Teacher’s Notes unit 2

Our body
Materials: CD 1; Unit 2 poster; two balloons, a sponge

1 Poster activity
Focus the pupils on the poster and ask them to identify the systems that they can see. Ask volunteers to
point to and name the different parts of the different systems.

2 CD1

20
CD1

22
CD1

27
Do the chants
•• Ask the pupils if they can remember the chants for each system covered in Unit 2. Divide the class
into three groups and allocate a chant (the Circulatory system chant, the Respiratory system chant or the
Reproductive systems chant) to each group.
•• Play CD 1 (tracks 20, 22 and 27) and ask them to say the chant along with the CD.
•• You may then wish to swap groups so that all pupils say all the chants.

3 Key words activity

•• Write the following headings on the board and ask pupils to come and write (or tell you to write) the
different parts of each of the systems in the correct columns.

Circulatory Respiratory system Male reproductive system Female reproductive system

system

blood vessels nose testicles ovaries

arteries mouth scrotum uterus
veins pharynx penis vagina
capillaries trachea urethra vulva
heart bronchi sperm eggs
lungs
diaphragm

4 Stages of life
•• Ask the pupils Are babies’ bodies the same as adults’ bodies? (No.) Do babies have the same systems
as adults? (They have the same respiratory and circulatory system but the reproductive system is not
developed.) What are the different stages of life? (babies, children, adolescents, adults, elderly people).

5 Talking about the respiratory and circulatory systems

•• Show the pupils the two balloons and the sponge and say The balloons and the sponge can represent
parts of two different systems, which systems? (The balloons can represent the lungs in the respiratory
system and the sponge can represent the heart in the circulatory system.)
•• Ask volunteers to come out to the board and explain what they remember about how the circulatory
system and the respiratory system work. You may like them to draw diagrams.
Teacher’s Notes unit 2
6 Reproduction
•• Write on the board pregnancy, birth, fertilisation. Ask the pupils to tell you in what order these things occur
in reproduction. (First is fertilisation, then pregnancy and then birth.)
•• Now ask them to offer you a definition of each word. (Fertilisation is when a sperm joins an egg. Pregnancy is
when the baby develops in the uterus. Birth is when the baby leaves the uterus and is born.)

7 Do the test
•• Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.