THEME: My Friends and Family
LINKS TO PREVIOUS LEARNING
Spring 2 Yr 2 Lesson 1 – naming parts of the body.
LEARNING OBJECTIVE (WALT)
Naming the male and female parts of the body.
LEARNING OUTCOMES (WILF)
I know the differences between male and female.
I can tell you the proper names for male and female sex parts.
I have thought about talking about my body.
KEY VOCABULARY
Male/ female, general body parts i.e. stomach/ tummy, knees, arms, legs, chest, head etc, penis/ vagina (clitoris), difference.
NB: be prepared for a variety of familial names for genitalia.
RESOURCES/SUPPORT
· DVD Living and Growing Unit 1 Programme 1 ‘ Differences’
· Living and growing Unit 1 Activity sheet 4 ‘Same but different’ (this includes clitoris, you may or may not want to include this) There are 2 bodies and a list of different body parts. Either print off enough copies for each child or use on IWB
· Pictures of male/ female animals and birds to show differences for differentiation or to aid understanding
· Small pieces of paper for questions and box or basket to put questions in
TEACHING/LEARNING ACTIVITIES
Introduction
Establish ground rules for session (or revisit existing PSHE class agreement) i.e. no silly behaviour, no laughing at others, no personal questions, listen when someone is speaking, no put-downs etc. Discourage any revelations about home life.
Clarify that when we talk about male we mean a man or boy and female is a woman or girl.
So how do we tell the difference between male and female animals e.g. lion, peacock, cow, chicken etc? Animals use different colouring, sizes and patterns to show the difference.
MAIN TEACHING AND LEARNING
Activity 1 ( whole class)
Stand 2 children in front of the class. Ask about their bodily similarities, both have 2 eyes, 2 legs, 2 feet etc list parts on IWB or white board. Ask the two children to say what they’re interested in e.g. games/ TV/ hobbies.
How do we know that they are a boy or a girl? Clothing, length of hair (but not always), voice quality, first names, preferred games or TV programmes.
What about if they had the same hair length, same clothes and didn’t speak? A bit like babies, if they are not dressed in pink or blue, how do you know what they are?
Direct the children to the idea of the sex parts. What do the children call these parts at home? (some children may not be comfortable telling the class) Explain that those names are fine at home because they have been agreed by the family, however during these sessions the class will be using the scientific words. This will help to avoid confusion.
Activity 2 (Whole class)
Explain that we are going to watch a DVD which looks at the differences between males and females. There will be pictures of male and female parts so how should they behave when they see them? (refer to agreed ground rules).
Watch DVD up to the finish of the ice skating sequence.
In pairs or small groups let the children have 5 minutes to talk about what they have seen. Allow some time for them to ask any questions about what they had seen.
Ask some questions about the DVD to make sure that the children have taken on board the key points e.g. what happened to the cat, was he a boy or a girl? How do we know? What were the differences between boys and girls in the cartoon pictures? etc.
DIFFERENTIATION
Higher Ability: either individually or in small groups, discuss any other differences between males and females e.g. jobs in the home or types of work.
Lower Ability : Have pictures of different animals and birds to show the main ways males and females vary. TA support for children during paired discussion and to help think about what they’d seen on the DVD
PLENARY
Using printed off activity sheet for individual work or as a whole class with IWB, match the body parts to the right figure. Reinforce all the parts that are similar and those that are not.
** for next lesson **
Explain that you will be looking at growing up next time. Give them a piece of paper to write down a question about growing up that they would like to be answered. They are not to put their name on the paper. Emphasise that it is really important that they think up the question themselves and that spellings are not an issue. The children can fold up their pieces of paper and put them in a box/ basket.
KEY QUESTIONS
1. What is the male sex part called?
2. What is the female sex part called?
3. What are the body parts that both males and females have?
4. How can we tell the difference between boys and girls?
5. How can we tell the difference between male and female animals or birds?
ASSESSMENT FOR LEARNING
Name a similarity or a difference between boys and girls.
CROSS CURRICULAR LINKS
Core skills
Writing opportunities
Speaking and Listening opportunities
Use of ICT
Mathematical skills
HOME LEARNING ACTIVITY
Make up a word search or crossword, depending on ability, using parts of the body.
EVALUATION
Spring 2 LKS2 Yr4/B Lesson 2