UNIDAD AICLE: MY BODY PARTS

Title of the Unit      My body                                   

 Course / Level      3º Ed. Primaria 

 

 

1.    INTRODUCTION: In this unit, we are going to know the main parts of the human body. If the feature of the students group is suitable, we can increase the difficulty level of this unit, working with more learning outcomes. In essence, we'll work with the first learning outcome of the didactic unit (in boldface letters) but I offer the possibility of extension activities.

2.    LEARNING OUTCOMES:

·         Identify the main parts of the human body

·         Locate some organs involved in performing vital functions of the human body

·         Establish some fundamental relationships between organs and certain health habits.

3.    SUBJECT CONTENT:

·         The human body: head, trunk and limbs

·         Main parts.

·         Organs.

·         Health Habits

4.    LANGUAGE CONTENT / COMMUNICATION

a.    VOCABULARY

·         Nouns of body parts: front, leg, abdomen, arm, back, face,…

·         Nouns of organs: brain, lungs, stomach, kidneys, bone, muscle,…

·         Nouns of health habits: A varied and balanced diet, drinking water; physical activity,…

·         Verbs: locate, draw, colour, cut out, stick, read, listen, classify, match up,…

b.    STRUCTURES

·         There is / there are.

·         Verb to be (simple present)

·         Verb  to can (simple present)

·         What's this? This is… / These are…

·         Where is …?

 

c.    DISCOURSE TYPE

·         Description

 

d.    LANGUAGE SKILLS

·         Listening

·         Reading

·         Speaking

·         Writing.

 

5.    CONTEXTUAL (CULTURAL  ELEMENT)

·         Body Language in the United Kingdom.

 

6.    COGNITIVE (THINKING) PROCESSES

·         Understand

·         Compare

·         Analyse

 

7.    ACTIVITIES

 

 

A.   Content presentation:

 

 

• ·         LISTEN TO THE SONG (me llevo el dedo al oído)

 

"MY BODY PART SONG"

https://www.youtube.com/watch?feature=player_detailpage&v=ot4mJ_qUNMY

 

• ·         WATCH THE YOUTUBE VIDEO (me llevo el dedo a los ojos)

 

• ·         WORKSHEET: WHILE YOU LISTEN TO THE SONG, COMPLETE THE GAPS (____) WITH THESE WORDS (PARTS OF THE BODY). I'LL PAUSE THE SONG IN EACH GAP:

 

 

o   fingers

o   Head

o   Shoulder

o   knee

o   Forehead

o   Stomach

o   thigh

o   arm

o   Eyes

o   foot

o   Hand

o   toes

o   calf

o   elbow

o   chest

o   Ears

o   Nose

o   Mouth

o   Chin

o   Wrist

o   ankle

o   neck

 

Chorus:

The parts of the body

The body parts song (x3)

This is the body parts song!

 

This is my ________, (stop)

this is my ________,(stop)

these are my _______,(stop)

these are my _______,(stop)

this is my ________,(stop)

this is my _________,(stop)

this is my _________,(stop)

this is my _________.(stop)

Chorus:

 

 

This is my __________, (stop)

this is my __________,(stop)

this is my ___________,(stop)

this is my _________,(stop)

this is my __________,(stop)

this is my __________,(stop)

these are my __________,(stop)

five in each ___________.(stop)

Chorus:

 

 

 

This is my ___________, (stop)

this is my __________,(stop)

these are my _________,(stop)

these are my _________,(stop)

this is my __________,(stop)

these are my _________,(stop)

five in each foot,

my body parts.

Chorus:

 

A.      PROJECTION ON THE SMART BOARD AND SELF CHECK:

 

Chorus:

The parts of the body

The body parts song (x3)

This is the body parts song!

 

This is my head,

this is my forehead,

these are my eyes,

these are my ears,

this is my nose,

this is my mouth,

this is my chin,

this is my neck.

Chorus:

 

 

This is my shoulder,

this is my chest,

this is my stomach,

this is my elbow,

this is my arm,

this is my wrist,

these are my fingers,

five in each hand.

Chorus:

 

 

 

This is my thigh,

this is my knee,

these are my calf,

these are my ankle,

this is my foot,

these are my toes,

five in each foot,

my body parts.

Chorus:

•  WATCH (me llevo los dedos a los ojos) THIS SLIDESHARE ON THE SMART BOARD.

"BODY PARTS"

http://www.slideshare.net/rainbowcaro/body-parts-powerpoint

 

 

B.   Practice:

 

 

• DO THE LABELING GAME (HEALTH GAMES). YOU HAVE TO LABEL THE PICTURES. OK?  (hago un movimiento con mis manos simulando coger y pegar algo)

http://www.learninggamesforkids.com/health_games/body_parts/labeling.html

 

•  WORK ON YOUR COMPUTERS  WITH THIS QUIZLET.

https://quizlet.com/84064074/my-body-parts-head-flash-cards/ (by Alexandra Galavís)

 

CLICK ON THE LINK (hago movimiento con el dedo índice simulando cliquear con un ratón). YOU'VE GOT ON THE TOP (levanto la mano señalando arriba) 6 TYPES OF EXERCICES: CARDS/LEARN/SPELLER/TEST/SCATTER AND RACE. WE'LL START WITH … NUMBER 1: CARDS.

 

*TODAS LAS TABLETS DEL AULA ESTÁN CONECTADAS EN RED. LES HE ENVIADO PREVIAMENTE A TODOS MIS ALUMN@S LOS ENLACES ANTERIORES Y SÓLO TENDRÁN QUE PINCHAR EN ELLOS PARA ACCEDER AL EJERCICIO Y A LA QUIZLET.

 

 

C.   Consolidation:

 

• BODY PART STICKER GAME:

LOOK AT THESE STICKERS. I'LL GIVE YOU ONE. HERE YOU ARE.(THEY HAVE TO SAY: THANK YOU).

PLACE THE STICKER ON…. YOUR NOSE. (Lo hago yo primero). NOW WE CHANT THIS SONG:

There is a sticker on my nose, on my nose
There is a sticker on my nose on my nose
There is a sticker on my nose and that's the way it goes...

PLACE THE STICKER ON…YOUR FOREHEAD. (Volvemos a cantar cambiando el final)

PLACE THE STICKER ON…. (pegamos sobre las distintas partes del cuerpo trabajadas)

 

•  ANATOMY FOR KIDS:  (Ponemos un trozo de papel continuo sobre el suelo)

PLEASE, JUAN.  LIE DOWN ON THE PAPER, FACE-DOWN OR FACE –UP?  (hago un movimiento con la palma de mi mano volteándola hacia un lado y otro) WHAT DO YOU PREFER?  OK!  RIGHT NOW, I'M GOING TO TRACE YOUR BODY ON THE PAPER. (Una vez dibujado, coloco el papel sobre una pared).  AND NOW, PLEASE, DRAW THE PARTS OF THE BODY YOUR PARTNERS SAY:

FIRST,  MARÍA, PLEASE. WHAT PART OF THE BODY DO YOU WANT TO SEE? (THE ELBOW).  OK, JUAN, DRAW YOUR ELBOW, PLEASE.

AND NOW, PEDRO, IT'S YOUR TURN…

 

• We use stickies (parts of my body) to make a canvas in http://linoit.com/users/XANDRAGALAVIS/canvases/MY%20BODY%20PARTS

           (Cada alumn@ ha creado un sticky con una parte del cuerpo)

 

 

 

D.   Culture element:

Body Language in the United Kingdom. 

We will show students these facts through mime.

o   The British are not back slappers or touchers and generally do not display affection in public.

o   Hugging, kissing and touching is usually reserved for family members and very close friends.

o   The British like a certain amount of personal space. Do not stand too close to another person or put your arm around someone's shoulder.

o   Staring is considered rude.

(Para acabar la unidad, visualizamos una pequeña película elaborada con "dvolver" donde se ve más o menos y de forma cómica lo visto en esta parte).

       http://www.dvolver.com/live/movies-1090711

 

8.     METHODOLOGY

 

A.   Organization and class distribution / timing

·         The methodology will be active and participatory; in addition, it must facilitate both individual and group learning.

·         Timing: Identify the main parts of the human body (4 sessions of an hour)

 

B.   Resources / Materials

 

·         "MY BODY PART SONG"

https://www.youtube.com/watch?feature=player_detailpage&v=ot4mJ_qUNMY

·         "BODY PARTS"

http://www.slideshare.net/rainbowcaro/body-parts-powerpoint

·         HEALTH GAMES

http://www.learninggamesforkids.com/health_games/body_parts/labeling.html

·         LINO: sticky and canvas service:

http://en.linoit.com/

·         DVOLVER

  http://www.dvolver.com/live/movies-1090711

 

 

C.   Key competences

 

Specific key skills that will be practiced:

§  linguistic competence

§  digital competence

§  social and civic competence

§  learn to learn

 

9.    EVALUATION

a.    CRITERIA

Understand the functioning of the human body:

·         organs 

·          systems and location 

·          Shape

·          Structure

·         functions 

·         care, 

·         …

b.    INSTRUMENTS

 

·         Continuous assessment of each student with different oral and written tests.

·         Scales of observation.

 

 

*ESTE ES EL ENLACE PARA ACCEDER A LA UNIDAD DIDÁCTICA: MY BODY

 

 https://www.dropbox.com/s/4edxp1sz11l8ux2/UNIDAD%20AICLE%20MY%20BODY.docx?dl=0

ALEXANDRA GALAVÍS CEBRIÁ