Beacon Lesson Plan Library
Bay District Schools
This lesson is an interactive way to introduce body parts to first graders. After students are introduced to new vocabulary, they work in pairs to construct and label twenty body parts on a life-size outline of their bodies.
The student knows names of body parts.
-41/2 ft. sheets of paper/newsprint(one per student)
-Markers and crayons
-Copy of Body Parts vocabulary (one per pair) from attached file
-Song, "Hokey Pokey", Silver, Burdett & Ginn Inc., 1989
-Outline of a body, sample (to be used by the teacher)
-Copy of checklist with assessment indicators (See attached file)
-Large chart with the checklist for children to use during lesson.
1. Gather materials for the activity.
2. Make copies of Body Parts vocabulary list. (One per pair)
3. Draw a body outline on chart paper. (For teacher use)
4. Make a copy of the checklist for teacher and to be presented to the students.
5. Make a chart of the checklist for children to refer to.
6. Precut paper for each student.
1. Ask students how many body parts they can name.
2. Allow students to respond with the names.
3. Write student responses on chart paper.
4. Ask students to sing along with the c song with the tape.
5. Demonstrate motions to the song and ask children to participate.
6. Repeat the "Hokey Pokey" song and ask students to listen for the names of body parts they hear.
7. Ask students to name the body parts they heard in the song. List student responses on a vocabulary chart titled Body Parts.
8. Introduce the outline of the body. Tell the children that this is an outline of a body without the parts. Ask the students to help you label the outline with the body parts from the song.
9. Ask students to tell you what body parts are still missing on the body outline. As students generate missing body parts, write the word on the Body Parts vocabulary chart and then on the body outline.
10. Place children in groups of two.
11. Inform students that they are going to make their own life-size body outline with 20 body parts drawn and labeled.
12. Show the students a chart with the Checklist and read the criteria for each score ranging from Excellent (E) to Unsatisfactory (U).
13. Pass out a large sheet of paper approximately 41/2 ft per child.
14. Ask each child to lie down on the paper while his/her partner traces the outline of his/her body. Each child cuts out the outline of his/her body.
15. The students must work individually after the tracing is complete.
16. Allow students time to draw features on the face.
17. Pass out Body Parts vocabulary list for students to use to label their outlines.
18. Instruct students to draw and label body parts on his/her outline using only the body parts listed on the Body Parts vocabulary list.
19. Display each outline for each child to observe. Ask students to write a journal entry about a body part that they have two of. Ask them to explain why having two of these body parts helps them.
20. While students are writing in their journals, the teacher conferences with individuals as a formative assessment and gives corrective and affirmative feedback.
*For any children who are non readers, a partner may help them with necessary reading.
Use the labeled outline of each childís body to formatively assess the studentís ability to name the parts of the body.
The checklist includes criteria ranging from excellent to unsatisfactory.
____E - All 20 body parts drawn and labeled correctly.
____S - 15-19 body parts drawn and labeled correctly.
____N - 10-14 body parts drawn and labeled correctly.
____U - 9 or less body parts drawn and labeled correctly.
The following activities can be used to extend this lesson:
1. Read the book, [Me and My Amazing Body] , Joan Sweeny and Annette Cable, Crown Publishing, July 1999.
2. Read the book, [The Human Body] , Sylvaine Perols and Gallimard Jeunesse, Cartwheel Books, September 1996.
3. Sing the song [Head, Shoulders, Knees and Toes] , Treasury of Literature, Harcourt Brace& Company.
4. Allow students to make clothes for their outlines with construction paper.
5. Allow students to use colored yarn to make hair on their body outlines.
6. Place new body parts vocabulary on the classroom word wall.
7. Make a Venn Diagram comparing the upper body to the lower body.