Our Body, Identifying Parts of the Body and Their Functions for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 1
Age: 5 years
Duration: 30 minutes
Subject: Basic Science and Technology
Curriculum Theme: Basic Science and Technology
Previous Lesson: Not separately stated in the scheme.
Topic: Our Body
Subject Matter: Our body, identifying parts of the body and their functions.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify at least five parts of their body (e.g., head, eyes, nose, mouth, ears, neck).
• State the simple function of identified body parts (e.g., eyes for seeing, ears for hearing).

Affective Domain

• Show appreciation for their body parts.
• Listen attentively to songs about body parts.

Psychomotor Domain

• Point to different parts of their body when named.
• Perform actions related to the functions of body parts (e.g., clapping hands, tapping feet).

Social Domain

• Participate actively in group songs and activities.
• Take turns identifying body parts.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education resources

Instructional Materials

• Charts showing different parts of the body
• Video clips about body parts and their functions
• A mirror (optional, for self-identification)
• Flashcards with pictures of body parts

Rationale for the Lesson

Learning about “Our Body” is essential for Pre-School Level 4 pupils as it helps them develop self-awareness and understand how their bodies work. This knowledge promotes good health habits, safety, and a sense of wonder about themselves, connecting directly to their daily experiences and physical development.

Prerequisite/Previous Knowledge

Pupils are generally aware of their own bodies and can perform simple movements like walking, running, and clapping. They may have heard simple songs or rhymes that mention body parts.

Lesson Content/Board Summary

Our Body: Identifying Parts of the Body and Their Functions

Our body is amazing! It has many different parts, and each part helps us do something special.

Main Body Parts and Their Functions:

• Head: The top part of our body. It holds our brain, eyes, nose, mouth, and ears.
• Eyes: We have two eyes. We use our eyes to see everything around us – colours, shapes, people, and objects.
• Nose: We have one nose. We use our nose to smell nice things like food and flowers, and to breathe.
• Mouth: We have one mouth. We use our mouth to eat food, to talk, and to sing.
• Ears: We have two ears. We use our ears to hear sounds, like music, voices, and birds singing.
• Neck: Connects our head to our body. It helps our head to turn from side to side.
• Shoulders: The top part of our arms.
• Arms: We have two arms. We use our arms to carry things, hug, and wave.
• Hands: We have two hands, at the end of our arms. We use our hands to hold things, write, clap, and play.
• Fingers: We have ten fingers on our two hands. We use our fingers to point, pick up small things, and count.
• Legs: We have two legs. We use our legs to walk, run, jump, and kick.
• Feet: We have two feet, at the end of our legs. We use our feet to stand and balance.
• Toes: We have ten toes on our two feet.
• Tummy (Stomach): Where our food goes after we eat.

What the Teacher Should Show or Draw

The teacher should display a large chart of the human body, clearly labeling the parts. The teacher should also use their own body to point and demonstrate.

My Body, My Body Song

Tune: “If You’re Happy and You Know It”

My eyes help me to see, see, see,
All the world around me!
My eyes help me to see, see, see,
What a wonderful body!

My ears help me to hear, hear, hear,
Sounds both far and near!
My ears help me to hear, hear, hear,
What a wonderful body!

My mouth helps me to eat, eat, eat,
All my yummy treats!
My mouth helps me to eat, eat, eat,
What a wonderful body!

My hands help me to clap, clap, clap,
And my feet help me to tap, tap, tap!
My hands and feet help me to play, play, play,
What a wonderful body!

Actions: Pupils point to eyes and look around; point to ears and cup hand; point to mouth and pretend to eat; clap hands; tap feet.

How to use the rhyme: The teacher sings each verse and performs the actions. Pupils listen and then join in, singing and performing actions with the teacher. Repeat several times.

Watch and Learn About Our Body

Let’s watch a fun video that shows us different parts of our body and what they do!

https://www.youtube.com/watch?v=S_0mXyUeG6w

Key Words

• Body – all of you, from head to toe.
• Parts – different sections of your body.
• Function – what something does or what it is used for.
• See – to look with your eyes.
• Hear – to listen with your ears.
• Smell – to use your nose to find out scents.
• Eat – to put food in your mouth.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils warmly and starts by asking, “Who can tell me something special about themselves?” The teacher then leads a short warm-up activity like “Head, Shoulders, Knees, and Toes” to get pupils moving and thinking about their bodies.

Pupils’ Activity: Pupils respond to the teacher’s questions and actively participate in the warm-up song, touching their body parts.

Learning Point: Pupils are engaged and reminded of their body parts.

Step 2: Presentation of Body Parts

Time: 5 minutes

Teaching Skill: Demonstration/Visual Aid

Teacher’s Activity: The teacher displays the chart of the human body or uses flashcards. The teacher points to each major body part (head, eyes, nose, mouth, ears, neck, arms, hands, legs, feet) and clearly names it, encouraging pupils to repeat after them.

Pupils’ Activity: Pupils look at the chart/flashcards, listen attentively, and repeat the names of the body parts after the teacher.

Learning Point: Pupils recognise and name different body parts.

Step 3: Guided Identification

Time: 4 minutes

Teaching Skill: Guided Practice/Interaction

Teacher’s Activity: The teacher asks pupils to point to different body parts on themselves as the teacher names them. “Show me your eyes,” “Touch your nose,” “Wiggle your fingers.” The teacher walks around to ensure pupils are pointing correctly.

Pupils’ Activity: Pupils point to the correct body parts on themselves as instructed by the teacher.

Learning Point: Pupils can physically identify their own body parts.

Step 4: Song and Rhyme Integration

Time: 5 minutes

Teaching Skill: Musical Learning/Reinforcement

Teacher’s Activity: The teacher introduces the “My Body, My Body” song (or plays the verified YouTube video). The teacher sings the song with actions, encouraging pupils to sing along and perform the actions for each body part and its function.

Pupils’ Activity: Pupils listen to the song, sing along, and perform the actions, reinforcing the identification and function of body parts.

Learning Point: Pupils learn about body parts and their functions through music and movement.

Step 5: Discussing Functions of Body Parts

Time: 5 minutes

Teaching Skill: Question and Answer/Explanation

Teacher’s Activity: The teacher points to a body part (e.g., eyes) and asks, “What do we use our eyes for?” The teacher guides pupils to state the function (e.g., “to see”). The teacher repeats this for other key body parts like nose, mouth, ears, hands, and legs, providing simple explanations.

Pupils’ Activity: Pupils answer the teacher’s questions, stating the functions of different body parts. They may offer examples of what they see, hear, or do with their hands.

Learning Point: Pupils understand the purpose of each body part.

Step 6: Practical Application

Time: 3 minutes

Teaching Skill: Practical Demonstration

Teacher’s Activity: The teacher gives simple commands that require pupils to use their body parts according to their function. Examples: “Show me how you eat with your mouth,” “Clap your hands,” “Tap your feet,” “Wiggle your nose.”

Pupils’ Activity: Pupils perform the actions as instructed, demonstrating their understanding of the functions of their body parts.

Learning Point: Pupils connect body parts to their actions.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. Point to your nose. What do you use your nose for?
2. Show me your ears. What do you use your ears for?
3. What do you use your hands for? (e.g., clapping, holding)
4. Name two parts of your body and tell me what they do.

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Recap/Encouragement

Teacher’s Activity: The teacher praises the pupils for their participation and good learning. The teacher reminds them that their body is special and they should take care of it. The teacher can sing a final short verse of the body parts song.

Pupils’ Activity: Pupils listen to the teacher and sing along for a final time.

Learning Point: Pupils feel encouraged and remember the importance of their body.

Lesson Keywords

• Body – all of you, from head to toe.
• Parts – different sections of your body.
• Function – what something does or what it is used for.
• Eyes – for seeing.
• Ears – for hearing.
• Mouth – for eating and talking.
• Hands – for holding and clapping.
• Legs – for walking and running.

Differentiation

• Support: For pupils who are struggling, the teacher can use larger picture cards, provide more one-on-one guidance, repeat names and functions slowly, and use hand-over-hand gestures to help them point to body parts. Focus on just 3-4 main body parts.
• Extension: For pupils who grasp the concept quickly, the teacher can ask them to name more body parts (e.g., tummy, elbows, knees) or describe more complex functions (e.g., “What do your legs help you do besides walk?”). They can also draw a simple picture of a person and label some body parts.

Note for teachers using this lesson plan

Before the lesson, ensure all instructional materials like the body chart, flashcards, and video are ready. Prepare a clear space for pupils to move and perform actions during the songs and practical activities. The main idea children must understand is that each part of their body has a name and a special job. Gauge understanding by observing if pupils can correctly point to body parts and demonstrate their functions. Repeat the song and actions frequently throughout the lesson to reinforce learning. Encourage all pupils to participate, especially those who might be shy, by calling on them gently or involving them in small group activities. Emphasize that taking care of our body is important.