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Subject: General Science
Semester: 2
Period: 6
Week: 31
Week 31
School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 1
Date: Week 31
Lesson Duration: 45 minutes
Week & Period: Week 31, Period 6
Topic: Care of the Body
Sub-topic: Knowing Our Body
Learning Objectives
By the end of the lesson, students should be able to:
- Identify the names and functions of different body parts
- Distinguish between private and non-private parts of the body
- Recognize body types and understand individual uniqueness
Previous Knowledge
Students already know:
Basic names of some body parts
Simple awareness of personal space and privacy
Instructional Materials
Pictures of human body and body parts
Chart paper and markers
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter) Time: 5–10 minutes
Teacher asks: Can you name some parts of your body? Which part helps you see or hear? Students share ideas
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded):
- Pupils observe a big chart/picture of the human body (front and back). Teacher points to different parts (head, eyes, ears, nose, mouth, arms, hands, fingers, chest, stomach, legs, feet, toes).
- Pupils repeat the names of each part after the teacher to reinforce learning.
- Teacher explains the function of each body part in simple words.
- Eyes: for seeing
- Ears: for hearing
- Nose: for smelling
- Mouth: for eating and speaking
- Hands: for holding, writing, working
- Legs/feet: for walking, running, jumping
- Pupils touch or point to their own body parts as the teacher calls them out (e.g., “Touch your head,” “Wiggle your fingers,” “Show me your feet”).
- Teacher introduces the idea of private vs non-private parts:
- Private parts are those covered by underwear (boys: penis, girls: breasts and vagina, for both: buttocks).
- Non-private parts are open for everyone to see, like hands, face, and legs.
- Pupils discuss how everyone’s body is different—some are tall, short, slim, chubby, dark, or fair—but all are special and unique.
- Pupils draw themselves on paper and label 3–5 body parts.
Assessment Checks:
- Teacher asks oral questions:
- “What do we use our eyes for?”
- “Which body part do we use to walk?”
- “Which parts are private?”
- “Why should we keep our private parts safe?”
- Teacher observes if pupils are able to point correctly to their own body parts.
- Pupils share their drawings with the class and explain the parts they labeled.
- Teacher checks that pupils understand uniqueness by asking:
- “Are we all the same height?”
- “Does everyone look the same?”
Notes (Expanded & Detailed):
- The human body is made up of different parts, and each part has a special job.
- Examples:
- Head: carries the brain that helps us think.
- Eyes: help us to see things around us.
- Ears: help us to hear sounds.
- Mouth and teeth: help us to eat and speak.
- Hands and fingers: help us to hold and work.
- Legs and feet: help us to move from place to place.
- Private parts: These are parts that should be kept safe and not touched by anyone except parents/caregivers when helping us bathe or doctors when checking health. They are covered by clothing.
- Non-private parts: These are visible to everyone (e.g., face, hands, legs).
- Uniqueness: Everyone’s body is special. We should not laugh at others for being short, tall, fat, or thin. God made everyone unique, and all bodies are valuable.
Extra Examples & Practical Links:
- Show real-life objects: glasses (for eyes), shoes (for feet), gloves (for hands). Ask: “Which body part uses this?”
- Class activity: “Simon Says” game (e.g., Simon says touch your nose, clap your hands, jump with your legs).
- Home assignment: Pupils draw themselves at home with help from parents and label 5 body parts.
C – Consolidation (Conclusion & Assessment) Time: 5–10 minutes
Summary: Recap the names and functions of body parts, private vs non-private parts, and body uniqueness
Evaluation Method (Expanded):
Exit slip/quiz: Students name one private and one non-private part and one unique feature of their body
Teacher will collect slips and provide oral feedback
Assignment (Expanded): Draw your body and label the parts
Follow-up Activity: Observe differences among classmates’ body types and discuss uniqueness
Differentiation / Inclusive Strategies
Provide visual aids for learners who need extra support
Pair students to assist each other in identifying body parts
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low