Activities for All About Ourselves

Sally Smith
This article first appeared in MAPE Focus on Science Autumn 2000

The following activities are suggestions for work associated with the CD All About Ourselves from Granada. A time-limited version of this is supplied in the pack without documentation.

The CD is divided into 4 main areas

Each area then contains a range of activities.

Senses section

Much of the work in this section can be linked with the QCA ICT unit 1D Labelling and Classifying.


Before using the program give the children the opportunity to taste the things mentioned. They can then use the program to record their favourite and least liked taste.

When tasting children can use the happy and sad faces as in the program.

Unusual foods and tastes, or tastes from different cultures could be included.

The foods on the program could be printed out and used to make Venn or Carroll diagrams, with children working in pairs and putting the pictures in the appropriate places.

Then use the program to record their favourite aroma after smelling from a  selection.

Look and listen

After playing the games the children could draw pictures and make cards to play their own games.

Once they are familiar with the game, you could use the same idea with cards in literacy and numeracy sessions (names and pictures of characters, colours, numbers and dots, shapes and names, . . .).

Develop the children's listening skills:

Children can make a pattern with a range of instruments and record with a symbol for each instrument.

Children record sounds around school. Another group then draws pictures/writes sentences to go with the sounds.

Sound stories one group records sounds that make a story (the alarm clock rings, water in the sink, footsteps downstairs, phone, running footsteps, door slamming). Other have to interpret the story.

Play Kim's game normally.


It is helpful to have some of the items shown in the program ready to hand so that the children can feel them as they use the computer. The objects shown are: pebbles, ice cubes, kitten, feather, jelly, cornflakes, toothpaste, banana, sugar lumps, slug, cactus (do not provide this cacti have irritant spines), pineapple, snake, spider's web, tree bark.

After children have used the program you could discuss the work in a whole class round up. Did everyone choose the same words to describe the same objects?

Print out the pictures and make a matching game with words and pictures.

Make feely books or pictures.

Use a feely bag for children to guess the objects.

Children could experience different textures:

cornflour and water, clay, dough, cooked spaghetti.

They could make pictures that incorporate different textures using wool, string, textured paint etc., and make rubbings of different textures.

Growing and changing

Healthy eating

When the children have completed the chart they could use it to plan a healthy menu, either for one meal (packed lunch, supper etc.) or for a day.

They could sort packets and boxes into healthy/unhealthy foods.

Children could record what they ate at lunchtime and see how many items they have in each column.

Who had the best meal? (this could be the one they would like to eat most, or the one which will do them good).

Children can describe their favourite meal and look at which categories most of the food comes under. They could undertake a survey around school to find people's favourite foods, possibly comparing adults and children. They could find favourite foods of people at home.

The school nurse may agree to come and talk to the children about healthy eating.

My body

Cut up pictures of people from magazines and then the children stick them back together. This could be done accurately or wrongly to make funny figures.

Print using geometric shapes to make bodies or faces.

My family

Draw a picture of your family. Put speech bubbles from each person saying who they are. Or use a family from a book or your reading scheme.

Make a family tree or a family web.

 Growing up

Collect photos of the children or their parents at different ages.

The children sequence the photos. Discuss what has changed between pictures, and what clothes, toys, etc. are needed at different ages.

Print out the pictures from the program and sequence them.

Cut features from fabric and sew a face

The same or different

Before working on the program the children may need some practical work on Venn and Carroll diagrams.

Use skipping ropes to make large circles and give the children the attribute and appropriate children stand in the circle. Careful choice of attributes will lead to the need for overlapping circles.

Play as a game or develop a worksheet where children find someone with the same colour hair, eyes etc., or different age, hair colour etc.


Make a face

Use the program to make your face, or a friend's face.

Make up monster faces and write a story about them.


Family celebrations make a display using children's photos, paintings, cards made with the program or otherwise, cards and mementoes from home.

Collect birthday and other cards and the children sequence them (e.g. congratulations on birth, christening, 5th birthday, 21st birthday, wedding, 50th birthday, retirement.

This will depend on the background of your children.

Make cards for real people or characters from a book for different occasions.

Listen to a story

The children could make up stories about what happened after the party had finished, and then tape the stories for other children to listen to.

Slide show

Make a photo album or display of the children, important people in their lives, adults in school, or their parents as children.

Use your digital camera and PowerPoint to make a slide show for the children, or ask older children in school to do it for you.

X ray machine

Print the screen out and use for the children to make a lift the flap book or sheet with the skeleton underneath.

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