Natalia Montoya Villegas

1 Magisterio, B

1- INTRODUCTION..3 2- OBJECTIVES3 2.1- GENERAL OBJECTIVES..3 2.2-SPECIFIC OBJECTIVES.4 3- CONTENTS..4 4- ACTIVITIES..6 5- TIME SCHEDULING.8 5.1- SESSION DEVELOPMENT.9

6- ASSESSMENT11 7- RESOURCES AND MATERIALS..12 8- BIBLIOGRAPHY13

1. INTRODUCTION

This teaching unit is called Human Body. It is focused on first cycle primary students And its purpose is to increase childrens knowledge about their bodies, learning to identify and distinguish the main body parts and its inner system. Recognize the human body and which are its main functions and components has big importance, so that this unit is programmed to be made in two weeks during the first trimester of the year. As a starting point, learners will learn exploring their own bodies to reach to know themselves, which will allow them to relate with people around them such as teachers, partners or family. And encourage the mutual acceptance and respect with no culture nor gender discrimination. Therefore, this unit includes a big variety of detailed information also with activities specially designed to reach the objectives and with proceedings to check that the knowledge has been understood by the children. Group-work methodology and physical activity theorizing are supported by this project, making a direct relationship between the games presented in this unit and its objectives. Children will be encouraged to practice self-learning activities so that, they increase their self-confidence like their independence- . This way, children with knowledge difficulties may be helped by us for the full development of the activities.

2. OBJECTIVES

2.1- GENERAL OBJECTIVES

This units main objective will be the development of the following points in the child: Recognize the own corporal characteristics and qualities. Learn to establish other peoples characteristics and qualities and also the main gender, race or any other different characteristic and accept them with respect. Achieve self-confidence in a progressive way. Participate in an active way and paying attention to the different group or individual activities during the teaching unit. Adopt a responsible behavior and learn to follow the established rules during the class to perform the activities. Achieve minimum handling and usage levels of the ICTs (Information and Communication Technologies ) Discover and use motor, sensorial, muscular skills to get to develop movement, gestural and rhythm abilities. Usage of mime theatre to develop corporal and no verbal expression.

2.2- SPECIFIC OBJECTIVES

Know and name each body part. Connect organs with the five senses smell, sight, hearing, taste and touchIdentify and name some of the main body organs. Name, identify and locate some of the main skeleton bones. Identify, name and locate some muscles of the body. Recognize and name the main articulations. Represent the figure drawing.

3. CONTENTS

Following our objectives, the contents will be the following ones:

Conceptual knowledge Body parts Sexual system, digestive system, respiratory system, circulatory system and locomotor system. Organs, bones, muscles, articulations, senses. Laterality. Perceptions: Taste sweet, salty, tartness, bitter- and touch smooth-coarse, dry-wet, cold-warm. Spatial concepts right-left, up-down. The ICTs Perceptive and motor skills. Emotions, gesture, spontaneity and creativity.

Procedural knowledge Motor skills games to recognize body parts Motor tasks in different situations. Identify and analyze in surrounding elements their main characteristics. Memorizing of body parts vocabulary. Distinguishing organs, bones, articulations and senses. Digestive system running and its nutrients. Main organs of respiratory system. Motor system: Bones, muscles, sport and correct positions.

Gender distinguishing Familiarization with spatial concepts. Strengthen laterality.

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Corporal expression and encouragement of creativity by dancing. Basic daily coexistence rules in the classroom. Autonomy habits and personal hygiene achievement using activities. Eye-hand coordination achievement using scissors. Functional games. Individual, in couple or groups. Associating and recognizing images ,shapes and pictures.

Contents .Attitude. Be interested in learning body parts and what they can do. Respect of the partners and surrounding people without gender discrimination. Take part in a respectful way in the activities and sense of collaboration. Their capacities and limits evaluation. Encourage work for self-improve. Recognizing the importance of knowing and accomplish the objectives, rules and life roles.

4. ACTIVITIES

First of all, with the aim of knowing the knowledge the learners already have about the task, we will organize learners forming a ring. Once organized, as a first evaluation activity, they will be asked about the body parts they already know and also, which of them they use to do certain movements.

ACTIVITY N1 With the aim of the knowledge of the learners of our five senses, and to learn to connect them with each body organ, a senses box will be made, which will be filled with each learners favorite song (in a CD), his favorite food, something with a texture he or she likes, his or her cologne and a picture he or she likes.

ACTIVITY N2 Like a starting point for some classes, we will begin our session singing the skeletons dance in which learners have to move the body parts the song says, and stop moving, when the music stops.

ACTIVITY N3 A cardboard with the main bones shapes must be cut out and put in the correct place following the figure drawing. They will use tacks to connect the bones to the corporal structure and to the correct articulation. In this way, they will learn the main articulations names, their functions and their locations.

ACTIVITY N4 One mural with the muscular system and another one with the skeleton will be hung and each learner will get a piece of paper with a name written on it of one muscle, articulation or bone. One per one, they will have to locate the body on the murals.

AVTIVITY N5 The next activity is designed to encourage learner s self-confidence and to trust their partners. They will learn to respect each other and avoid discrimination. And also, they will learn to develop concepts such as, hearing, time, rhythm, coordinationThe game is called get together, get together. All learners will dance together fo rming a ring. When the teacher signal to them, they must pair up with a partner touching themselves using the body part the teacher has already told, ex. back to back, hand with hand

ACTIVITY N6 With the ICTs help, interactive games will be done at the computers classroom with review activities about body parts, using puzzles, crosswords, word search, hangman

5. TIME SCHEDULING
FIRST WEEK: 3 SESSIONS - 55 MIN EACH.

SECOND WEEK: 3 SESSIONS - 55MIN EACH.

Body parts 1st session Senses

-Song Skeletons dance -Senses box. (Group work. activity 1) - Introduction to the ICTs (Information and communication technologies)puzzles, interactive gamesActivity 6-filing cards (body parts and figure drawing) 55min

Organs ( concepts)

Organs and digestive, respiratory and circulatory systems functions. 2nd session

-Video ( Human Body) -Activities: Riddles and competitions. - filing card. ( Figure drawing, recognize what they learnt) 55min

Song this is me Bones system and articulations. 3rd session Work with your hands activity. 55min Cut out of bone shapes and articulations functions. Activity 4

Muscles

Song this is me

55min

4th session Usage of achieved knowledge Dancing. Dynamic game for dancing and stay stilling. 5 session Final evaluation
th

Achieved knowledge 55min according to contents and objectives ( written and group test)

5.1 SESSION DEVELOPMENT

SESSION N4: Lets learn with rhythm.
To begin the class, we will reproduce a song called Skeletons Dance. The first time, learners will listen to the song sitting at their places, and they will raise their hands when they hear a body part mentioned in the song. Then, they will form a ring and will dance following its indications and stopping when the music does.

This is the skeletons dance, Move your hips dont stay still And if this song stops, I will freeze in my place. This is the skeletons dance, Move your head dont stay still And if this song stops, I will freeze in my place. This is the skeletons dance Move your knees dont stay still And if this song stops, I will freeze in my place. This is the skeletons dance, Move all your body, dont stay still. And if this song stops, I will freeze in my place.

Time: 5 minutes After the song, the teacher will hand the learners cards with a muscle, articulation, organ, body part, sense name written on it. The learner must identify what is it, tell to which system it belongs to and collocate it on the human body mural. Time: 30 minutes. As an ending, we will go to the gym or to the playground, to play a game called get together, get together. Learners will walk dispersed along the whole area and must look for a couple and connect the body part, articulation or muscle that the teacher had mentioned loudly before.

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Time: 20 minutes.

6. EVALUATION

Individual and global work will be considered to do the learners evaluation. The next criterions will be followed to give the marks: 30% written test 30% make activities correctly at class. 20% positive attitude, active participation and respect for the partners at class. 20% group practice test.

The above described written test will be compound by the following questions: a) Which system makes your body to keep straight? ------b) What is the name of the connection between two or more bones or a bone and a cartilage, which permit all those to move? ------c) Name at least 3 internal organs and each s function : d) Write beside each organ its corresponding sense: Nose Mouth Eyes Ears Skin e) Choose the correct answer: Which are the bones which are in the arm? Humerus, Ulna, Radius. Femur and Tibia Fibula and Kneecap Where is the Femur located?
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Calf Thigh

Arm

The articulation located in the arm is? Hip Ankle Elbow

f) How are the arms and legs called as body parts? g) Round bone names with blue color, muscles with red color and organs with yellow. The femur is the largest bone of the body and the Stirrup the shortest one, located at the inner ear. The abdominals are over the stomach. The heart pumps blood which reaches all the organs. Calf muscles are located behind the calf.

The practice test will be the following one: Learners will be asked to form groups of five persons, the teacher will hand them papers with muscles, organs and body parts names written on them. They must use this vocabulary to design and perform group choreography. Creativity and compliance with the standards will be well valued.

7. EDUCATION RESOURCES AND MATERIALS

Space and Timing

Giving areas to benefit and help interaction and flexible grouping. Any of those areas will be organized in a flexible way, adapting the usage to our activities. Therefore, we will use the classroom with a digital board and a projector to perform audiovisual materials. And also the psychomotor activity classroom or gym. Which consists of:
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Large areas without obstacles. Soundproof walls, to avoid bothering others.

Computers classroom will also be needed. Regarding to the length of our Didactic Unit, it is programmed to be performed in a two weeks time space using five teaching hours. Materials Material resources: Cd player, Cds , computers, sheets, cardboard digital board and a projector. Audiovisual resources : explanation video http://www.youtube.com/watch?y=kZi40CywP4A. black murals of skeleton and muscular human system. http://www.youtube.com/watch?v=0aNiEku9Uk0 body parts. http://www.youtube.com/watch?y=QkHQ0CYwjal English http://www.youtube.com/watch?v=Rc_klWKLiD8 Songs

Forming groups It is believed advisable to form groups in a divergent and varied way, therefore, the teacher must take care of them to be heterogeneous. One large group Groups made of five or six members. Boys and girls. Individual work.

8. BIBLIOGRAPHY

www.youtube.com
www.cuadernosdepedagogia.com http://recursosinfantil88.wikispaces.com/cuerpo
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 http://primercicloprimaria.wordpress.com/category/cuerpohumano/ http://www.educa.madrid.org/web/cp.alarcon.valdemoro/Web/Cole PAA15/Nueva%20Zona%20Virtual/Web%20Acceso%20recursos %20AI/03%20CONO/C.Natura-CH-Salud.htm http://musicalibre.com.co/Default.aspx?TabID=66&cid=1&Sid=549

http://www.efdeportes.com/efd128/importancia-del-desarrollo-del-esquemacorporal.htm - Esquema humano. http://multiblog.educacion.navarra.es/jmoreno1/files/2010/09/E.P.-1er-cicloUD-Conozco-mi-cuerpo.pdf - Contenidos. http://www.efdeportes.com/ Revista Digital - Buenos Aires - Ao 13 - N 130 Marzo de 2009 - Contenidos. http://multiblog.educacion.navarra.es/jmoreno1/files/2010/09/E.P.-1er-cicloUD-Conozco-mi-cuerpo.pdf - Temporalizacin. http://blogs.diariovasco.com/cuentameuncuento/2006/05/27/la_pelea_del_c uerpo/ - Cuento: La pelea del cuerpo

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