First Grade

A Child-Led, Natural Learning Curriculum

by Leah McDermott, M.Ed. © 2017

MYBODY
 INTRODUCTION
Welcome t o Your Nat ural Learner Overall Focus
First Grade - My Body! Body Recognition and Health

In this theme, your child will be discovering and Int ent ion
learning about what makes them... well, THEM!
There is no area quite as personal as the body, and
How t o Use This Theme as your young child is growing and changing, it is
really important to provide them with knowledge
The theme is divided into sections to make it easy
about health and growth and to teach them how
for you to pull the activities that you want to focus
to care for their bodies. The sooner they learn
on each day/week. Try to vary the subject areas
healthy habits at a young age, the more likely they
you pull from, though you'll notice that many of
are to maintain them for the rest of their lives. In
the activities are cross-curricular and touch on a
this theme, your child will learn about the major
variety of subject areas within a singular activity
parts and systems of their body, building a solid
(notice the guide below). Each activity also has
foundation for deeper learning as they grow older.
suggestions for which books to pair it with and
They?ll learn healthy habits like hand-washing,
which other activities in the theme it goes well
tooth care, healthy diet, exercise, sleep, and more.
with. Keep in mind that these are merely
suggestions - feel free to flow through this theme Not e t o Parent s
as your child is interested in a particular area and
To assist your child through the ?My Body?
as it suits your schedule and needs.
learning journey, remember to remain open and
Subject Area Guide unashamed. Your child may ask questions about
their body and how it differs from friends or
Look for these symbols on each activity page to let
siblings. Answer honestly, and always use proper
you know which subject areas your child will be
body names.
learning about while doing the activity!
Key Learning
= Literacy = Social
Connections My body is made up of many systems and parts
that all work together in a special way to make me
who I am. It is my job to keep my body healthy as I
= Math = Art and
grow and change.
Expression
Focus Words
= Science = Nature system, organ, muscle, healthy, habits, exercise,
growth, joint, germ, cells

M Y BODY THEM E 1
 TABLE OF CONTENTS
Use t his t able of cont ent s t o quickly find t he
act ivit y or sect ion t hat you're searching for.

If you are viewing thisdigitally, you can click the
activity or section and it will take you directly
there!
CREATIVE EXPRESSIONS INTRO.....17
Virus Models.....18
Make a Life Size Model of Yourself.....19

Figure Study.....20
INTRODUCTION.....1
Make a Blood Model.....21

Create a Self-Portrait.....22

RECOMMENDED READING.....3

LITERACY SKILLS FOCUS.....4

NATURE ADVENTURES INTRO.....23

Test Your Senses.....24

Verbs Race.....25
MATH EXPLORATIONS INTRO.....5
Natural Resources Our Bodies Need.....26
Test Your Reaction Time....6
1 I Can Eat All the Parts of a Plant.....27
Count Your Joints....7
Craft a Nature Skeleton.....28
Measuring Your Lung Capacity.....8

How Long are Your Small Intestines?.....9

Make a My Body Recipe.....10

SOCIAL CONNECTIONS INTRO.....29

Learn From an Expert.....30

Fingerprint Fun.....31
SCIENCE EXPERIMENTS INTRO.....11
Share Your Learning.....32
How Does My Body Digest Food?.....12

Does What I Drink Affect My Teeth?.....13

EXTRA RESOURCES.....33
Why Do I Need Muscles AND Bones?.....14

Why Do I Need to Wash My Hands?....15

How Does My Tongue Know What I'm Tasting?.....16

M Y BODY THEM E 2
RECOM M ENDED READING
This is a list of suggested books for this topic. They are not necessary for the activities and anything
you can find similar to this list will be a great supplement/addition should you have trouble finding
these texts. These are simply ideas to help support your ?My Body?learning journey! Pick them up
at your local library, bookstore, or order through an online retailer like Amazon.com. In this list you
will find a variety of levels of text, allowing for a balance of read-alouds, read togethers, and
independent readers. All are important for a meaningful literacy experience.

A Drop of Blood by Paul Showers

What Happensto a Hamburger by Paul Showers
The Magic School BusInside the Human Body by Joanna Cole
From Head to Toe: The Amazing Human Body and How it Worksby Barbara
Seuling
Why I Sneeze, Shiver, Hiccup, and Yawn by Melvin Berger
The Circulatory Story by Mary Corcoran
Your Fantastic Elastic Brain by JoAnn Deak, Ph.D.
Amazing You: Getting Smart About Your Private Partsby Gail Saltz
Partsby Tedd Arnold
The Busy Body Book: A Kid?sGuide to Fitness by Lizzy Rockwell
The Skeleton Book by Robert Winston
Cutie Sue Fightsthe Germsby Kate Melton
Good Enough to Eat: A Kid?sGuide to Food and Nutrition by Lizzy Rockwell
Gregory, The Terrible Eater by Mitchell Sharmat
Bonesby Stephen Krensky

M Y BODY THEM E 3
 LITERACY SKILLS FOCUS

Import ant First Grade Skill:

Underst anding how t o use t ext feat ures in non-fict ion t ext s

It?s very important that we introduce a variety of genres of reading materials to our children when
they are young, so that they are better equipped when they are older and the focus and content of
their reading materials changes. By teaching our first graders how to use text features in
non-fiction texts, they will be able to independently find the information that they seek when they
need it. In addition, understanding how to use text features in printed texts will correlate to
seeking information in electronic resources when they are older.

The My Body theme is a fantastic time to practice using text features, as you will undoubtedly be
1 about the human body! This makes it very meaningful
using a variety of non-fiction texts to teach
and easy to introduce and practice playing with these text features. Text features are the parts of
the non-fiction books where readers are given clues to find what they need. Some of these include
headings, subheadings, table of contents, glossaries, indexes, footnotes, bold vocabulary words,
etc.

When you are reading or perusing your books with these features, point them out and explain what
they are for, and have fun playing with them. A game that is always a lot of fun is using the index to
find certain bones or body parts, for example. Remember - when children are having fun, they are
learning the most!

M Y BODY THEM E 4
 M ATH EXPLORATIONS

W hy Learn Mat h t his Way?

Children are best able to learn complex mathematics concepts when they can practice them in
real-life situations. While it may seem impressive for a child to complete a page full of addition
problems while a timer counts down, in reality, this common "drill and kill" practice is generally not
creating meaningful learning that your child will remember. Most importantly, they are rarely able
to apply this knowledge to real life situations (which is the whole point we learn something
anyway!). For learning to happen in a meaningful way that can be applied across a variety of
situations, the new information and skills should be taught through a real-life situation.

W hat is t he Mat h Focus in t he "My Body" Theme?

In the "My Body" theme Math Explorations, your child will be playing with and practicing a lot with
measurements, simple and complex addition, using large numbers, combining different varieties of
objects, and some more abstract concepts like more than/less than and time.

W hat Should My First Grader Know?

Your first grader should be able to understand measurements and basic addition of one-digit
numbers early in the year, and begin to understand two-digit addition later in the year, so you can
assess these concepts depending on when in the year you do this theme. If they have not reached
these milestones of understanding yet by the end of the year, that is ok - more practice will help.
Find other areas of life to introduce these ideas and practice playing around with them.

How Do I Know My Child Is Learning?

Along the way, as you are exploring these different activities and concepts, talk with your child
about what they notice and what is happening. A big part of understanding math concepts is
noticing differences. If you can have conversations about what has changed and what is different,
you are helping your child see the abstract big picture (i.e. "The balloon was small and now it's large
after I blew into it." ), and then move them to a concrete understanding of what changed using
numbers to show the change (i.e. "When we measure around the balloon, we see that it is x number
of centimeters, so it grew x amount." ).

M Y BODY THEM E 5
 M ATH EXPLORATIONS
Test Your React ion Time

Key Learning: Test how fast your brain can send a message to your hand.

Need: ruler or thick stick of similar length

Direct ions: Your brain is constantly sending messages to the

rest of your body - it tells you how to move, where to move, Suggest ed Reading:

when to move, etc. You can see how quickly your brain talks
to your body by testing your reaction time! Have your child Your Fantastic Elastic
stand up and hold their hand in front of them, open and ready
Brain by JoAnn Deak,
to catch the ruler/stick. Stand above your child, holding the
ruler at least a foot above their open hand. Have your child Ph.D.
watch the ruler carefully for you to drop it and have them try
From Head to Toe: The
to catch it as it falls, seeing if their brain can send the
message to their hand fast enough to grasp it! Amazing Human Body
Ext ension idea: This activity has plenty of options for and How it Worksby
extensions to continue the exploration/investigation. Test Barbara Seuling
with your child?s dominant hand and non-dominant hand.
Hold the ruler higher/closer to their hand. Experiment with
other objects of size and weight. Have your child sit down and try. Switch and have your child drop
the ruler while you try to grasp it. Try counting down before dropping the ruler to see if it makes a
difference when your brain has a warning that something is going to happen. Have fun exploring!

M Y BODY THEM E 6
 M ATH EXPLORATIONS
Count Your Joint s

Key Learning: The human body has a lot of moving parts! A point where two bones of the skeleton
meet and allow us to move is called a joint. Practice counting and adding with this simple exercise
as you learn about the joints in the body.

Need: paper and pencil

Direct ions: Explain to your child what a joint is using the key Suggest ed Reading:
learning statement- in more basic terms, it?s anywhere in your
body where you can bend! Show a few of the obvious ones The Busy Body Book: A
like fingers, wrists, knees, ankles. Next, get thinking, moving,
Kid?sGuide to Fitnessby
and counting as you ask your child to determine how many
joints they have in their body. Encourage your child to go one Lizzy Rockwell
part of the body at a time and write the number of joints
down on paper for each body part - this way they won?t lose
their counting spot - i.e. head, arms, legs, torso, etc. Tally them The Skeleton Book by
up for each part and then total them up by adding. Depending
Robert Winston
on your child?s math skills and abilities, they can add by doing
two sections at a time, or practice multiple number adding by
combining them all at once. How many joints did your child
count? For extra fun, have a sibling or parent do their own
counting and compare! Ready for the answer? The human body has 230 movable joints!! Wow! I
bet no one counted that high! (Note: There are actually 360 joints in the body, though many of
them are ?immovable?so this can be confusing to a first grader!)

Ext ension idea: Search your books or head to the computer to find out where all of those movable
joints are! See if you can feel them in your body!

M Y BODY THEM E 7
 M ATH EXPLORATIONS
Measuring Your Lung Capacit y

Key Learning: Everyone?s lungs can hold and use a different amount of air. Measure yours with this
activity that also practices measuring skills!

Need: several balloons, measuring tape, permanent marker

Direct ions: Explain that your lung capacity means how much
Suggest ed Reading:
air your lungs can hold. This can determine a lot of things
about your health like your body size and age, how athletic
you are, whether you have a breathing condition like asthma, The Circulatory Story by
etc. To test our lung capacity, you need to ?capture?your air
Mary Corcoran
and measure it. The balloon will help us do this! Stretch the
balloon so it is easy to blow, and then have your child take a The Busy Body Book: A
big deep breath and blow as much air as they can into the Kid?sGuide to Fitnessby
balloon; tie it up. Shape the balloon into a circle and hold it
while your child uses the tape measure to measure around
Lizzy Rockwell
the widest part of the circle. Measure in centimeters. Write
?#1?and the centimeter measurement on the balloon. Now,
1
ask your child what they think might affect the amount of air
their lungs could hold. Exercise often makes us feel out of
breath, so perhaps being active and exercising will change our lung capacity? Have your child do
some jumping jacks, run in place, jump up and down, and get their heart rate up for several minutes.
Now try the same activity again with another balloon. Write #2 and the measurement on this
balloon. What do you notice about the difference in lung capacity when your child was calm vs.
after exercising?

Ext ension idea: Have other members of the family complete the same exercise and have your child
chart the capacity of resting balloons and post-exercise balloons. What do your findings say about
the members of your family? What conclusions can you draw?

M Y BODY THEM E 8
 M ATH EXPLORATIONS
How Long Are Your Small Int est ines?

Key Learning: It?s very hard for a child (and even an adult sometime) to comprehend how long
their intestines are since they are all squished up inside our bodies! This exercise is great for giving
a visual representation of exactly how long our intestines are, and also good practice for
measuring skills!

Need: a garden hose (at least 20 feet long), tape measure,

Suggest ed Reading:
ruler, marker

Direct ions: First, ask your child how long they think their
What Happensto a
small intestines are (you?ll obviously want to do this after
you?ve read a bit about the digestive system so your child is Hamburger by Paul
familiar with their small intestine). A child?s intestines are Showers
about 20 feet long, where an average adult?s small intestine
is about 23-25 feet long. The diameter (or width) of the small The Magic School Bus
intestine is about an inch (about the same as a garden hose!). Inside the Human Body
Head outside for this activity because you?ll need a lot of by Joanna Cole
space! First, use the ruler and have your child measure
across the hose. It should be about an inch wide - explain
that this is the same as their small intestine. Look inside the
hole on one end and discuss how our digested food would
move through the intestines.

Next, it?s time to measure the length! Have someone hold one end of the hose and start walking
away, stretching it out. Have your child use the tape measure to measure 20 feet in length. Mark
the 20?spot on the hose. Explain that all of this is scrunched up inside your child?s body for your
food to digest through! Have your child try to pick up that much hose and squish it to fit the shape
of their body. Amazing, right? Explain that your small intestine is a lot more flexible than the hose,
collapses and bends easier, and squished up into small spaces, so it really does all fit in that tiny
space!

M Y BODY THEM E 9
 M ATH EXPLORATIONS
Make a My Body Recipe

Key Learning: The human body is an incredibly complex machine with hundreds if not thousands
of moving parts and elements, and the more your child learns throughout this journey, the more
obvious that becomes to them! To explore all of these various parts and pieces and practice
combinations of various numbers and elements, create a ?My
Body Recipe!? Suggest ed Reading:
Need: large piece of paper, markers/crayons

Direct ions: Note: This is a project best done near the end of Partsby Tedd Arnold
the theme so your child has all of their knowledge to build on.
Start by asking your child what their body is made of. Ask
From Head to Toe: The
your child to pretend that a non-human life form has asked Amazing Human Body
them how to ?make?a human - give them a recipe for what and How it Worksby
they would need. Don?t forget anything! Start making a list of
necessary ?ingredients?for the recipe. If your child feels
Barbara Seuling
stumped, help them get started by pointing out some obvious
things like ?two eyes.?If your child would prefer to draw
images instead of write words, allow this, but encourage the
number writing for math practice. It is up to you and your
child?s personality if you would like this to be an ?accurate?recipe or if you want to just allow your
child?s creativity and personal memory to guide them. If you would like to take a more accurate
route, utilize all of your books and other resource material to get accurate numbers for the body
parts they want to include in their recipe (i.e. number of bones, pints of blood, etc.).

Ext ension idea: Turn this into a creative project by having your child ?make?the recipe using
whatever materials they might like to use. This would be especially fun to create outdoors
combining nature elements with art and other materials!

M Y BODY THEM E 10
 SCIENCE EXPERIM ENTS

W hy Learn Science t his Way?

Hands-on learning is the best way to understand science concepts. When a child is able to
deconstruct or take something apart, it helps them to see how it fits together in the first place. This
is true in nature learning, and it is true in almost all science concepts.

W hat is t he Science Focus in t he "My Body" Theme?

Obviously this entire theme has an overall science/health focus, so tons of concepts are being
learned throughout the theme. The science activities in particular help your child break apart some
of the unique body systems to see how they function, what particular parts are made of, and more
fun, hands-on activities.

1
W hat Should My First Grader Know?
Knowing about their bodies is an important Science/Health concept for your first grader to know,
so any information that is absorbed through this theme will be right on track with what they "need
to know." Make sure that you are answering questions honestly and using proper body names for
their parts. Body autonomy is an important part of learning about their bodies - how to protect
themselves and keep themselves safe - from everything from germs to unwanted touching. Health
can be an uncomfortable topic for parents sometimes, but it doesn't have to be that way to your
child. The more open you are when they are younger, the more they will be willing to share
concerns with you as they get older.

How Do I Know My Child Is Learning?

As with Math concepts, the more you have conversation and observe your child's learning process,
the more you will see what they have learned and how they are applying their knowledge. When
your child can describe things they are seeing to you, they are learning.

M Y BODY THEM E 11
 SCIENCE EXPERIM ENTS
How Does My Body Digest Food?

Key Learning: Help your child see how their food is digested once it's in their stomach. This fun,
sensory experiment gets down and ?dirty?with the digestive system! Prepare for giggles alongside
learning with this one!

Need: a bowl, slice of bread, hand towel, squirt bottle with

water inside Suggest ed Reading:

Direct ions: Ask your child how food first enters their body.
Obviously we don't swallow a piece of bread whole - we must What Happensto a
chew it first! Mimic chewing by having your child tear the piece Hamburger by Paul
of bread up and put it in the bowl. Now it's broken down a little Showers
bit, but inside their mouth, the food is mixed with saliva. Ask
Good Enough to Eat: A
your child to feel the saliva/spit in their mouth and explain how
this helps the food gets softer and makes it easier to swallow. Kid?sGuide to Food and
Spritz the bread with the water bottle to moisten it. Now the Nutrition by Lizzy
bread is easy enough to swallow, so it heads down into the
Rockwell
stomach, where it is mixed up with stomach acid, which, like
1
saliva, helps to break the bread down even more. Have your
child spray more water on the bread. Explain that the stomach
is a muscle, and it squeezes and mashes the food inside to make it easier for the body to use. Have
your child use their hands mimic the stomach muscles, mashing and squeezing the bread. Once the
stomach is done mashing it up, it sends the food on to the intestines - have your child dump the
bread mixture onto the hand towel. Explain that in your intestines, your body absorbs or takes out
everything from the food that it needs - nutrients, vitamins, energy, etc. to help you grow. It does
this by squeezing and absorbing the nutrients through the lining. Have your child mimic this by using
the towel to squeeze all of the water out of the bread mush. Finally, once the body has used
everything it needs from the food, it gets rid of the excess waste. Your child may notice that the
bread looks similar to their waste, making a perfect connection to the digestive process their bodies
go through!

Ext ension idea: Stomach acid is more closely mimicked with vinegar than water. Try this experiment
again using vinegar in the spray bottle to see if anything changes.

M Y BODY THEM E 12
 SCIENCE EXPERIM ENTS
Does W hat I Drink Affect My Teet h?

Key Learning: Tooth care is an incredibly important topic for young kids, and as they begin to get
loose and wiggly teeth, extra attention and focus can be put on maintaining a healthy smile! In this
experiment, your child will see how juices, sodas, and other things they drink affect their dental
health. Keep in mind: this experiment will take several days to do as you will watch the changes
over time, making predictions along the way.
Suggest ed Reading:
Need: white eggs, cups (clear is best), variety of beverages - i.e.
soda, juice, power drink, water, etc.
Good Enough to Eat: A
Direct ions: Talk with your child about how the different things
Kid?sGuide to Food and
that we drink affect our teeth. If a drink has more sugar, is it
more harmful to your teeth? What happens if you drink the Nutrition by Lizzy
sugary beverages all the time? Can you guess which drinks Rockwell
have more sugar than others? Set up your experiment by
pouring a variety of drinks in the cups, enough to cover an egg. Gregory, The Terrible
Make sure to have a glass of water to use as a control. Have Eater by Mitchell
your child gently place an egg in each cup. Explain that the
1 Sharmat
eggshell is like their teeth. Ask your child which egg they think
will be the most affected by the drink and make some
predictions, writing them down in a science journal. Set the couple aside in a cool place for two
days. Then use a spoon to scoop each egg out of its drink and discuss what you see, making change
notes in the journal. Are the egg shells stained? Are they starting to wear away or crack? Notice
that the egg in water will not have changed. Ask your child to share their thoughts about how their
teeth are affected by what they drink. For more exploration, let the eggs sit for another week and
re-explore them!

Ext ension idea: A great way to practice some literacy skills here is to read the labels on the
different beverages - find the sugar content, talk about the types of sugar used in each drink, etc.
Compare these discoveries to the damage to the eggshell ?teeth.?

M Y BODY THEM E 13
 SCIENCE EXPERIM ENTS
W hy Do I Need Muscles AND Bones?

Key Learning: It can be confusing to young children to understand how both bones and muscles are
needed to help our bodies be strong and move around as we want them to. This simple and fun
activity demonstrates how muscles and bones do different things, but work together for our benefit.

Need: gingerbread man cookie cutter, favorite pancake recipe

and ingredients, favorite sugar or gingerbread cookie recipe Suggest ed Reading:
and ingredients

Direct ions: This activity may take awhile as you will be baking Bones by Stephen
and preparing two different things, but spending time in the
Krensky
kitchen with your child is always great fun! You could extend
this over two days if you didn?t want to make both things at The Skeleton Book by
once. First, make your pancakes and cut out a few gingerbread
Robert Winston
men shapes. Next, make the cookies in the gingerbread shapes
as well. Once they are cool and both ready to use, it?s time to
learn about the differences and importance of bones and
muscles! Grab a pancake man and explain that this represents
1
your muscles. Ask your child to bend the man - he moves easily
without breaking. He?s squishy and movable. But can he stand
up without flopping over? No - he?s too wiggly! Now look at the cookie man and explain that this
represents your bones. He stands up strong and doesn?t wiggle or flop over. But can the cookie man
bend or move easily? No - he?s too rigid and stiff! Now ask your child to move their arms or legs and
explore how they are using both their muscles AND their bones. We need our muscles to help us
move, but without our strong bones, we would just fall right over! We need our bones to keep us
standing tall, but without our muscles, we would just be stiff as a statue! Now, of course, when the
learning is done, enjoy the yummy snacks!

M Y BODY THEM E 14
 SCIENCE EXPERIM ENTS
W hy Do I Need t o Wash My Hands?

Key Learning: Getting kids to wash their hands is probably one of the most annoying parenting
battles that exist! With these two activities, you?ll be able to clearly demonstrate to your child why
it is so important AND how to make sure it?s done properly! Win win!

Need: flour, strawberry or other soft fruit, glitter, hand soap, bowl of water or sink

Direct ions: Ask your child if they know what a germ is - a Suggest ed Reading:
microscopic living organism (creature) that spread harmful
things that make us sick. These germs are so tiny that we can?t
Cutie Sue Fightsthe
see them with our eyes, and they can stick to anything (and
even float in the air!). To demonstrate how these germs move Germsby Kate Melton
around without us noticing, do the first portion of this
Why I Sneeze, Shiver,
experiment: put some flour in a bowl and tell your child to
pretend that the flour is the germs, so we can see what Hiccup, and Yawn by
happens. Stick their hands in the bowl. Notice that flour sticks Melvin Berger
to their hands. Explain that this is like what happens with real
germs with almost everything they touch throughout the day,
we just can?t see it! Now have your child pick up the
strawberry and hold it, turn it in their hand. Notice that the
?germs?are noticeable on the strawberry. Since the germs
were on their hands, and they touched their food, the germs have transferred to the food. Now ask
your child if they would want to eat that strawberry with the germs all over it? Probably not! Ask
your child how they can be sure that the germs are off their hands before they eat? Washing them,
of course! But how exactly do we wash our hands to make sure the germs are mostly gone? To
demonstrate proper hand-washing technique, do the second portion of the experiment: pour some
of the glitter in your hand and tell your child that the glitter is a different kind of germ. Rub it in
your hands and then shake their hands (dramatically, of course, because that?s much more fun!).
Notice how the ?germs?have spread to their hands. Now have your child practice washing their
hands, making sure to get as many of the germs off as they can. They might notice that the flour
?germs?came off pretty easily, but the glitter ?germs?take a bit more scrubbing and time. The
length of time it takes to get most of the glitter off is a good standard for hand-washing! Hopefully
you never have to convince your child to wash their hands again!

M Y BODY THEM E 15
 SCIENCE EXPERIM ENTS
How Does My Tongue Know W hat I?m Tast ing?

Key Learning: Our tongues have tiny little taste sensors called tastebuds that send messages to our
brain to let us know what we are eating and exactly what it tastes like. This taste-test activity will
help your child see (or taste!) firsthand how this works. Note: You may have seen or done a
?tastebud map?at some point in your past. This is a myth that has been proven to be false! Google it
for some neat scientific reading if you?re interested!
Suggest ed Reading:
Need: mirror, a food for each basic flavor category in a cup -
bitter (soy sauce, coffee), sour (lemon juice), salty (salt), sweet
Good Enough to Eat: A
(sugar), q-tips, cup of water to rinse
Kid?sGuide to Food and
Direct ions: First, talk with your child about the key learning
statement. Have your child look in a mirror and see if they can Nutrition by Lizzy
notice the tiny bumps or tastebuds on their tongue. Explain Rockwell
that you?re going to put your child?s tastebuds to work to see if
they can recognize the different flavors. Have your child Gregory, The Terrible
choose a cup and dip a q-tip in it. Then, place the q-tip on their Eater by Mitchell
tongue. Can they taste the flavor? Are their tastebuds sending
1 Sharmat
messages to the brain about what they are about to eat?
Experiment with putting the q-tip on different parts of the
tongue - does it make a difference? Rinse the flavor by drinking some of the water and then try
another food. Can your child sort the different cups into the four main categories - bitter, sour, salty,
and sweet? Think about some of your favorite foods. When you take a bite, which flavors are your
tastebuds recognizing to let your brain know what you?re eating?

Ext ension idea: How else does your brain know what you?re eating, other than your tastebuds?
Think about the other senses - do you smell what you?re eating? Can you see what you?re eating?
Some of your foods you touch too - does that help your brain figure it out? You could try a variety of
experiments with ?taking away?different senses to see if your child (i.e. your child?s brain) can
determine what they?re eating. Blindfold them and try different foods. Have them plug their nose.
Does this make a difference in how they determine what they?re tasting? The brain takes
information from everywhere - not just your tongue!

M Y BODY THEM E 16
 CREATIVE EXPRESSIONS

W hy Creat e t his Way?

As your child moves into first grade and beyond, it is critical that you continue to give them every
opportunity to express themselves creatively. This helps them to develop problem solving skills, be
inventive and creative, and claim their self-expression as an important part of who they are. It is
especially important for learners who do not enjoy, or struggle with, writing their thoughts, as being
able to create helps them share their knowledge and thoughts through a different medium.

W hat is t he Creat ive Focus in t he "My Body" Theme?

Most of the creative projects done in this theme are creating models of different parts of the body -
germs, blood, and a complete body. Models help children see something abstract or microscopic in a
real-life, hands-on way. More importantly, when they are creating these models, they are learning
and sharing their understanding of how these parts and systems fit together to create something
bitter.

W hat Should My First Grader Know?

Art and creative expression is completely personal to the individual child. If you see interest in a
particular area, allow space for your child to explore and research with them.

How Do I Know My Child Is Learning?

The beauty of creative expression is that anything a child puts time and effort into shows that they
are learning and applying that knowledge. You can ask your child to share with you about what they
have created, but don't pressure them. For many children, the work shows their knowledge and
putting it into words is the challenge.

M Y BODY THEM E 17
 CREATIVE EXPRESSIONS
Virus Models

Key Learning: As you learn about and study how germs affect the body, you can have fun creating
models of germs.

Need: playdough or clay, variety of loose parts, tools for modeling

Direct ions: This activity will pair best with other activities and
books about germs and how they affect our bodies and health. Suggest ed Reading:

Get creative and have fun making models of viruses using

playdough or clay and assorted materials. First, find some Cutie Sue Fightsthe
photos of germs or viruses for examples. You will likely find
Germsby Kate Melton
these in some of your books, but they can be easily searched
online. Some of my favorites are found in this photo list of Why I Sneeze, Shiver,
dangerous viruses RIGHT HERE (if the clickable link is
Hiccup, and Yawn by
unavailable, visit bit.ly/acwvirusphotos to see the list). Show
these to your child and have fun making models of viruses. Melvin Berger
Ext ension idea: Save these models and use as decorations in a
bathroom or near a hand-washing station as a reminder of why
it is important to wash our hands and keep hygiene in mind!

M Y BODY THEM E 18
 CREATIVE EXPRESSIONS
Make a Life Size Model of Yourself

Key Learning: Showcase all of your human body knowledge on this lifesize model of yourself!

Need: large piece of butcher paper (big enough for your child to lay on and trace their body), various
art materials such as paint, markers, colored paper, glue, crayons, tissue paper, loose parts, etc.

Direct ions: This is best done as an ongoing project throughout

the ?My Body?learning journey. As one of your very first Suggest ed Reading:

activities, trace your child on the paper and let them cut it out
and hang on a wall. As they learn about different systems, The Magic School Bus
organs, parts, and functions, revisit the model and add to it,
Inside the Human Body
allowing your child to do this creatively and in their own way.
Get extra creative by using a variety of materials to represent by Joanna Cole
the different systems - you don?t have to stick with just art
From Head to Toe: The
materials! By the end of the learning journey, your model will
showcase all of your child?s newly learned information about Amazing Human Body
their bodies! and How it Worksby
Ext ension idea: To encourage writing practice and learning Barbara Seuling
proper body names, you could have your child make labels for
the parts that they add every time they revisit their life size
model. If this is too challenging or stressful for your child, write the labels for them and allow them
to place them on the model.

M Y BODY THEM E 19
 CREATIVE EXPRESSIONS
Figure St udy

Key Learning: Our bodies move in so many ways! Explore movement and bending with this simple,
but fun creative play activity. (This is even more fun with a friend!)

Need: Pipe cleaners, small beads that fit over the pipe cleaner ends

Direct ions: First, have your child use the pipe cleaners to make a
figure, using the beads for the major joints. They can be as Suggest ed Reading:

creative, elaborate or simple, as they?d like here. It just needs

to be able to represent their body! Now, it?s time for a figure The Busy Body Book: A
study to see if your child can move their body to match the
Kid?sGuide to Fitnessby
figure they?ve created. Have your child place the pipe cleaner
figure in a simple pose - maybe standing straight or on one leg. Lizzy Rockwell
Can your child make the same pose with their body? Now try
From Head to Toe: The
something else - and mimic it! Keep playing around with this to
experiment with how our bodies move. This is a great practice Amazing Human Body
for your child?s visual/spatial development as they are and How it Worksby
representing movement with an inanimate, 2D object.
1 Barbara Seuling
Ext ension idea: For additional fun and challenges, have your
child do this activity with a friend or family member and have
the other person create a pose for them and vice versa. Challenge each other to silly and difficult
poses!

M Y BODY THEM E 20
 CREATIVE EXPRESSIONS
Make a Blood Model

Key Learning: It?s common for children to think that blood is red, but they?re often surprised to find
out that it?s really not! And that there are multiple microscopic parts that make up our blood. This
fun, kinda gross, sensory activity helps demonstrate what our blood is really made of.

Need: glass jar filled halfway with water, yellow and red food
coloring, cheerios, mini marshmallows, salt, small pom-poms Suggest ed Reading:
(purple if you can, but the color is optional)

Direct ions: Ask your child to think about a time when they?ve A Drop of Blood by Paul
had a cut or scrape and if they can remember what color their
Showers
blood is. They?ll likely answer ?red.?Tell them that their blood
actually is NOT red, it just looks that way to our naked eyes. The Magic School Bus
Explain that their blood is actually made up of a lot of tiny
Inside the Human Body
elements that we can?t see, and that the liquid part of our
blood is called plasma and is actually yellow in color. by Joanna Cole
Demonstrate this by having your child put some yellow food
coloring in the jar of water - this is the plasma. Explain that our
1
blood has some salt and small amounts of other chemicals in it.
Demonstrate this by having your child sprinkle in some salt.
The parts that make us think our blood is red are the red blood cells. Demonstrate this by adding
the cheerios and a few drops of red food coloring to color them. Notice how the liquid turns a red
color, which is what our eyes see when we cut ourselves. Explain that the red blood cells?job is to
carry oxygen through our blood. Next, we have white blood cells in our blood - these are like
warriors and help us fight infections and germs. Have your child place the marshmallows in the jar
to represent the white blood cells. Finally, we have platelets in our blood, which do the job of
healing us when we cut or scrape ourselves - when you have a scab, that?s from the platelets
working hard to close up the wound! Add the pom-poms to represent the platelets. Now close up
the jar and give it a shake! Watch all of the blood parts swirl around in the liquid - this is exactly
what it?s like inside your body right now!

Ext ension idea: The next time your child cuts or scrapes themselves, remind them of the blood
model that you made! Use this as a perfect time to learn in a super hands-on way. Identify when the
platelets get to work stopping the bleeding and forming a protective scab.

M Y BODY THEM E 21
 CREATIVE EXPRESSIONS
Creat e a Self-Port rait

Key Learning: Through all of the learning in this ?My Body?journey, the main takeaway is that your
child is a unique being with a beautiful and remarkable body that does fantastic things. Your child
will likely have developed a totally new appreciation for their bodies, and creating a self-portrait is a
wonderful way to celebrate that!

Need: depends on the child?s preferences for creation Suggest ed Reading:

Direct ions: Allow this to be as free of an activity as possible.

You could begin by showing your child a variety of famous Amazing You: Getting
self-portraits to see how creative they could be with this
Smart About Your
project. Encourage them to create any way that they?d like.
Some children may want to paint, others draw, some sculpt - Private Partsby Gail
leave it open for their self-expression. Saltz
Parts by Tedd Arnold

M Y BODY THEM E 22
 NATURE ADVENTURES

W hy Learn W it h Nat ure?

If you and your child learned together through the Pre-K/Kindergarten Your Natural Learner
Curriculum, then you know that the benefits of learning through and exploring in nature are
innumerable for your child! Every plane of development grows in leaps and bounds when your child
is able to use nature to help them learn - social, emotional, physical, academic, mental, and beyond.

W hat is t he Nat ure Focus in t he "My Body" Theme?

It could be argued that nothing is more "nature-focused" than learning about our bodies, but most
of the natural explorations in this theme involve getting your child outside to explore how their
bodies move freely. Don't let these activities be the only things you explore outdoors - just about
every activity in this theme can happen outside if you think outside the box or prepare ahead.
1
W hat Should My First Grader Know?
Exercise and healthy physical activity should be a big part of this "My Body" learning journey, so
plan as many outdoor family adventures as you can! Talk with your child about the way their body
feels and moves, especially when they are outdoors and are more aware of their physical abilities
and limitations.

How Do I Know My Child Is Learning?

When you're outdoors, if your child is moving or exploring, they are learning! Discussion is
obviously a great way to assess what your child is thinking, but be aware of the quiet moments too.
If your child is focused and thinking or exploring, allow them to have that space without
bombarding them with questions. Learn to appreciate the calm, quiet learning moments as much as
the ones filled with discussion.

M Y BODY THEM E 23
 NATURE ADVENTURES
Test Your Senses

Key Learning: Your brain uses five senses to communicate what your surroundings are - sight,
sound, taste, touch, and smell. Explore these outdoors, where your sense can really come alive!

Need: nature journal, snack (optional - if you know for sure there are no edible plants outdoors or
you are unsure, bring along a snack for the ?taste?portion)

Direct ions: Take a nature walk and explore all of your senses Suggest ed Reading:

while you are out. Write down or draw the things that your
body is sensing to tell you about your surroundings in each of Your Fantastic Elastic
the five categories. With each of the senses, explore how your
Brain by JoAnn Deak,
body is receiving and using that information. Sight: What do
you see around you? How are your eyes sending this Ph.D.
information to your brain - colors, textures, size, etc.? Sound:
From Head to Toe: The
What do you hear? How are your ears sending this information
to your brain - who/what is making the sound, how loud/soft is Amazing Human Body
it, how near/far? Taste: What do you taste? (If you can find and How it Worksby
edible plants, this is the best! If not, settle down and enjoy a
1 Barbara Seuling
little snack.) How are your tastebuds sending this information
to your brain - what flavors do you taste, do you enjoy it or not?
Touch: Feel some of the nature around you - what do you feel? How are your fingers sending this
information to your brain - texture, size, is this dangerous, etc.? Smell: What do you smell around
you? How does your nose send this information to your brain - is it a strong or faint smell, is it from
nature or is it something man-made, is it passing or constant, do you like the smell or not, etc.? Share
these thoughts in your nature journal.

Ext ension idea: Take your own notes during the nature walk and compare them with your child (or
have siblings compare). Did you both notice the same things for each sense or were there
differences? What does this tell you about individual senses and personalities?If you were taking
the exact same path, how did you see, smell, hear, taste, or feel different things?

M Y BODY THEM E 24
 NATURE ADVENTURES
Verbs Race

Key Learning: Practice reading skills and exercise outdoors by playing this fun relay race game!

Need: index cards with simple verb directions written on them (i.e. run, jump, skip, hop, dance, etc.),
cone or end point marker, whistle, partner to race (sibling, parent, friend, etc. - if you do not have a
partner, use a stopwatch to time your child and they can race
against themselves) Suggest ed Reading:

Direct ions: Set up a race ending point and a starting line

outdoors - not too far away from each other. Have the stack of The Busy Body Book: A
index cards ready for your child to pick and read aloud. With
Kid?sGuide to Fitnessby
the partners on the starting line, have your child choose and
read a card to know what they have to do to get to the end of Lizzy Rockwell
the race. Blow the whistle to start the race! See who can get to
From Head to Toe: The
the other end doing the activity on the card the fastest. Try this
with a variety of the cards. Amazing Human Body
Ext ension idea: Turn this into a fun neighborhood or family and How it Worksby
race by making it a relay with several partners on two teams. Barbara Seuling
Each person reads a card before their teammate returns and
tags them, so that everyone is doing a different activity to the
ending point and back! Prepare for lots of giggles with this one!

M Y BODY THEM E 25
 NATURE ADVENTURES
Nat ural Resources Our Bodies Need

Key Learning: This activity will invite your child to explore how natural resources around us keep
our bodies alive and healthy. They will create a list of things found in nature that we NEED for
survival, as well as things that make our lives better. This is a great way to encourage preservation
of our natural world as we look at the connection between our bodies and Mother Nature.

Need: nature journal or piece of paper, pencils/markers Suggest ed Reading:

Direct ions: Begin by asking your child what they think they
need to survive. They'll likely say things like water, food, air, The Magic School Bus
etc. Next, ask them what things they have in their life that
Inside the Human Body
makes it better, but aren't necessarily needed for survival.
Perhaps they'll say things like friends, toys, games, by Joanna Cole
playgrounds, etc.
From Head to Toe: The
Once your child has made a distinction between a survival
Amazing Human Body
NEED and an enjoyment, in their journal (or on a piece of
paper), draw a line down the center of a page creating two and How it Worksby
categories. On on side, write Nat ural Resources I Need for Barbara Seuling
Survival and on the other side write Nat ural Resources t hat
Make My Life Bet t er.

Focus your child's thoughts specifically on things that are found in nature for this exercise now.
What things does nature provide for us that we need for our survival? Your child will likely say
similar things to the first conversation - fresh air, green plants to make oxygen, sunshine to grow
food, soil for planting, clean water, etc. Point out that the basic needs for survival are almost all
given to us by the Earth! Amazing, right? Now, invite your child to make a list of the things in nature
that make their lives better. This list might look different from the first conversation as it
encourages your child to think solely about natural things that enhance their lives. Perhaps things
like animal friends, flowers, rocks to climb on, oils for transportation use, metals for making our
favorite things, natural gas for heating our homes, wind for electricity, etc. Point out both the things
that naturally provide joy and the resources we get from nature to create other things we love.

Ext ension idea: Keep this list handy for your child to add to over the coming days as more ideas
might flow to them!

M Y BODY THEM E 26
 NATURE ADVENTURES
I Can Eat All t he Part s of a Plant

Key Learning: Encouraging our children to eat fruits and vegetables is a big part of building healthy
eating habits when they are young. The more that children know about what they are eating, the
more likely they are to give it a try.

Need: samples of fruits or vegetables from all the parts of a

plant: seeds (sunflower seeds), flowers (broccoli florets, edible Suggest ed Reading:
flowers), stems (celery), leaves (spinach, greens), roots (carrots,
beets)
Good Enough to Eat: A
Direct ions: Ask your child if they remember the five main parts
Kid?sGuide to Food and
of a plant, review if needed. Ask them if they can think of a
food that they can eat from each part of a plant. Brainstorm Nutrition by Lizzy
some ideas first. If it?s too challenging, reverse the thinking - Rockwell
have your child say a fruit or vegetable they enjoy and
determine which part of that plant they?re actually eating. You Gregory, The Terrible
can have your child draw or write these different foods down Eater by Mitchell
to make a graph or chart. Now bring out the samples and have
1 Sharmat
your child identify which part of the plant it is from. Taste test
them! Which are your child?s favorites?

Ext ension idea: Nothing helps your children be connected to their food like growing a garden! If
you don?t already, grow some food with your child and encourage them to be a part of the entire
process, from planting to harvesting and cooking. No matter where you live, you can grow
SOMETHING. Even some herbs in a window will connect your child to the process of growing their
own food.

M Y BODY THEM E 27
 NATURE ADVENTURES
Craft a Nat ure Skelet on

Key Learning: Skeletons are always a really fun way for children to learn about their bodies.
Creating model of a skeleton helps your child solidify their learning and express their creativity.

Need: canvas of some kind, variety of loose nature parts (get creative!)

Direct ions: There really aren?t any parameters to this project -

allow your child to do this in any way that inspires them. Simply Suggest ed Reading:
challenge your child to create a model of a skeleton out of
natural objects. You can do this in your backyard or out in the Bones by Stephen
woods - anywhere! Bring along a book with a skeleton model
for your child to have as a visual if they need it.
Krensky

Ext ension idea: If you create this out in the wild somewhere, The Skeleton Book by
leave it behind for someone to stumble upon and find as an Robert Winston
awesome nature find!

M Y BODY THEM E 28
 SOCIAL CONNECTIONS

W hy Make Social Connect ions?

Especially in the first grade years as your child is discovering how they fit into the world around
them, it is important that they begin to make social connections to their learning. Sometimes this
includes connecting with others (i.e. "socialization"), but this is not the point of making social
connections. Simply learning about how we are the same/different from those in the world around
us helps to build awareness and connection.

W hat is t he Social Connect ion Focus in t he "My Body" Theme?

The biggest social connection that your child will make in this theme is learning from an expert. This
may feel like something you want to skip, but I encourage you to try to make this happen! Learning
straight from a source of knowledge and seeing the benefits of mentorship are incredible tools and
skills to teach your child at this young age.1It's ok if your child is shy about this trip - stay with them
and ask questions for them if needed. The more you practice this, the more your child will enjoy it!

W hat Should My First Grader Know?

Young first graders are often still quite "me-focused" in their thinking, and through the year will
develop an understanding of how others around them feel, think, look, and interact with them and
their environment. Through the "My Body" learning journey, your child will easily begin to see how
people around them are similar and different, which will help in this process of understanding how
they fit in the world.

How Do I Know My Child Is Learning?

Discussion is always key to a successful social connections learning experience! Leave space for
your child to ask questions and be open and honest with them.

M Y BODY THEM E 29
 SOCIAL CONNECTIONS
Learn From an Expert

Key Learning: It?s fun to learn on our own, but sometimes it can be even more fun when we learn
from someone who is an expert in their field!

Need: an expert :)

Direct ions: It is probably best to save this activity for the end
of the My Body theme, as throughout your learning journey, it Suggest ed Reading:

is likely that one particular area or body system will interest

your child the most (i.e. skeletal system, germs, blood, etc.). Ask your
Once your child has shown that interest, seek out someone in mentor/expert for
your community who would be willing to talk with your child suggestions!
about that body system or area of interest. A great place to
start would be a local specialty clinic or hospital, a college, or
museum. Most experts are more than happy to meet with avid
learners, so don?t be shy about asking! Have your child prepare
some questions or simply go along for a fun learning
experience!
1
Ext ension idea: If this experience ends up being especially
interesting and exciting for your child, keep it in mind as you
explore other areas of interest in this way in the future!

M Y BODY THEM E 30
 SOCIAL CONNECTIONS
Fingerprint Fun

Key Learning: Many things about our bodies are the same, but there are a few things that make our
bodies 100% unique - our fingerprints are one of those things! This activity will demonstrate that.

Need: ink pads, paper, magnifying glass, willing participants

Direct ions: First, explain to your child that their fingerprints

are unlike anyone else?s in the world. Help your child make a Suggest ed Reading:

print of each of their fingers using the ink on a piece of paper.

Have your child use the magnifying glass to look closely at the From Head to Toe: The
unique designs on the page. Are any of their fingerprints
Amazing Human Body
similar? Do they notice particular patterns? What is different?
Next, let your child get your fingerprints and observe them. and How it Worksby
Are any fingers the same? Allow your child to explore this as Barbara Seuling
much as they?d like - fingerprinting other family members and
friends that are willing. This is a really fun activity that helps
build skills in comparing and contrasting and recognizing small
differences.
1
Ext ension idea: If your child really enjoys this activity, learning
about and exploring Spy materials could be a lot of fun!
Purchase or put together a spy kit. Learn how to get fingerprints from surfaces, and other fun spy
things!

M Y BODY THEM E 31
 SOCIAL CONNECTIONS
Share Your Learning

Key Learning: You know that information has truly been learned when you are able to teach it to
someone else. With this in mind, have your child share something they have learned about the
human body with someone else.

Need: depends on the child?s choice of how they?ll share

Direct ions: Explain to your child that you know they have Suggest ed Reading:

learned so much about their body and you would like them to
share that knowledge with someone else. Allow this to be a fun Whichever books your
and flexible activity and not something that feels like a test. Let
your child choose someone to teach - a grandparent, cousin,
child needs to
younger sibling, the public in general, even the dog is an option reference for what they
if your child is shy! Then, allow them to choose what they?d like are sharing!
to teach about and how they?d like to share the information.
Help your child make this happen. Some ideas could be writing
a story about a body process, drawing a diagram of a body
system, creating something artistic, recording an audio story,
1
making a video to share or send, etc. There are so many ways
that your child can express what they have learned! Embrace
their creativity and you will see beautiful results!

M Y BODY THEM E 32
EXTRA RESOURCES/ IDEAS
Websit es/Apps
KidsHealt h - An amazing resource that answers questions your children might have about their
bodies in simple, easy-to-understand language. The site also has a collection of great educational
videos about the body.

My Incredible Body App - I?ll be upfront - this is a $25 app, which most people would never
consider paying. BUT? it seriously is AMAZING! Your child can see 3D images of all of the body
systems and parts, move things around to see a 360 view, take ?guided tours?of the systems, etc.

Body Songs by St orybot s - A small collection of videos with fun songs to learn about the body

Free Resources
Learn t he Body Card Mat ching Game from t he U of M - Simple matching game printable

How t o Draw t he Human Body - If your child is very artistic and enjoys drawing, I?d highly
1
recommend this art progression by the Artful Parent on how she did a study on drawing/painting
the human body with her children

MRI scans/xrays - Contact a local hospital and ask for anonymous copies of old scans/xrays for your
child to study on a lightbox. These real-life images are a remarkable way to learn about the body!

Cool Supplement s t o t his t heme t o purchase

4D Anat omy Models - Great models of all the human body systems

M Y BODY THEM E 33