Unitl Me!

Lesson 1 Duration of lesson: 3 periods

Learning objective
• Recognise the parts of our body.

Engage (1st E) Use of an activity and a picture (20 min)

Option 1
Purpose: To assess pupils' prior knowledge of the different parts of our body
Resource: Textbook

1. Have pupils try to name the different parts of our body. Have pupils stand up and repeat your actions. Do
different actions with your hands and legs, e.g. waving, clapping, swinging your arms, kicking your legs
forward, jumping, hopping. For each action that you do, ask:
• Which part of our body are we moving?
2. Have pupils turn to Textbook pp. 2—3 and look at the picture. Ask:
• Can you do what these children are doing?
• Can you show me which parts of their body they are moving? (Pupils need not be able to name the
different parts of the body at this point.)

Option 2
Purpose: To assess pupils' prior knowledge of the different parts of our body
Resource: Textbook

1. Have pupils turn to Textbook pp. 2—Sand look at the picture. Ask:
• Can you do what these children are doing?
• Can you show me which parts of their body are moving? (Pupils need not be able to name the different
parts of the body at this point.)
2. If time permits, bring pupils to an open field or the school hall. Have them mimic the actions of the children
on Textbook pp. 2—3.

Explore (2nd E) Guided inquiry (20 min)

Purpose: To identify the different parts of our body

Resource: Textbook

1. Have pupils turn to Textbook pp. 4—5. Ask them to point and read the labels for the different body parts.
2. Have pupils stand up and point to the body part that you call out.

Explain (3rd E) Teacher-directed discussion (20 min)

Purpose: To develop a better understanding of the different parts of our body

Resource: Textbook

1. Have pupils turn to Textbook p. 6. Consolidate what pupils have learnt about the parts of their body.
2. Have pupils point to the different parts of their body and say the name of that part aloud, e.g. This is my
head; This is my neck.

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Elaborate (4th E) Application to the real world (35 min)

Purpose: To identify and label the different parts of a person's body

Resources: Paper labels for the different parts of the body, sticky tape

1. Divide the class into groups. Write the names of the different parts of the body on separate pieces of paper,
which are labels for the parts of the body. Prepare a set of labels for each group. Pupils are to use some sticky
tape to stick the labels onto the correct body parts of one of the group members.
2. Explain to pupils that one pupil from each group must stand up straight. All the group members should work
together to label the different parts of the body.

Evaluate (5th E) Assessment (25 min)

Purpose: To assess pupils' understanding of the lesson

Resource: Activity Book

1. Have pupils complete Activity 1.1 on Activity Book p. 2 independently or in pairs. Allow them to refer
to Textbook p. 6. Guide pupils to fill in their best possible answers. Ask pupils to share their answers. Correct
or refine their answers.
2. If time permits, play a short game with pupils. Divide the class into groups. Point to a part of your body. Ask:
• Which part of the body am I pointing to?
The first group to put up their hands gets to answer. Award one point for each correct answer. Continue the
game for the other different parts of the body. The group with the most points wins.

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Lesson 2 Duration of lesson: 3 periods

Learning objective
• Know how we move the different parts of our body.

Engage (1st E) Use of an activity and questions (30 min)

Option 1
Purpose: To assess pupils' prior knowledge of how we move the different parts of our body
Resource: Textbook

1. Play a game of Simple Simon with the class. Explain to pupils that they are to follow your instructions only
when you say 'Simple Simon'. For example, when you say, "Simple Simon says clap your hands", pupils must
follow your instructions. If you simply say, "Clap your hands", pupils who follow your instructions will be out
of the game. Try to have pupils move the different parts of their body in different ways, e.g. running on the
spot, bending their elbows and knees.
2. Round up the game by leading pupils to understand that we can move the different parts of our body in
different ways. Ask:
• Did you move just one part of your body?
• Do you use different parts of your body when you clap, wave, jumper kick?
3. Have pupils turn to Textbook pp. 2—3. Ask pupils if they have tried to jump as high as the children in the
picture. Direct pupils to the question at the bottom of Textbook p. 2. Ask for volunteers to share their
experiences of jumping as high as they can.

Option 2
Purpose: To assess pupils' prior knowledge of how we move the different parts of our body
Resources: Textbook, music CD, music player

1. Bring pupils out of the classroom. You may bring them to an open field orthe school hall. Have pupils do a
variety of actions like jumping, kicking and swinging their arms. Demonstrate and ask pupils to follow after
you. As you demonstrate each action, state clearly what you are doing. You may want to play some music.
• Bend your body and touch your knees. Say: I bend and touch my knees.
• Use your hands to touch your shoulders. Say: I use my hands to touch my shoulders.
• Swing your arms. Say: I swing my arms.
• Use your fists to punch into the air. Say: I use my fists to punch.
• Use your legs to kick high up into the air. Say: I use my legs to kick.
2. Round up the activity by leading pupils to understand that we can move the different parts of our body in
different ways. Ask:
• Did you move just one part of your body?
• Do you use different parts of your body when you clap, wave, jump or kick?
3. Have pupils turn to Textbook pp. 2—3. Ask pupils if they have tried to jump as high as the children did in
the picture. Direct pupils to the question at the bottom of Textbook p. 2. Ask for volunteers to share their
experiences of jumping as high as they can.

Explore (2nd E) Guided inquiry (20 min)

Purpose: To explore how we move the different parts of our body

Resource: Textbook

1. Back in the classroom, have pupils turn to Textbook pp. 4—5. Ask for volunteers to demonstrate what each
character is doing. Ask pupils which part of their body they are moving.
2. Direct pupils to the trigger questions. Point to the words in the 'Word bank' and guide pupils to use the words
to describe each action.
3. Have pupils carry out the 'Explore' activity on Textbook p. 5. Discuss possible answers.

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 Explain (3rd E) Teacher-directed discussion (25 min)

Purpose: To develop a better understanding of how we move the different parts of our body
Resource: Textbook

1. Have pupils turn to Textbook p.7. Consolidate what pupils have learnt. Have them mimic each action on that
page and state which part of the body they are using. Ask:
• When do you stretch your fingers? (/ stretch my fingers when I exercise.}
• When do you wiggle your toes? (/ wiggle my toes when I exercise.)
• When do you wave? (/ wave when I say goodbye.)
• When do you clap? (/ clap when someone wins a prize.)
2. Have pupils turn to Textbook pp. 8—9. Have them observe the people doing the activities in these pages. Ask
pupils to name the parts of the body each person is using for each activity. Ask:
• What do they use to write and draw? (They use their hands and fingers to write and draw.)
• What do they use to make things? (They use their hands and fingers to make things.)
• What do they use to walk and run? (They use their legs to walk and run.)
• What do they use to dance and play? (They use their hands, legs and body to dance and play.)
3. Encourage pupils to think of other actions they can do with the different parts of their body. Have volunteers
give examples of situations where they move the different parts of their body, e.g. I play drums with my
hands; I walk to school; I run when I play football.

Elaborate (4th E) Application to the real world (15 min)

Purpose: To appreciate the actions that the different parts of our body can do
Resources: Activity Book, colour pencils or crayons

1. Have pupils complete Activity 1.2 on Activity Book p. 3 independently or in pairs. Guide pupils to fill in their
best possible answers. Ask pupils to share their answers. Correct or refine their answers.

Evaluate (5th E) Assessment (30 min)

Purpose: To assess pupils' understanding of the lesson

1. Divide the class into groups. Have each group come up with four examples of how they move the different
parts of their body. Have pupils role-play their answers.

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Lesson 3 Duration of lesson: 3 periods
Learning objective
• Recognise the parts of our face.

Engage (1st E) Use of an activity or pictures (20 min)

Option 1
Purpose: To assess pupils' prior knowledge of the parts of ourface
Resources: Mirrors

1. Bring pupils to a place where there are mirrors, e.g. the toilet or the dance room. Alternatively, you may bring
a few hand-held mirrors to class. Ensure that pupils use the mirrors with care and not drop or break them.
Have pupils look into the mirrors and do various facial expressions, e.g. smile, laugh, frown, pretend to cry or
shout, stick out their tongue, show their teeth, pull their ears. Ask:
• Does any part of your face change as you make different faces? (Guide pupils to look at how their nose,
eyes and mouth change as they make different faces.)

Option 2
Purpose: To assess pupils' prior knowledge of the parts of ourface
Resources: Pictures of people or cartoon characters with exaggerated facial expressions

1. Show pupils several pictures of exaggerated facial expressions. They maybe photographs of people or
cartoon characters. Have pupils observe the most outstanding feature on each face. They need not know the
names of the parts of the face at this point. Ask for volunteers to come forward and point out their answers.
For example, you may ask:
• Look at this laughing face. Which part of the face do you notice first?
• Look at this sleepy face. Which part of the face do you notice first?
• Look at this angry face. Which part of the face do you notice first?
2. Have pupils try to imitate the expressions of the faces in the pictures. Ask:
• Which part of your face changes as you make different faces?

Explore (2nd E) Guided inquiry (25 min)

Purpose: To learn about the parts of ourface

Resources: Textbook, scrapbook

1. Back in the classroom, have pupils turn to Textbook pp. 10—11. Direct pupils to the trigger questions. Point to
the words in the 'Word bank' and guide pupils to use the words to answer the questions.
2. Have pupils focus on the expressions on all the faces and describe what they see. Ask pupils to look at the
different parts of each face and say how each person is special. Direct pupils to the 'We care' feature and
explain the importance of respecting one another.
3. Have pupils look at the pictures of the faces they collected for 'My scrapbook'. Ask them to share their
pictures with their friends and take turns to describe the faces, e.g. The boy has brown eyes; The girl has a
small mouth; The man has big ears.

Explain (3rd E) Teacher-directed discussion (15 min)

Purpose: To develop a better understanding of the parts of ourface

Resource: Textbook

1. Have pupils turn to Textbook pp. 12—13. Consolidate what pupils have learnt. With the class, go through the
labels for the different parts of the face.
2. Ask pupils to point to the different parts of their face and say: These are my eyes; This is my nose; This is my
mouth; These are my ears.

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Elaborate (4th E) Application to the real world (20 min)

Purpose: To identify and name the different parts of our face

Resource: Activity Book

1. Have pupils complete Activity 1.3 on Activity Book pp. 4—5 independently or in pairs. Guide pupils to fill in
their best possible answers. Ask pupils to share their answers. Correct or refine their answers.

Evaluate (5th E) Assessment (40 min)

Purpose: To assess pupils' understanding of the lesson

Resource: Textbook

1. Revisit the learning objectives of this unit. Have pupils turn to Textbook pp. 2—3. Ask pupils to state what the
children are doing, and how they move the different parts of their body. Direct pupils to look at the face of
each child and describe how different they look, e.g. The boys have short hair; The girls have long hair; They
all have different eyes.
2. Direct pupils to the pictorial concept map on Textbook pp. 14—15. Sum up that we all have a face and a body.
3. Co through the 'Science words' list with pupils. Ask pupils if there is any word they are not sure of and explain
it to them. Encourage pupils to learn how to spell these words and to form sentences with each word, e.g. I
have eyes on my face; I have fingers on my hands and toes on my feet.
4. Have pupils complete the 'Self-check' activity independently or in pairs. Guide pupils to complete the
questions if there is a need to. Check that pupils' answers are correct.

Me!
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 The body is made up of many different parts and all the parts in our body work together to form a system.
Our skeletal and muscular systems work together to enable the different parts of our body to move. The
circulatory and digestive systems also work together to give the body the energy to move around. Pupils will
learn more about these systems from Grade 2 onwards.

Let's find out:

• What are the parts of
my body?
• What can we do with
our body?

How high a person can jump •

depends on their fitness level. With
frequent training and exercise, one
can jump higher.

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© 2010 Marshall Cavendish International (Singapore) Pte Ltd Me!
 Our brain coordinates all our body movements. We move different sets of bones and muscles all the time
when we carry out our daily activities. There are two types of movements in our body:
*\. Voluntary movements, which we can control, e.g. walking to a place or reaching for food.
2. Involuntary movements, which we cannot control, e.g. our heart beating, the expansion of our lungs
when we breathe in.
The different parts of our body work together to enable us to move. There are many joints in our body. The
ball and socket joints found in our shoulders and hips allow us to rotate our arms and legs. The hinge joint
found in our elbows and knees allow us to bend and straighten our arms and legs.

Tell pupils that we must be careful

when we exercise. We must not
jump down from a high place as
we may injure our body or break
our bones. We must also be careful
when we stretch, in case we over-
stretch and sprain our muscles.

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 • Dr Atom is standing with his legs
and writing with his hand.
Joe, Sue and Pf Atom are Sue is moving her shoulders,
Word bank joe is doing jumping jacks. He is
in school. standing • writing • moving his arms and legs.
moving • jumping jacks •
What are they doing? turning • bend • tap
wave • walk • run • jump
How do you move each part of
youf body? -* I can turn my head left and right.
I can look up and down.
I can move my shoulders up
and down.
Explore can bend my arms.
Stand on your feet. Can can tap my foot. (Tell pupils that
you touch your toes without 'feet' is the plural of 'foot')
bending your knees? I can wave hello with my hands.
walk, run and jump with my legs.

Ask pupils if they can bend other

parts of their body. Tell them that
we can also bend our elbows,
fingers and toes.

Teaching points:
• Guide pupils to identify the parts of
the body by reading the labels aloud.
Have them point to their body parts
as you read.
• Have pupils look at Dr Atom, Sue and
Joe's body movements. Guide them
to recognise how we move each part
of our body in our daily activities.

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Enrichment for advanced learners
Guide pupils to recognise that everyone has a different body shape. Tell them that it is our skeleton that
gives our body its shape. Our skeleton also enables us to sit and stand up straight. Without a skeleton, our
body would be soft and floppy!

Teach pupils to name other parts of our body: the wrists, hips, thighs and calves.

Remind pupils that 'feet' is the

plural of 'foot'.

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 We stretch our fingers. We wiggle our toes.

Nails protect your fingers and toes. Did you know .

that fingernails grow faster than toenails?
Ask pupils if they have ever
wondered why it does not hurt
when they cut their nails. Explain
that nails are made up of dead
cells. Nails protect our sensitive
fingertips and the tips of our toes
from injury.

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Background information for teachers
For most people, one hand is usually stronger than the other. We use our stronger hand to do things like
writing and drawing. The right hand is usually the dominant hand for most people, while the left hand is the
dominant hand for a smaller group of people. There is, however, an even smaller group of people who can do
things equally well with both hands. These people are ambidextrous.

Unit 1

Unit 1
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 _

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 Background information for teachers
Each one of us has a unique face. We resemble our parents because we inherited their genes. We may also
resemble our grandparents or other relatives as they also carry the same genes. Genetic traits such as the
colour and texture of our hair, the colour of our skin, having dimples, and the colour, shape and size of our
eyes, are some of the characteristics that can be passed down from parent to young.

Your ears and nose continue to grow

and change throughout your life.

Some researchers discovered

that the ear and nose cartilages
continue to grow and change as
we age.

I
Unit 1 © 2010 Marshall Cavendish International (Singapore) Pte Ltd
 Everyone looks different. Each
child has a different set of eyes,
Poes everyone in this picture nose, mouth, ears and hair.
look the same? Why of why not? eyes • nose • mouth
teeth • ears • hair

We are all special. We must Teach pupils the importance of

care for one another. respecting people. We may look
different in terms of size and
skin colour, but we are all human
beings and we must respect
one another.
Safepbdbk
Cut out ten faces from a
magazine. Paste them in Have pupils sit in groups and share
your scrapbook. Say how the pictures they have collected.
the faces are different. Guide pupils to describe the
features of the different faces.
They may talk about the shape
and size of the face, eyes, mouth,
the colour of their eyes and
hair, etc.

Teaching points:
• Talk about the different parts of
the face.
• Guide pupils to recognise that
everyone's face is unique. The shape
of their eyes, ears, nose and mouth
may be different but everyone has
a pair of eyes, a pair of ears, a nose
and a mouth.

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Enrichment for advanced learners
[Teach pupils to name other parts of our face: the cheeks, chin, eyebrows, eyelashes and nostrils.

Unit 1 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

 Tell pupils that we have one set
of milk teeth when we are young.
These milk teeth will slowly fall off
and a set of adult teeth will grow
to replace them.

© 2010 Marshall Cavendish International (Singapore) Pte Ltd Me!

Reinforcement for struggling learners
Point to the different parts of your face and body and name them. Have pupils point to their face and body
and repeat after you.

Science words
head face eyes nose mouth ears tongue
jody neck shoulders arms legs
slbows knees ankles foot hand
lair teeth fingers toes nails

14 Unit 1

Unit 1 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

 Enrichment for advanced learners
Encourage pupils to name the parts of the face and body that are not mentioned in the Textbook, e.g. the
wrists, hips, thighs, cheeks, chin.

Self-check
body face
1. The arms, shoulders and neck are parts of the
body

2. The eyes, nose and mouth are parts of the. face

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Enrichment for advanced learners
Pupils may want to label other parts of the body. Do not restrict them. Encourage them to ask you for the
names of the parts they would like to label. Provide the spellings for these words on the board so that the
other pupils may use the words as well.

Before you carry out

the activity Date:
Pupils should have been taught
• The different parts of the body.

How it can be done

• Read aloud the helping words
in the box. Explain to pupils
that they are to label the
parts of the body using the Name the body parts.
helping words.
neck ankle elbow shoulder foot
head arm knee hand leg

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 Reinforcement for struggling learners
Guide pupils to look at the icons for each body part if they have difficulty reading the text.

Before you carry out

Date: the activity
Pupils should have been taught
• How we move the different
How do I move my body? parts of our body.

Reminder
• Remind pupils to bring their
colour pencils or crayons.
Colour the correct boxes.
Pre-activity
• You may want to ask pupils to
demonstrate the actions for
1. I clap with my body hands each question. Have them say
out loud what they are doing
for each action.
• You can also prepare some
2. I walk with my action cards. There is no need
to limit yourself to the actions
that are provided in Activity
1.2. Flash the action cards
to the class and ask them to
3. I dance with my head demonstrate these actions.

How it can be done

• Explain to pupils that they are
4. I play the piano with my fingers toes to complete each sentence
by colouring the box with the
correct word. Prompt pupils to
choose the correct answer by
demonstrating the action in
5. I kick a ball with my IOOI uuuy each question.

6. I wave hello with my

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Before you carry out
the activity Date:
Pupils should have been taught
• The different parts of the face.

How it can be done

• Read aloud the word below
each picture. Explain to pupils
that they are to circle the body
part that matches the word for (A) Circle the correct body parts.
each picture.

eyes mouth ears

nose teeth tongue

4 Unit 1

Unit 1 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

 Enrichment for advanced learners
Encourage pupils to identify the other parts of the face. Ask volunteers to share what they know with
the class.

Before you carry out

the activity
How it can be done
(B) Draw a picture of your face.
• Explain to pupils that they are
Name the different parts of your face. to draw a picture of their own
Accept all accurate answers. face. Show pupils how to label
the parts of their face. On the
board, draw a face. Draw a
pointer from each part of the
face and draw a blank for
each pointer.

Tips and time-savers

• Focus on whether pupils can

label the different parts of the
face correctly, rather than on
how well they can draw.

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