can'; there is/are; It's made up of... Yes, | have/No, | haven't; I'm + ing; It's good at... it protects ..; the biggest/the smallest; shorter/longer, ‘it makes me .. + how to cary out an experiment and interpret the results WHAT ay + some words related to the human body + some adjectives (curly/straight/Iong/short/ young) NEED TO KNOW x superiatives/comparatives ALREADY = I can/can't + m+ ing MATERIALS * Worksheets B-1-B-12 1. My incredible body CROSS- 2. Funny maths % CURRICULAR 3 icy % ACTIVITIES at 5, Assessment 16 1 oT 7 TwWTerPpnrenranryRrtreeyy hy Wygepn iyWe Me ALLABOUT ME + Humanoty FF HA My INCREDIBLE BODY Time: over many lessons Materials: pictures of the human body, Worksheets B-1 to B-9 1.1 PREPARATION This is a topic that, due to its difficult content, should be well integrated with the science curriculum If the teacher of English is not the class science teacher, it's very important he/she plans the activities with the subject teacher in order to facilitate the acquisition of the content through a range of different activities both in English and mother tongue. Check the children’s knowledge about the human body and its functions, Use pictures of the human body to start a simple discussion in English: Look at the human body, It's made up of different parts, It's like a complicated machine always working to keep you alive. Each part has a ‘special job to do. All these parts need energy to work. Can you show me where the brain is im the body? Where is the heart? 1.2 MY INCREDIBLE BODY BOOK Use Worksheets 8-1~B-8 to find out some basic information and curious facts about the internal systems and organs of the human body. Cut out the worksheets along the dotted lines, put them together in ascending order of size and staple them together to form a personal book entitled ‘My incredible body. If you use a Portfolio, you can get the children to include the completed book in the Portfolio Dossier together with a description form (Appendix 4). The use of the Worksheets should be supported by other activities as suggested in the following steps: a) Skin covers and protects my body [Worksheet B-1] * Discuss with children about skin and its functions Why is skin important? What can you feel with your skin? Skin holds your body and protects you from the outside world, It is only about alz 2 mm thick. Some people's skin is darker than BIS E/S|S|S) others’ because it has more melanin, Dark skin 2 Bees &) is better protected from the sun. My incredible body |S] |35|SISH_ + Ask the children to touch different objects and 3 3 2 2 b| 3 describe what they feel (it's hot/cold/smooth/ BB lgjS|S|B| rough/prickly/etc.) (see the five senses topic 218 for more activities) [area eeaesaeeseera * Give each child a copy of Worksheet B-1. Explain to the children that this Worksheet will become | the front cover of their book about the human | body and they should colour it in. b) Nervous system [Worksheet 8-2] * Create a mind map with children. Write: The brain is my body's contro! centre in the centre of the board and ask children to give examples of haw the brain controls our bodies. * Play a game to revise or introduce new vocabulary where the children have to mime words linked to the different parts of the brain: breathe (breathe deeply); balance (stand on one foot with arms out); sight (touch eyes); hearing (touch ears); touch (clap hands); action (turn around); speech (repeat a word); memory (point to a temple); thought (point to the forehead).B sone: esc * Split the class into teams of three or four. Explain to the children that they have to read through the information about the brain on Worksheet B-2 and answer your questions. The fist team to give a correct answer gets a point: Which part of the brain is good at maths? (left); Does the brain work when you sleep? (yes); Which part of the brain is good at art (right); How is the brain linked to the rest of the body? (by nerves); What does the body send to the brain? (messages); What takes messages to and from the body {Spinal cord and nerves); What is the nervous system? (it consists of nerves, spinal cord, and brain). * Get the children to test their memory by playing a memory game. In pairs, they have to look carefully for one minute at eight objects placed on a tray; then cover the tray with a cloth and ask each pair to draw or write the names ofall the objects they can remember ¢) Skeletal system [Worksheet B-3] * Bring in a poster ora model of a skeleton and ask children: What is i? Why is ¢ important? Do you know the name of any bone? Teach the name of some bones ofthe skeletal system by labeling them and asking the children to practise reading and saying the new words, Help the children to remember the new words by giving out labels and asking them to put them next to the correct bones, * Tell the children to read Worksheet 8-3, match the names with the bones of the human skeleton, and answer the questions: Why is the skeleton important? (because it holds my body and protects important organs); What does the skull protect? (the brain); hats the name of the bone that protects the spinal cord? (backbone); How many bones are there In you skeleton? (about 206); What's the biggest bone? (femur); How many bones are there in each hand? (27). * Highlight the function of the joints that let us bend and twist by making a jointed skeleton which can be hung up and used as a mobile. For a model and instructions see Worksheet B-9 (to be photocopied and enlarged) d) Muscular system [Worksheet B-4] * Get the children to read the information on Worksheet B-4, identify and colour in the muscles in the picture. Check comprehension by asking: How many muscles are there in your body? (about 620); How many muscles do you use for a single step? (about 200); Which muscles work automatically? (chest and stomach muscles; heart); How are muscles attached to the bones? (by tendons); How do muscles work? (in pairs; when one contracts the other one relaxes). * Play a game in which children have to mime different movements according to your directions: We can move in different ways; we can walk, we can jump, we can skip, we can crawl roll... bend ., stretch ... twirl .. hop, etc. * My hands can... /My legs can .. Split the class into two groups, Explain that each group has 30 minutes to make a poster about actions hands and legs can perform (one group makes a Poster about hands and the other one about legs) Children can choose to draw, or find pictures in magazines to illustrate the actions. At the end of the activity, hang the posters up in the classroom and ask each group to give a presentation of their work, e) Circulatory system [Worksheet B.S) * Start by asking the children what they know about the citculatory system. Get the children to tead, in pairs, the information given on Worksheet B-5 and report what they understood in mother tongue. Then help children to ask each other questions by writing some examples on the board: How many ...? What colour is ? Tell the children to look at Worksheet B.5, identify and colour the heart and arteries red and the veins purple. i Tw OT Mom om oma y 1 yp pepe gy 18ee a 4 Wa We We Ud Wi Ma Uy deen ot * Get the children to measure their heartbeat when at rest and after a run: Sitting still, count how many times your heart beats in one minute; now run on the spot for a minute; count your heart beats again. What's different? When does your heart beat fastest? f) Respiratory system [Worksheet 8-6] * Start by playing some games involving respiration. Blow football: make a miniature football pitch on a table, putting wooden bricks all round it to stop the ball getting out, (but leaving two openings for the goals). Put a table tennis ball on the pitch. Divide the children into two teams of three or four that have to stand at either end. Each player takes a straw with which s/he must try to blow the ball into the other goal: Has everyone got a straw? Are you ready? At the first whistle you have to blow the ball into your opponent's goal! How many goals do you think you can score in five minutes? Blow a candle out: place a candle on the table; in tum, the children try to find out how far away they can stand from the candle and still be able to blow it out: From how far away can you blow the candle out? * Give out Worksheet B-6 to each child. Introduce new words and explain how the respiratory system works. Ask the children to match the organ names to the parts of the respiratory system and to ask each other questions in pairs: What are the lungs? How many times a minute do we breathe? What's ‘windpipe' in... (mother tongue)? 4g) Digestive system [Worksheet 8-7] Explain to the children that our body needs food to keep it going. Before our body can use the food we eat, it has to be broken down into tiny pieces so that it can be carried all around our body by blood. This is called digestion. Introduce new words: stomach - oesophagus - intestine, Ask the children to match the different parts of the digestive system to the correct position on the outline of the human body on Worksheet B-7 and fil in the text about the digestive process with the missing words (mouth, oesophagus, stomach, intestine). Tell them they can use the words twice. 1.3 LOOK AT MY BODY! [Worksheet B-8]. This worksheet can be used for assessment. Give each child a copy of Worksheet 5-8 and ask them to identify the internal organs of the human body and colour them in according to the given instructions. 1.4 MR SKELETON [Worksheet B-9]. Ask the children to glue the skeleton parts on to cardboard; cut out the bones, punch holes on the circle marks; connect the bones using brass paper fasteners and attach a short piece of string to the skeleton's skull EX Extension activity: FUNNY MATHS Time: 20 minutes Materials: Worksheet B-10 Give out Worksheet B-10 and explain to the children that ‘they have to do simple addition sums involving body parts: Two feet, how many toes in all? Two dogs, how many legs in all? Three elephants, how many ears in all? Two monsters, how many noses in all? Four hands, how many fingers in all? Six boys and four girls, how many arms in all? Three dogs and four ducks, how many legs in all?Bax asour me «sino EW extension activity: ICT Time: 30 minutes Materials: computer, digital photos of each child 3.1 PREPARATION Take a close-up photograph of each child with a digital camera. Correct the photographs, if necessary, with an imaging programme and save them in My Pictures folder. 3.2 THIS IS ME Explain to the children that they have to open the Paint programme, insert their photo (Edit ~ Paste from - My Pictures) and place it in the centre of the page. They then have to draw the rest of the body following the teacher's instructions: Draw your neck, draw your body, draw your arms ... Depending on the language level of the children, you can ask them to add clothes and describe the way they are dressed: This is me. I'm wearing .. EM Extension activity: ART Time: 1 hour 30 minutes; 20 minutes Materials: Worksheets B-11 and B-12 + [Worksheet B-11], Tell the children to cut out the parts of the body of Mr Man and put them together on a sheet of coloured paper to represent the actions that you say: he cam jump; he can un; he can play football; he can swim. At the end of the activity children have to look for pictures in magazines and use them as backgrounds on which to stick Mr Man performing the different actions (e.g, 2 picture of the sea and Mr Man swimming; a picture of a stadium and Mr Man playing football) + [Worksheet 8-12]. Bodies in art. Bring in a selection of pieces of work by famous artists; analyse and discuss with the children how the artists represent the human body. Have the children look at the pictures by Modigliani, Botero, Giacometti, and Degas on Worksheet B-12, read the captions, and circle the words that match the description of the characters. EA ASSESSMENT ~ Progress indicators: Worksheets B-8/B-10 ~ Skills children should have acquired (these can be recorded on the children’s ability record (Appendix 2) downloadable from the website) + Content skills: the child can identify and name the various parts of the body; knows how some organs and intemal systems work; can find information in a simple text in English. + Language skills: the child can locate and name different parts of the body; can describe some characteristics of the organs and internal systems of the human body; can describe a picture or a portrait of the human body; can solve simple mathematical problems. ~ Self evaluation: Appendix 3. The following statements can be written into the ‘What I can do’ column: I can name and talk about some internal organs and body systems and their functions. I can describe the human body in English. WseoMWsowWsmsoyskfoaWwsodatsFEon VW 11 WwW WwW swmswsmoem "Mee ee ee eM a OVER \ as * AND Peon xPhotecopinble © Oxiord Unive Pas BES voxxsucer ‘THE BRAIN IS MY BODY'S CONTROL CENTRE cant th ee saneranasy My brain can think and remember. “bp youKNow? The left part ofthe brain | iS good at language and | maths! ; + The right part js good at | artand music! | + Yourbrain works when | yousleepsoyoucan | breathe and digest and = your heart can beat My brain is linked to the rest of the body by nerves. My body sends messages to my brain and my brain tells my body what to do. Messages travel down my spinal cord to the nerves. Colour the parts of the brain with different colours. WALSAS SNOAYIN 3< TrRrrypnperearaaAae aoe fv Pepppp Ppp PpMi Mt Mi Uh WoW Wi MW Mi EEE wonsucer ‘THE SKELETON GIVES MY BODY SHAPE The skeleton holds up my body and protects important organs. t The skull protects the brain, I , =e The backbone protects the spinal cord. © pp vouxnowe : | ‘The ribcage protects my heart and lungs. Your skeleton has about 206 bones! +* You have 27 bones in each hand. + The biggest hone is your femur + The smallest bone ‘sin your ear Si encenideeeee wns WALSAS TWLITANS __ the joints help me move 3< ‘Match the names to the bones. Photocopible © Osa University Fessqu sx asoure sencrtcs = = = = x = MUSCLES MAKE ME MOVE | i Muscles are under my skin | = Muscles ate attached to my bones by tendons. | _ When I want to move, my brain sends a message to my muscles. = Muscles works in pair: | ‘one muscle gets shorter (contracts) and pulls the bone, the other muscle gets longer and relaxes. I = This muscle contracts E This muscle relaxes Pails arm up = = Re i ae = | = i 7 E wm =< oe VM = 4 = i This muscle This muscle relaxes = = contracts = Some muscles work automatically: chest muscles to breathe and stomach muscles to digest food. DID YOU KNOW? {+ There ate about 620 muscles in your body! § = When you smile you move about 30 small muscles in your Face. + When you walk you use about 200 muscles for every single step. § Univers ess Colour the muscles. Photscopiale 2 = = = = =BEE woncsnexr BLOOD AND HEART MAKE UP THE CIRCULATORY SYSTEM Blood moves oxygen and nutrients around the body and collects waste (carbon dowd. The heart is a muscle. ‘It pumps the blood around the body. Arteries take the blood away from the heart the bod aera The blood in arteries isbight red ar fl oFcxygen. Artery to | | the body Veins take the blood back to the heart. (Bekngs | The blood is purplish red and there fo oxygen init. Me We MW We ee A I I = a Vein from | : Ss | the body | Vein from a! | the lungs) et > SS Ss =< 2! a m = \ —ai = = ! ! — i = | DID YOU KNow? 1 — | > Asevenyearold has 3 litres of blood, ! f * An adult has about 5 litres of blood, | | muscle | + A childs heartbeats about 100 times = us fe iW e [+ Anvacult'sheatt beats about 70 times | | § = | a minute : 2 = 14 1x a JaNg Colour the heart and the arteries red. Colour the veins purple. 3 a z Mi aPhotacopiable © Onford Univesity Pe BEG worxsiseer U CAN BREATHE WITH MY LUNGS ! The lings are big ai sac. ! Lungs take in oxygen from the air into the blood and remove carbon dioxide, This happens every time | breathe in and out. ‘When | exercise | breathe faster because my muscles need more oxygen, | DID YOUKNOw? f= An adule'sungs can hold } about five litres oF ai b+ Adults usually breathe 18 times a minute and more than 25,000 times a day WAISAS AUOLVUIdSIY Match the names to the parts of the respiratory system. Te We 1 1 Fl 7 E E moomoo Ww mm” oiy 4eC ALL ABOUT ME + Hurion body EZ WORKSHEET Put the parts of the digestive system in the correct place. Then fill in the gaps in the sentences. WHERE DOES FOOD GO? prttrett es eeterseeserrrssrrsteseererers DID YOU KNOW? The whole process of digestion lasts about 18 hours. Food usually stays in the stomach for about three hours. The smal intestine is five meties long. small intestine large intestine My teeth break the foad into small pieces. The food is mixed with saliva in my . The food goes down a tube called the oesophagus into my .......... Hy. sos sc mi the food wth spec juices to make it very sot Food that can't be digested comes out of my body when I go to the toilet. | | The food goes from my ....sssseseeeee imo my : yey Sev gin ee | Nutrients inthe food pas fom the =. nto my blood The blood cries the nutients to every part of my body. | | i & a x< Photocopiable © Ov Uniersty Fess,FE Att asour me + Huranboay Colour the picture: * skeleton + muscles * lungs * heart * liver * intestines * brain + kidneys * stomach = » - = - = grey pink light blue red purple green brown orange yellow Woo oom ow oan 1 ee eeprom prog opeoan iy!Mie ue ee at he ui Ui th We Ue Ue snasouri irenooay 1 Mr SReteton 1. Glue the skeleton parts on to cardboard, 2. Cut out the bones. 3. Punch holes on the circle marks. 4. Connect the bones using brass paper fasteners, =m@uamm 5. Attach a short piece of string to your skeleton’s skull 19Photocplable © Oxoul University Press GR ALLAROur ME Huron body EXD) worxsiieer [6] BOIS + [ 4 | aus (3 | Dogs +4 DUCKS, [J— 6 ats. Let's count. " [| noses |] peers How many arms in all? How many legs in all? | Hf | How many eyes in all? How many feet in all? | d HOW MANY eseennsoneeen iM all? | TwyhPT ip TT Twp TWhyyT HT yoy = = =ssa Aseuun mono c ajgedooanya @ ‘ALL ABOUT ME + Human body lV can move in different WAYS different movements (Follow your of coloured paper to represent teacher's instructions). 1. Cut out the parts of the body. 2. Place the body parts on a sheet ERD worst: tnt TT nT Pp on om mm Ho oo om omProtacoplable© Cxird Unity Pes Fi MULABOUT ME + Humcn body BD vronsiscer Read and circle the right words in each sentence, | an see a man/woman, She has Got curty/straight hat She has got along/short nose She is fat/thin, | can see a man/woman, He has got a thin/fat body. He has got long/short legs. He is siting/walkin, toto di Jon Hébutere, & Modigliani, 1918, Walking man, A. Giacometi, 1960. e é | = & can se a family in a park/inside a house. The itl as got big/small eyes The mothe ha got short/long hi They ae quite thin/fa. i i | a {can see a man/woman, | eandean't see her eyes, She looks old/young. She is dancing/standing. a. a TW {t mT Tre Pe Pe mn pe om