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1. Which part of the human body is shown as the eyes in the building?
2. Which parts of the human body can be compared to pumps?
3. Which room in the top of the building represents the memory?
4. Which part of the human body is shown in the building as the cable carrying wires to all parts?
5. What do the bellows in the building and the lungs in the body have in common? Try to mention at least two things.
B. Play the alphabet game to make a WORD SEARCH of your own. There may not be less than SIX words in your game. Either choose a letter from the alphabet and write down as many parts of the body beginning with that letter as you can think of, or work through the alphabet trying to find a part of the body that begins with each letter.
| LO 3.8.2 |
Use your own paper to design your own word search game.
C. Look at the picture of the human skeleton on page 8 and answer the following questions.
1. Where is the humerus?
2. What is another name for the kneecap?
3. What would you have broken if your clavicle were fractured?
4. What is the name of the longest bone in the body?
5. Why do you think Elvis Presley was nicknamed ‘Elvis the Pelvis’?
6. When accidentally knocking the elbow hard against something, people say they have hit their ‘funny bone’. Why do you think they call it the funny bone? (Remember to refer to the drawing of the skeleton.)
| LO 3.8.2 |
| Learning Outcomes(LOs) |
| LO 3 |
| READING AND VIEWING The learner is able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts. |
| We know this when the learner: |
| 3.1 reads and responds critically to a variety of South African and international fiction and non-fiction (journals, poetry, novels, short plays, newspapers, textbooks, etc.): |
| 3.1.1 reads aloud and silently, adjusting reading strategies to suit the purpose and audience; |
| 3.1.2 uses appropriate reading and comprehension strategies (skimming, and scanning, predictions, contextual clues, inferences, monitoring comprehension, etc.); |
| 3.7 identifies and critically discusses cultural and social values in texts: |
| 3.7.3 discusses the diversity of social and cultural values in texts; |
| 3.8 understands and uses information texts appropriately: |
| 3.8.1 summarises main and supporting ideas; |
| 3.8.2 selects and records relevant information appropriately; |
| 3.9 interprets and analyses independently details in graphical texts (maps, line graphs, bar graphs and pie charts) and transfers information from one form to another. |
| LO 5 |
| THINKING AND REASONING The learner is able to use language to think and reason, and access, process and use information for learning. |
| We know this when the learner: |
| 5.3 processes information: |
| 5.3.1 categorises and classifies information and can explain what these processes entail, giving examples form different learning areas; |
1. B
2. D
3. D
4. C
5. B
6. A
2. Lands and Links
3. The human body as a building: questions
A.
1. windows
2. heart
3. library / filing office
4. The nervous system.
5. The bellows (i) pump out the stale air and (ii) draw in fresh air.
C.
1. the elbow
2. patella
3. collarbone
4. femur
5. He gyrated his pelvis when he sang.
6. If you knock it accidentally it produces a “funny” tingling feeling. It makes you grimace (makes you seem to laugh while you are actually expressing pain).
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