K-1+PDHPE+T1+2014

COS1.1 IRES1.1 IRS1.1 || -Discuss who is important to you and why (record on board)- Discuss what other things are special to you (doesnt need to be people) - Discuss what is a family? - Students draw a picture of their family & labell - Share with class - Discuss what other groups you belong in. || COS1.1 || - Discuss who can you trust? why? - Students draw an image of one person they can trust and write a sentence about who it is and why they can trust them. - Discuss why do you need friends? what are some things you like to do with your friends? || GDS1.9 || - Read the book: - discuss what characteristics each character has and record on the board. - get each student to choose which character they think they are most like and explain why. - get the students to think about their own characteristics and share with a partner. - Students need to draw a picture of themselves and tell the teacher their personal characteristics (which the teacher will record around the drawing) Assessment - students share theirs with the class.
 * **Week** || **Date** || **Outcomes** || **Learning Plan** ||
 * 2 || 3/2/14 || COES1.1
 * 3 || 10/2/14 || IRES1.11
 * 4 || 17/2/14 || GDES1.9

- Discuss: things you like to do. - Discuss: things you do well, why, and how this makes your feel. || IRS1.11 || - watch the following video [|Cookie Monster and Elmo] - discuss: what happened in the video - discuss: what is sharing, why should we share, how does it makes us feel, who can we share with, what things can we share. -Watch the following video [|Sharing with friends] - discuss: what did they share, how did it make the people feel. why should we share? - in pairs role play sharing situations: (assessment) one toy and two children someone is using the coloured pencil you want lining up at the door having a go on the smart board playing the computer - After each role play get the class to discuss what happened, how they shared and if their were any other ways they could share. Conclusion: - Question: what have you learnt about sharing. || GDS1.9 || - Go through the following website/interactive activities: [|Needs and Wants] - Discuss: what is a need, what is a want, and give examples of each. - Get students to sort the objects into needs and wants. (assessment) [|Needs and wants worksheet] Assessment - Discuss: why do people take medication? why do they need it? where should they store it? what happens if you take medication your are not supposed too? || GDS1.9 || - give each student a photo of themselves. Get them to look at it and identify how they have grown and changed since they were a baby. Get them to share this with the class. [|animation] - As a class make a timeline from butchers paper. Discuss what they could do at each age and how big they were. Discuss when they could walk, go to school, eat independetly etc || GDS1.9 || - Watch the following video and get the students to join in: [|Heads, shoulders, knees and toes] - discuss what other parts can you name - go through the following set of videos and activities as a class. [|body parts interactive] - Play simon says using external body parts just learnt. Students take turns leading the game. || GDS1.9 || Engage (7-8 minutes): Make a cube. On each side, place a picture of an activity that children do, such as running, playing ball, drawing, riding a bicycle, etc. (See Figure 4) Have the children sit in a circle. Tell the children you will all be playing a game. Roll the cube to one child and have that child identify the activity on the picture facing “up” on the cube. Next have the child name a body part that is used for that activity. If the answer is correct, the child gets to roll it to another child. If it is incorrect, the teacher takes the cube and rolls it again.
 * 5 || 24/2/14 || IRES1.11
 * 6 ||  || GDES1.9
 * 7 ||  || GDES1.9
 * 8 ||  || GDES1.9
 * 9 ||  || GDES1.9

Ask: “What parts of the body are these?” (These are parts of the body we can see.) Ask: “Can we see all the parts of the body?” (No.)

Make a second set of cubes (one or two depending on the number of circles.) Paste the pictures of the inner body parts (heart, lungs, kidneys, muscle, brain, and stomach) on the cube(s). (See Figure 5) Repeat the game. This time have the child say the name of the part and one thing that part does for us. (Guesses are ok.) Have the child roll the cube to someone else. In this game the student can pass the cube on whether or not they know the right answer (they might not) and students can roll the cube to another student or the teacher.

Ask: “What is the same about all these parts?” (We can’t see them.) Ask: “What are some parts of our body that we cannot see?” (Heart, lung, stomach, kidney, brain, and muscles.)

Have all the students stand in a circle. Ask the students questions about each of the following to get them to identify the name and location of that part. Begin by saying, “There are many body systems inside our bodies. We are going to learn about SIX body systems in this lesson.”

During the following get the students to place a picture of each part on the outline of body.

Ask: “What is in here?” while you touch your chest over your heart. (The heart.). Have students do the same, then ask: “How many hearts do we have?” (Silly! One.) Ask: “What does our heart do?” (Moves blood and air in our body.) “What kind of a sound does the heart make?” (Let the children make up a sound such as “Lub-Dub.”) “The heart helps move blood and is called the CIRCULATORY SYSTEM.”

Ask: “What else is in here?” while touching both sides of your upper chest. (The lungs.) Have students do the same on their body, then ask: “How many lungs do we have?” (Two.) “What do our lungs do?” (Help us breathe.) “What kind of sound does a lung make?” (Let children make up a sound.) “The lungs help move air in and out of our bodies and this is called the RESPIRATORY SYSTEM.”

Ask: “What is down here?” while touching the front lower edge of your left ribcage. (The stomach.) Have students do the same, then ask: “How many stomachs do we have?” (One.) “What does our stomach do?” (Helps us digest our food.) “What kind of sound does the stomach make? The stomach changes food into energy and is called the DIGESTIVE SYSTEM.”

“Now what is back here?” Touch the area of the mid-back around the lowest four ribs. (Kidneys.) Have students do the same on their body. “How many kidneys do we have?” (Two.) “What do our kidneys do?” (Help us control the amount of water we have in our bodies and help us get rid of waste.) “What kind of sound does a kidney make? The kidneys control water and waste in your body and are called the URINARY SYSTEM.”

“What is in here?” Touch a muscular area of the body such as the upper arm where the biceps muscle is located. (Muscle.) Have students do the same on their body. “How many muscles do we have?” (Lots and lots.) Have students guess a number. (We have about 600 skeletal muscles.) “What do our muscles do? (Our muscles help us run, walk, sit, draw, write, and a whole lot more.) “What kind of sound does a muscle make? Muscles help us move and are called the MUSCULAR SYSTEM.)

“And what is up here?” Touch both hands on your head. Have students do the same on their body. (The brain.) “How many brains do we have?” (One.) “What does our brain do?” (The brain helps us think, speak, draw, run and play.) “What kind of sound does a brain make? The brain controls our actions and is called the NERVOUS SYSTEM.”

Repeat the sequence in the order above. Ask questions by making the sound the students made up for each body part to lead them to say the name, touch their body where that part is, and say what it does.

Review: “It takes many, many parts for the heart to move blood around our body, and the lungs to move air. Body parts (organs) that all have a similar purpose (or job to do) work together in our body. They are called a BODY SYSTEM. “What happened when I tried to write with the pen that had some parts missing? It couldn’t write. What happened when ALL the parts were back in the pen in the right place? They all worked together and the pen could write. “So, in each BODY SYSTEM there are many parts. We need all those parts for the system to work. “And not only that, but each BODY SYSTEM works with all the other BODY SYSTEMS so we can breathe, run, jump and play, read a book, or draw a picture. Our BODY SYSTEMS work together to give us the energy to do all of that and more. [|Body systems] || [|feelings video] [|feelings game] [|Blank Faces] Students have to choose emotions to draw on the faces and then share with the class. ||
 * 10 ||  || GDS1.9 || discuss and list: what are some feelings we have? what does our face and body look like when we are feeling this way? what could make us feel this way?