1. Grade 1 Health Unit 3 Understanding Human Development
It Makes Sense
Grade 1 Health Unit 3
Understanding Human Development

2. Healthy Living In Grade 1, the units in Health are:
Food, Habits, and Healthy Alternatives
Safety and Well-Being
Understanding Human Development

3. Unit 3 (April-June) Understanding Human Development
Travelling Germs
Identifying Parts of the Body
It Makes Sense
How the Senses Work

4. 3. It Makes Sense
identify the five senses and describe how each functions

5. It Makes Sense What do you think I am making? How do you know this?
(smell, sound, sight)

6. It Makes Sense What words describe how popcorn tastes?
What do you think of when you touch popcorn?
Describe the smell of popcorn.
What sound does popcorn make when it pops?
Describe how popcorn changes when it’s popped.
How did each of your senses help you figure out what popcorn was?

7. It Makes Sense
In order to answer these questions, you had to use your five senses.
What are the five senses?

8. It Makes Sense
Touch - receptors in the skin tell us how things feel (hot, cold, wet, dry, hard, soft)
Touch receptors are found all over the body.
● Just below the surface of the skin are receptors (nerves) that detect heat, cold, pain, and pressure.
● Some areas such as the lips, tongue, and fingertips are more sensitive because they have more receptors.
Touch receptors in our skin tell us if things are hot or cold, rough or smooth, wet or dry, ● sharp or round,
slimy, soft, hard, and so on

9. It Makes Sense
Hearing - the ears pick up vibrations and send messages to the brain to help us hear sounds that are loud or soft, high- or low- pitched
Sounds are made when something vibrates. Vibrations are to-and-from movements in air, solid objects, or
liquids.
● We cannot see sound, but sometimes we can see the vibrations and hear them too.
● Ears enable you to hear sounds and whether they are loud or soft, pleasant or unpleasant, and
high-pitched or low-pitched.
● Ears allow you to appreciate differences in sound and to identify sound, such as recognizing the voice of a
stranger as different from the voice of a friend.
● Ears help you tell where a sound is coming from.
● Ears help catch sound waves. Nerves in our ears send the sound messages to our brain.

10. It Makes Sense
Sight - the eyes give the brain information about the world to help us see colours, shapes, and movement
Eyes work with the brain to give information about the world.
● Eyes provide a stream of information about shape, colour, position, and movement in the world.
● The eyes contain about 70% of the body􂀙s sensory receptors. A million nerve fibres carry information from
these receptors to the brain. When light hits the retina􂀙s sensory cells, they fire off coded messages, which
are sent along the optic nerve to the brain. The visual area of the brain unscrambles these messages.

11. It Makes Sense
Taste - the tongue is covered with thousands of taste buds that send messages to the brain about how things taste
The sense of taste and smell work together.
● The tongue is covered with thousands of tiny taste buds that pick out the tastes in food and drink.
● Your nose is packed with tiny hairs and nerves. The hairs trap smells and the nerves send messages about
the smells to your brain.
● When the nose is blocked, signals can􂀙t be picked up to tell your brain if you like what you taste.

12. It Makes Sense
Smell - the nose has tiny hairs and nerves that send messages to the brain about how things smell
● The sense of taste and smell work together.
● Your nose is packed with tiny hairs and nerves. The hairs trap smells and the nerves send messages about
the smells to your brain.
● When the nose is blocked, signals can’t be picked up to tell your brain if you like what you taste.

13. It Makes Sense How do senses help protect you?
Would you eat popcorn if...
it was very hot?
the popcorn was on the floor?
the popcorn smelled “funny”?
you were allergic to it?

14. It Makes Sense Not everyone senses things in exactly the same way.
Some people may lack one or more senses (e.g., those who are deaf or hard of hearing, those who are or blind or have low vision).
Other individuals may possess an oversensitivity and/or undersensitivity in one or more of their senses, such as smell.

15. It Makes Sense
If someone has a sense impairment or restriction, often one or more of their other senses become enhanced, which can help the person navigate the world around them.
Think back on the popcorn activity… how might your participation might be different if you were missing one sense?

16. It Makes Sense
How we can recognize whether someone needs help because of a sense impairment or restriction, and how we can ask if there is some way we could help them without hurting the other person’s feelings or making assumptions about a person’s abilities?

17. It Makes Sense
What’s it like to be without a sense or to have a sense restricted?
Write your name blindfolded.
Describe something in the room to someone who is blindfolded.
Write your name while wearing dishwashing gloves.

18. It Makes Sense
How did it feel when you were blindfolded and asked to write your name?
What did you have to do to write your name?
How did the pencil feel in your hands while wearing the gloves?
What was the biggest challenge when doing a task with a sense that was restricted?

19. It Makes Sense
Identify which sense(s) you would use to identify this danger.

20. It Makes Sense
Identify which sense(s) you would use to identify this danger.

21. It Makes Sense
Identify which sense(s) you would use to identify this danger.

22. It Makes Sense
Identify which sense(s) you would use to identify this danger.

23. It Makes Sense
Create your own real-life safety scenario and associate the sense(s) needed for that specific situation.