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Subject: Physical Education
Semester: 2
Period: 6
Week: 31
School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 3
Date: Week 31
Lesson Duration: 45 minutes
Week & Period: Week 31, Period 6
Topic: Exploration of Body Parts – Types and Roles
Sub-topic: Identification, labeling, and roles of body parts
Learning Objectives
By the end of the lesson, students should be able to:
Label different parts of the body
Explain the roles/functions of body parts
Previous Knowledge
Students already know:
Basic names of body parts and some functions (hands for holding, legs for walking)
Instructional Materials
Charts of human body, labels, flashcards, markers
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Students play a “Simon Says” game, touching and naming different body parts as called out by the teacher.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher Input (Expanded & Detailed):
- Definitions & Explanation of Body Parts:
- Teacher defines major body parts clearly and in age-appropriate terms:
- Head: Top part of the body that contains the brain, eyes, ears, nose, and mouth.
- Arms: Limbs used for lifting, carrying, and holding objects.
- Legs: Limbs used for walking, running, and jumping.
- Hands: Part of the arms used for grasping, writing, and playing.
- Feet: Part of the legs used for standing, walking, running, and balance.
- Torso/Trunk: Central part of the body that supports the head, arms, and legs; contains important organs like the heart and lungs.
- Body Types:
- Discuss the concept of body types: tall, short, average.
- Emphasize that everyone is unique and special regardless of body type.
- Encourage positive language: “We are all different, and all bodies are important.”
- Roles of Body Parts:
- Explain functions in daily life and physical activity:
- Hands: Grasping, writing, throwing, catching
- Legs: Walking, running, jumping, kicking
- Eyes: Seeing, observing surroundings, reading
- Ears: Hearing, listening to instructions, music, or warning sounds
- Head/Brain: Thinking, making decisions, controlling the body
- Provide examples: “When you catch a ball, your hands and eyes work together. When you run, your legs and balance help you move safely.”
- Demonstrations:
- Use charts or posters to show labeled body parts.
- Teacher points to each body part on the chart and then on their own body.
- Invite learners to label body parts on themselves (touch head, hands, legs, etc.).
- Use role-play to act out the functions:
- Pretend to see with eyes, hear with ears, run with legs, lift with hands.
Learners’ Activities (Expanded & Detailed):
- Identification & Labeling: Students point to and name body parts on charts and themselves.
- Pair Discussion: Learners discuss with a partner what each body part does and why it is important.
- Role-Play: Students act out actions for each body part (e.g., running for legs, picking up objects with hands, listening for ears).
- Reflection: Discuss which body parts they use most in physical activity and daily routines.
Assessment Checks (Expanded):
- Oral Questions:
- “Name 5 body parts and one function for each.”
- “Which body part helps you balance when walking?”
- Observation: Teacher monitors participation in labeling, role-play, and peer discussions.
- Practical Check: Ensure learners correctly identify and demonstrate the function of at least three body parts on themselves.
Notes (Expanded & Detailed):
- Highlight the uniqueness of body types; encourage acceptance of differences.
- Reinforce that all body parts have specific and important roles in daily life and physical activity.
- Practical understanding helps learners connect physical education activities to their own bodies.
- Encourage learners to practice awareness of body parts during exercises and games.
- Use repetition, charts, and role-play to make learning engaging and memorable.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Recap body parts, types, and functions. Ask learners to demonstrate one function of each body part.
Evaluation Method (Expanded):
Exit slip/quiz: Name 3 body parts and state their functions
Teacher will collect slips and provide oral feedback
Assignment (Expanded):
Draw and label major body parts at home
Follow-up Activity:
Observe and record use of body parts in daily activities
Differentiation / Inclusive Strategies
Use large charts and tactile labels for learners with visual impairments
Pair learners for peer support
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low