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Me, myself and I Year level: 1–2

Unit of work contributed by Janice Hosking, Tongala Primary School, Vic

L269 Picture this: level 2. Copyright Education Services Australia Ltd.

About the unit

Unit descriptionThis unit of work provides activities in which students explore their identity and learn about various functions of the human body. Students learn to gather, measure and classify information, and observe how humans are different and how they are alike. The unit integrates learning in literacy, science, art and IT.

Knowledge, understandings, skills, values Students understand the body’s respiratory, circulatory and digestive systems.

Students locate, retrieve, sequence, evaluate and use information.

Students create short information texts, and collect and record data, including measurements.

Students understand and recall literal information and ideas presented in texts.

Students explore similarity and difference.

Focus questions How do I ‘identify’ myself?

How am I similar to and different from other people in the class?

What are the important parts of the human body?

What is digestion?

What is the circulatory system?

What is the respiratory system?

© Education Services Australia Ltd, 2010, except where indicated otherwiseMe, myself and I by Janice Hosking, Tongala Primary School, Vic 1

ResourcesDigital curriculum resources

L269 Picture this: level 2

L21 Take a deep breath

L1 In digestion

L719 Body parts: digestive system

Internet site Life Education Australia: http://www.lifeeducation.org.au

Software Presentation software (eg Microsoft PowerPoint)

Word processing software containing clip art

Other resources ‘Me, myself and I’ manila folder for each student

Craft materials for making large signs, posters and birthday cards

Large sheets of white paper

Sticky labels

Tape measures or long rulers

Birthday calendar

Stethoscope or rubber tubing to simulate a stethoscope (optional)

Materials that look like parts of the digestive system (eg tubing, egg cups, sandwich bags, pipe cleaners, cotton wool and miscellaneous craft supplies)

Interactive whiteboard

Passport

Photograph or drawing of each student

Digital camera

Attached printable resourcesThe following teacher-created learning resources referred to in the unit of work are available for you to modify, print and use in your own teaching and learning context.

Crocodiles

Myself

Body quiz

Body outline

Passport template

© Education Services Australia Ltd, 2010, except where indicated otherwiseMe, myself and I by Janice Hosking, Tongala Primary School, Vic

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http://www.lifeeducation.org.au/

Teaching the unit

Setting the sceneResources ‘Me, myself and I’ manila folder for each student


Large sheets of white paper

Sticky labels

Tape measures or long rulers

Birthday calendar

Digital camera

Teaching and learning activitiesHow are we alike?Conduct a class discussion about how everyone is alike in many ways and also different in many ways.

What are some given names in the class?

What are some family names in the class?

Who are boys and who are girls?

What colour are your eyes?

What colour is your hair?

Who has a birthday in January? February? March?

~

Brainstorm with the class the different colours that children’s hair can be (for example, red, black, dark brown, light brown, blonde).

Arrange the students in small groups and have them make and decorate a sign for each of these hair colours. Place the signs around the room. Students then join the group that matches their hair colour.

Take a photograph of each group with its sign and print a copy for each student to keep.

How many students are in each group?

How many students are in your group?

Which is the largest group?

Which is the smallest group?

Which group has the most boys in it?


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Birthdays

Janice Hosking, Tongala Primary School, Vic

Create a class birthday cake chart similar to that shown here. Work with the class to place the months in the correct order.

Give each student a card candle with his or her name on it. Students must place their card candle in the correct month of their birthday.

Photograph the completed birthday calendar and give each student a copy.

Assign each student to a classmate. The student’s task is to make a birthday card out of craft materials, wishing the classmate a happy birthday from the entire class. Keep the cards to give out when a student has a birthday.

My bodyArrange students in pairs and have them draw outlines of their bodies on large white paper. Students will lie on their backs on the ground with the paper underneath, and their partners will draw around them.

Brainstorm with the class the main parts of the body and make a list of these words on the board (eg head, face, hair, arm, leg, waist, shoulder and hips).

Ask students to label their body parts with words from the list.

Have students measure and record their height according to the outline, and draw their face on to their body outline.

~

Ask students to place their group photographs, birthday calendar photograph and body outline in a folder called ‘Me, myself and I’. They will be adding to their folder during the unit and will be reusing their body outline later.


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AssessmentIn order to assess students’ understanding of alike and different, ask them to write a sentence about how they are like someone else in the class and another about how they are different from someone in the class.

InvestigatingResources L269 Picture this: level 2

L21 Take a deep breath

L1 In digestion

Crocodiles (page 13)

Myself (page 14)

Body quiz (page 15)

Body outline (page 16)

Presentation software

Word processing software containing clip art

Stethoscope or rubber tubing to simulate a stethoscope (optional)


Interactive whiteboard

Materials that look like parts of the digestive system (eg tubing, egg cups, sandwich bags, pipe cleaners, cotton wool and miscellaneous craft supplies)

Life Education Australia: http://www.lifeeducation.org.au

Teaching and learning activitiesDescribing an animalStudents learn to describe a crocodile, humans as a species and then themselves.

Use an interactive whiteboard to work through L269 Picture this: level 2. Note that this learning object is primarily designed for use with later years – years 5–8. However, it can be used with years 1 and 2 with teacher guidance and selectivity to show students how to use detail to describe someone or something.

Bypass the introductory exercises on choosing words from a word bank that relate to a scene and select the ‘Main menu’ link. Select the activity on crocodiles from the menu to show students how to refer to features of the body when they are describing what something or someone looks like.

Lead a class discussion in which students recall details from the description of the crocodile in the learning object.

Which parts of the crocodile’s body are big?

Which parts of the crocodile’s body are small?

Which part of the crocodile’s body is tough?

Where do crocodiles live?


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What do they eat?

Would you like to be a crocodile? Why?

~

Arrange students in pairs and ask them to complete Crocodiles (page 13). Place two pairs together to check their answers against each other. Ask students to place their Crocodiles worksheets in their ‘Me, myself and I’ folder.

Describing humansWork with students to write a description of humans. Use the same sentence beginnings as in the Crocodiles worksheet.

Humans are mammals with …

They have …

They have …

Humans eat ...

Humans live …

Ask students to write the class description of humans. Then ask them to place it in their ‘Me, myself and I’ folder.

Describing a personAsk students to use clip art in presentation software to create a character. Once they create the character, they should add an object, such as a skateboard or bicycle, as well as a place, such as a hill or a circus tent. Then ask students to write a description of their character and scene.

Arrange students in pairs. They will then swap descriptions and, without looking at the picture, hand draw the other’s character and scene based on the description. Students then compare pictures.

Explain that sometimes the same description can be imagined differently by two different people, but the better the description, the more likely it is that both people will see the same thing.

Ask students to place their description and drawing in their ‘Me, myself and I’ folder.

Describing yourselfRevisit the main visible features that we can use to describe someone; for example, hair colour, height, eye colour and skin colour.

When might you be asked to describe someone?

Who might want you to do this?

When you describe someone, which parts of the body do you usually mention?

~


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Arrange students in pairs and ask them to measure each other’s height. They should keep a record of their own height and compare it with the height on their body outline.

Give each student a Myself worksheet (page 14). Ask them to fill in the table and complete the sentences.

When they complete the worksheet, collect them and read the descriptions to the class to see how quickly the class can recognise the person being described.

Return the descriptions to the writers. Ask them to edit their descriptions in response to their classmates’ reactions and to draw a self-portrait on their sheet. After, they should place these in their ‘Me, myself and I’ folder.

The human bodyStudents now move from gathering information about themselves as individuals to learning about the respiratory and digestive systems of the human body.

As an exercise to orientate students into observing how the human body works, allow students to feel each other’s pulse in the wrist and neck and to count their individual heartbeats per minute, resting and after running around. They can also listen to each other’s heartbeat with a stethoscope or by making their own stethoscope out of rubber tubing.

Give students a copy of Body quiz (page 15) and ask them to work in pairs to answer the questions. Check the answers on the whiteboard and make a list of new body words in the quiz.

Ask students to place their Body quiz in their ‘Me, myself and I’ folder.

Life Education AustraliaArrange a visit to the school by Life Education Australia: http://www.lifeeducation.org.au. Ask for the ‘Heart central’ program. In this program, students learn about the main body organs and the respiratory and digestive systems. They receive a workbook in which they:

draw three things that go inside the human body to keep it alive and healthy

label and colour in body parts

identify which body parts move food waste and carbon dioxide from the human body

play word games that reinforce learning about the parts of the human body.

They also view a video, Heart central, in which the main character tours the inside of the body and blood and visits different organs, including the heart, lungs, digestive system and brain.

After the visit by Life Education Australia, check that students have completed pages 2 and 3 of the workbook and ask them to place the workbook in their ‘Me, myself and I’ folder.


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Take a deep breath: respiratory and circulatory systems

L21 Take a deep breath. Copyright Education Services Australia Ltd.

Show learning object L21 Take a deep breath on the interactive whiteboard. Read parts with the class and look at some of the definitions. Take students through the explanation and animation relating to the respiratory and circulatory systems. Although the learning object is primarily designed for years 3–7, the visuals and activities work well with years 1 and 2. Focus on terms that students are familiar with, such as nose, throat, mouth and lungs in the respiratory system and blood and heart in the circulatory system.

As a follow-up activity, help students to create posters explaining how the respiratory and circulatory systems work.

In digestion: digestive system

L1 In digestion. Copyright Education Services Australia Ltd.

Show learning object L1 In digestion on the interactive whiteboard and lead students through the process of choosing food and making decisions that affect their digestion. Select some of the hyperlinked words so that students can learn the definitions of the main organs of the digestive system and understand their functions.


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Repeat the learning object several times. Each time choose different types of food and make different decisions about chewing and adding saliva.

Draw a diagram of the digestive system on the board or on a large poster. Label the oesophagus, stomach, large intestine and small intestine. Alternatively, print the diagrams from the learning object and display them.

Ask for volunteers to explain in their own words how digestion happens. Revise with them the main processes of the digestive system.

What happens in your stomach when you swallow food?

What is saliva? What does it do?

Does the food go first to the large intestine or the small intestine?

Arrange students in pairs. The partnered students will help each other paste the main parts of the digestive system on their body outlines. Use materials to improvise parts of the digestive system; for example, tubing and egg cups.

Extension activitiesConduct a drama session in which students take on the role of different parts of the digestive system and role-play the processes of digestion.

AssessmentIn order to assess students’ understanding of the differences between crocodiles and humans, ask them to identify one way in which crocodiles and humans are alike and one way in which they are different.

~

In order to assess students’ ability to describe someone accurately, ask each class member to prepare a description of someone famous and to describe that person so that everyone will recognise him or her.

~

In order to assess how well students have understood the digestive, respiratory and circulatory systems, give them a copy of the Body outline worksheet (page 16) and ask them to place various organs on it; for example heart, lungs, stomach and small intestine.

Display the terms on the board or on a poster so that they can copy them correctly.

Bringing it all togetherResources One real passport

Passport template (page 17)

Photograph or drawing of each student


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Teaching and learning activitiesPassportsShow the class a real passport. Explain the purpose of a passport and why it is important for the information in a passport to be accurate.

Who gives people passports?

What colour is an Australian passport?

When do you need a passport?

What sort of information is in a passport?

Why are passports important documents?

Provide each student with a copy of the Passport template (page 17). Work through the template with the class, discussing and explaining the types of information required in this passport.

Make a list of words that they might need when completing their passport. Leave the list on display.

Arrange students in pairs and have them help each other complete the Passport template by gathering the information needed to answer the following questions.

What is my name?

What four countries have I visited? (Real or imagined)

What is my occupation?

Who should be contacted in an emergency?

What is my address?

What is my phone number?

How old am I?

What is my birth date?

Where was I born?

What is the colour of my eyes?

What is the colour of my hair?

How tall am I?

Am I male or female?

Ask students to place their photograph in the passport.

~

Have a sharing activity in which some students tell the rest of the class about an interesting place they have visited. It might be somewhere overseas, interstate or somewhere else in the state.


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They should show some memento of the trip and be able to point out where the place is that they visited.

My familyAsk students to talk about their families.

Who are the members of your family?

Where do you fit in your family – are you the eldest, the youngest, the only child, or somewhere in the middle?

Do you have any pets? What are their names?

What are your family’s favourite TV shows?

What sports do members of your family play?

Ask students to draw a simple family tree showing themselves, siblings, parents and possibly grandparents. Display the family trees around the room, then ask students to place the family trees in their ‘Me, myself and I’ folder.

My ‘Me, myself and I’ folderRevisit with the students all of the items in their folders and talk about what they have learnt about themselves and about the human body.

Allow students to decorate their folders by drawing something that they learnt about during the unit.

Allow students time to show each other their folders and display them around the room.

AssessmentIn order to assess students’ powers of self-evaluation, ask them to select the three items in their ‘Me, myself and I’ folder that they are most pleased with and to make a list of three important things they learnt about themselves during the unit.


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Writer: Janice Hosking

The material in this unit of work may contain links to internet sites maintained by entities not connected to Education Services Australia Ltd and which it does not control (‘Sites’).

Education Services Australia Ltd:

provides the links for ease of reference only and it does not sponsor, sanction or approve of any material contained on the Sites; and

does not make any warranties or representations as to, and will not be liable for, the accuracy or any other aspect of the material on the Sites or any other matter connected to the use of the Sites.

Whilst the material in this unit of work is not remunerable under Part VB of the Copyright Act 1968, material on the Sites may be remunerable under Part VB of the Copyright Act 1968. It is your responsibility to read and comply with any copyright information, notices or conditions of use which apply to a Site.


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CrocodilesName Class Date

Fill in the gaps in these sentences about crocodiles with

words from the word bank.

Crocodiles are large _______ with long _______ and long

_______. They have short _______ and their webbed

_______ help them to swim. They have long noses that are

called _______ and sharp _______.

Crocodiles eat _______, _______ and _______, which they

swallow whole.

Crocodiles live in shallow _______ such as _______, and

_______.

Word bank

teeth, reptiles, fish, feet,

water, rivers, frogs, bodies,

birds, marshes, legs,

tails, snouts


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MyselfName Class Date

Fill in the following table with details about you.

Name

Height (cm)

Eye colour

Hair colour

Complete the following sentences about yourself, and draw a picture or place a photograph of yourself in the box.

I am _______ centimetres tall.

My eyes are _______.

My hair is _______.

An interesting thing about me is

.


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Body quizName Class Date

Work in pairs to find the missing words.

1. This starts with M. It is very useful for talking and eating.

2. These start with A. They hang from your shoulders.

3. These start with E. They look around and see things.

4. These start with E. You use them to hear things.

5. These start with B. Your skeleton is made up of these.

6. This starts with H. It pumps blood through your body.

7. This starts with N. It holds your head on to your body.

8. These start with L. You use them to breathe.

Here are answers to some questions about our bodies. What are the questions?

1. Ten

2. Nose

3. Teeth

4. Five

5. Heart


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Body outlineName Class Date


16


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Passport template

My Passport

© Education Services Australia Ltd, 2010, except where indicated otherwiseMe, myself and I by Janice Hosking, Tongala Primary School, Vic 18

Name Class Date

(Paste a picture of the Australian Coat of Arms here.)

Name:

Age:

Birth date:

Birth place:

(Paste a photograph or drawing of yourself here.)

Eye colour:

Hair colour:

Height:

Gender: Male Female

Occupation:

Address:

Phone:

Emergency contact: Places visited:

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