1. Topic-
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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. |
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2. Content-
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Hair, Nose, Forehead, Ears, Eyes, Cheeks, Mouth, Teeth, Chin, Shoulders,
Arms, Hands, Fingers, Chest, Stomach, Hips, Legs, Feet, Toes, Elbows |
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3. Goals: Aims/Outcomes-
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1.Knowledge: Will be able to name and locate body parts that were
taught in the lesson.
2.Comprehension: Will give an example of what each body part is for
and describe how he wears shoes to protect feet and helmet to protect
head.
3.Application: Child should be able to role play simple things like
drinking from a cup or brushing teeth. Also should be able to show
how he physically traced his partners outline.
4.Analysis: Should identify that the outside of the body on the left
and right are symmetrical to each other. 5.Synthesis: Child should
come up with his very own unique alien and describe how it uses its
body parts.
6.Evaluation: Should try to express how he feels if he were to be
missing an arm or leg and will also share how they would use helmets,
knee pads and other equipment to take care of the body while playing
sports. |
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4. Objectives-
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1.Students will be able to use and determine body parts in English.
2.Students will practice spelling words associated with the body. |
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5. Materials and Aids-
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Sheets of paper, precut 4 1/2ft (one per student) Markers and crayons
Copy of Body Parts vocabulary (one per pair) Song, "Hokey Pokey",
Silver, Burdett & Ginn Inc., 1989 or book "Me and My Amazing Body"
by Joan Sweeney Chart paper Scissors Colored yarn (for hair) Glue
Outline of a body, sample (to be used by the teacher) Checklist with
assessment You should have the papers precut to 4 1/2ft in height
for students to lay out on floor and be able to trace each other on
the paper. A sample should be displayed so students can see the outcome
of the outline and be able to identify each body part. |
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6. Procedures/Methods-
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A. Introduction-
This lesson should be started by using the song "Hokey Pokey" and
letting the students demonstrate what body parts they already know
or you may want to read "Me and My Amazing Body". Either way you choose
to begin the lesson is very much fun and will motivate the students
to learn and explore different body parts and their functions.
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B. Development-
Play the "Hokey Pokey" song. Demonstrate motions to the song and
ask children to participate. Ask students to name the body parts they
heard in the song. List student responses on a vocabulary chart titled
Body Parts. Introduce the outline of the body (your sample). 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. 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. |
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C. Practice-
Place children in groups of two. Inform students that they are going
to make their own life-size body outline with 20 body parts drawn
and labeled. Pass out a large sheet of paper approximately 4 1/2 ft
per child. 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. The students must work individually after the tracing
is complete. |
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D. Independent Practice-
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E. Accommodations (Differentiated Instruction)-
For any children who are behind in reading or ESL, a partner may
help them with any necessary reading. It is best that a regular student
or gifted student is paired with an ESE or ESL student. This promotes
learning for the ESE or ESL child while the other student improves
his social skills and moral development. Modification of the assessment
checklist can be done for ESE students and an extra credit vocabulary
list can be added for gifted children, which the other students can
try as well. |
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F. Checking for understanding-
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 write an example of what each body part is used for and to
describe some of the things they do to take care of their body. While
students are writing in their journals, the teacher conferences with
other students as a shaping assessment and gives corrective and positive
feedback. |
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G. Closure-
You can expand this lesson with the book "Me and My Amazing Body",
and have the children write in a journal what are the different functions
of the body parts described in the story. |
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7. Evaluation-
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Use the labeled outline of each child's body to assess the student's
ability to name the parts of the body. The checklist includes criteria
ranging from excellent to unsatisfactory. Checklist ____Excellent
- All 20 body parts drawn and labeled correctly. ____Satisfactory
- 15-19 body parts drawn and labeled correctly. ____Nice - 10-14 body
parts drawn and labeled correctly. ____Unsatisfactory - 9 or less
body parts drawn and labeled correctly. |
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8. Teacher Reflection-
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Were all children able to identify successfully the parts of the
human body? |
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