Unit 2L.1: Animal body Parts - Science Curriculum Office ... · PDF file2/10/2011 · • Match your external parts of your body to those of ... • Know your sense organs and their

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Life science

Grade 2, Unit 2L.1. Animal body parts

By the end of this unit you should:

• Match your external parts of your body to those of

other organisms.

• Relate structures to functions.

• Know your sense organs and their functions.

• Know that teeth are important for eating..

Unit 2L.1: Animal body Parts

• The body

• Teeth

Skills skills: • Making and using models • Observing, Inferring, Experimenting • Collecting and interpreting data

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The body

Animals come in many size, shape and color.

Animals move in many ways too. A dog uses legs to move. A monkey uses arms and legs to climb and swing in trees. Snakes and fish have no legs. A snake slithers on the ground. Fish use fins to move and swim.

Think and Discuss

How does this frog move?

Can you move in that way?

2.5.1

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Make a model of an animal.

Steps

Observe the picture of this ant.

Shape your clay into three main body parts.

Stick the parts together.

Add pipe cleaners for legs.

Add other body parts.

Label the model.

Think About Your Results:

1-How is your model like a real ant?

2-How is your model different from a real ant?

Materials:

Clay – pipe cleaners

Process Skills:

•Making and using models

•Observing

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Activity (1):

Can you label this picture of a cat? Use these words.

nose – mouth – head – ear – tail – back – legs – neck-eye

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Activity (2):

Use these words to label the body parts.

nose –mouth-head-ear-hands-legs-knee-neck-arm-elbow-foot-wrist

http://www.google.com.qa/imgres?imgurl=http://thumbs.dreamstime.com/thumb_518/127807189536TVzn.jpg&imgrefurl=http://www.stockphotos.it/image.php?img_id=14976777&img_type=1&usg=__Qk8lmJt-2QVOaZtQzLFqd9-rJEQ=&h=350&w=247&sz=28&hl=ar&start=22&zoom=1&tbnid=epY-fkSGuhy7cM:&tbnh=120&tbnw=85&ei=H5D0TdjjOsO3rAeg8LDPBg&prev=/search?q=photo+boy+standing+with+hands+raised&um=1&hl=ar&sa=G&rlz=1W1ADRA_en&biw=1259&bih=752&tbm=isch&um=1&itbs=1�

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Activity (3): Can you tell why?

Complete this table. Why do humans and animals have these organs?

Why do humans have……….

They have these organs in order to……….

Why do animals have……..

They have these organs in order to……….

eyes eyes

nose nose

tongue tongue

ears ears

skin skin

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Lesson 2: The Senses

Key terms: arms, legs, elbow, hips, wrist, foot, knee, thigh, shoulder, head

Key ideas:

• Animals and humans have visible body parts for specific functions. (i.e ears to hear)

• Some human body parts are similar to those of animals.

Key question:

Challenge time. “Who am I?”

Can you guess which animal it is? Use words below in the box.

1- I have four legs, two eyes, a small tail, big ears and a trunk.

2- I have two eyes, tail and fins.

3-I have no legs, two eyes and no ears or nose.

4-I have four legs, two big back legs and short front legs.

Kangaroo – elephant – fish - snake

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Senses

What do you do when you observe? When you observe, you notice many things. Observing helps you learn about things.

You can use your senses to observe. You have five

senses your senses are: seeing, hearing, smelling, feeling and tasting.

tasting smelling seeing

feeling or touching hearing

2.5.2

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Our Five Senses

We find out about the world around us using our Five Senses.

We feel things with our skin.

We see things with our eyes.

We hear with our ears.

We taste things with our tongue.

We smell things with our nose. Think and Discuss.

• How do you use each of your senses every day?

• What problems would you have without them?

(imagine having not being able to see? Thank Allah for all your senses!)

2.5.2

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Activity (1)

What sounds do you hear?

Steps:

Shake a container. Observe the sound.

Infer (guess what is inside) Find the card that tells what you think is in the container.

Use a chart like the one in the picture, on the next page.

Record what you think is in the container.

Open the container. Record.

Think about your results.

1-How could you tell what was in the containers?

2-Which sounds were hard to identify?

Skills

Observing

Inferring

Materials:

Containers with lids – index cards -

classroom objects

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What sounds do you hear?

Container Number

Infer what is in the container

What is in the container?

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Activity (2)

Experiment with sight. How many balls can you catch?

Problem

Can you see better with one eye or two eyes?

Give your Hypothesis

If you cover one eye, will you catch more or fewer balls? Tell what you think.

Control the Variables.

Make sure your partner tosses the ball from the same place each time.

Test your Hypothesis.

Skills

•Experimenting

•Collecting and interpreting data (record)

Materials

•Safely goggles with one side covered.

•Ball.

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Follow these steps to do the experiment.

1-Work with partner.

2-Have your partner toss the ball to you 10 times. Count the number of times you catch it.

3-Now put on the safety goggles with one side covered.

4-Your partner tosses the ball to you 10 times. Count the number of times you catch it

Collect Your Data

Record the number of times you caught the ball using one eye and two eyes.

Tell Your Conclusion

• Compare result and hypothesis. Can you see better with one or two eyes?

• How does it feel

Catching with one eye?

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Key terms:

ears, hear, hearing, eyes, sight, see, hands, touch, feel, skin, taste, mouth, tongue, nose, smell, sense

Key ideas:

Skin is sensitive to touch, the nose detects smells, eyes detect light and color, ears detect sounds and the tongue detects tastes.

Key questions:

Complete these sentences with the right word. (nose- ears -tasting -skin -seeing) a. My eyes are for __________ b. My __________ are for hearing. c. My __________ is for touching. d. I use my tongue for __________ e. My __________is for smelling things.

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Activity : Name the Taste

• Set out food items that have varying tastes; chocolate, strawberries, bananas and lemons, for example. Taste the items while looking at them and try to commit the tastes to their memories.

Food Chocolate Strawberries Bananas Lemons pickles Salty crisp

Taste

Type?

• After tasting the items, blindfold children and provide them with another taste of each of the items. Ask them if they can identify what each item is based only on their sense of taste.

Food 1 2 3 4 5

Taste

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Think and Discuss

Teeth

Draw a picture of your face smiling and showing your teeth?

Think about why teeth are important to your body? Think why do we have teeth?

Teeth help you to cut, tear and crush your food before you swallow it. ALLAH designed human’s teeth to eat most types of food.

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Remember

Humans have three types of teeth: Incisors: to cut food Canines: to tear food Molars: to crush food.

• Teeth have an outer layer called enamel. If the outer layer is broken, then food can get in, and this is when we can feel toothache

.

• Teeth have roots to anchor them into the skull.

• Teeth help us to speak properly and pronounce words and letters. Try to imagine pronouncing the letter ث without teeth!

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Think and Discuss

Remember

Activity (1) Take a mirror. Use the mirror to look inside your mouths and spot your teeth.

• How many teeth are in your mouth? • Where are teeth missing? How many are missing? • Which teeth have been filled?

UWe should take care of our teeth:

Visiting dentists regularly. Brushing teeth regularly and also using the miswaak which is what the Prophet Mohammed (s) encouraged us to do!!

We must look after our teeth because inside our mouths it is dark, moist and warm, just the right conditions for germs and bacteria to grow off the small bits of food left inside!

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Activity (2): Can you do this a survey? This is for a typical day

NO. Teeth Survey Number of children

1 How many children eat fruit and vegetables?

2 How many children eat sweet things?

3 How many children brush their teeth once a day?

4 How many children brush their teeth twice a day?

5 How many children brush more than twice a day?

6 When do they brush their teeth? Morning Evening

7 How many children drink water?

9 How many children drink milk?

8 How many children visit the dentist regularly?

Never Once a year

Twice a year

Three times a year

Look at the data and draw conclusions. Use your data to back up the points you make.

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For example:

Very few children brush their teeth more than once a day;

our data says that 26 children brush their teeth once, only 2 more than once.

My data:

My conclusion:

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Activity (3):

A B C

Look at this collection of different kinds of animal teeth. Think about: •Write some observations (e.g. Sharp? Long? Flat?) about the teeth in each photo above:

A B C

observations

• Which teeth belong to animals that bite?----

• Which teeth are flat and belong to animals that grind their food like cows and sheep?-----

• Which teeth are incisors and which are molars? --------------------------------

Class Discussion

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Key terms: teeth, incisors, molars, digestion, food, chew, tear, toothbrush, toothpaste, plaque, gums, bacteria, cavity, enamel, tooth decay.

Key ideas:•Know that teeth are important for eating and that they must be cleaned regularly.

Key questions 1- Which of these are true and which ones are false? a. You should drink lots of fizzy drinks because they are good for your teeth. ( ) b. You should brush your teeth at least twice a day. ( ) c. All animals have incisor, molar and canine teeth. ( ) d. Milk is good for teeth. ( ) e. Teeth have roots. ( )

f. Teeth are coated with one of the strongest materials in the human body

2- A class of children put one tooth in a glass of milk, one in a glass of water and one in a glass of cola. Which tooth do you think changed the most and why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This should remind you!

Documents

Unit 2L.1: Animal body Parts - Science Curriculum Office ... · PDF file2/10/2011 · • Match your external parts of your body to those of ... • Know your sense organs and their