The document outlines a lesson plan about body parts for grades 1-2. The objectives are for students to learn common terminology for body parts, read and write about body parts, and recognize the function and location of organs and body parts. Activities include singing a song about body parts, completing a KWL chart, reading books about body parts, measuring body parts in math, and learning about organ functions in science. Assessments include worksheets, projects, and observation of participation and comprehension. The multi-disciplinary plan incorporates language arts, math, science and movement.

1. BODY PARTS LESSON PLAN
BY :
 ARIANNY SAVINON-PEREZ
 ROSA PAGUAY
 JENNY PEREZ
 JOMAIRA PEREZ
PROFESSOR: LILY CERAT
EBS 701
MAY 13TH, 2010
LEHMAN COLLEGE, BRONX, NY

2. READING
BY ARIANNY SAVINON-P
PARTS OF THE BODY
GOALS:
 At the end of the lesson students will be able to
provide verbal and written responses to diverse
type of readings about the parts of the body.
 Students will be able to complete a KWL chart with
information obtained from diverse sources about
the parts of the body.

3. WARM-UP:
 Students will sing and dramatize the song “Head and shoulders,
knee and toes.”
Head, shoulders, knees and toes, knees and toes
Head, shoulders, knees and toes, knees and toes
Eyes and ears and mouth and nose
Head, shoulders, knees and toes, knees and toes
(repeat)
Touch your eyes
Touch your nose
Touch your mouth
Touch your ears
Great job!
Head, shoulders, knees and toes, knees and toes
Head, shoulders, knees and toes, knees and toes
Eyes and ears and mouth and nose
Head, shoulders, knees and toes, knees and toes
(repeat)
 After listening to the song, the teacher will ask the students what the
song was about and what parts of the body were mentioned.

4. STRATEGY:
ACTIVATION OF PRIOR KNOWLEDGE
 The teacher will complete a KWL chart with students about the
body parts. The teacher will ask the students to look at their
bodies and say something that they know or see about their
bodies. The teacher will model for the students how to do this,
by saying something about her own body and write it down on the
“K” part of the chart. (These answers will be record in the “K”
column of the KWL chart).
 Then the “W” column of the chart will be completed with what the
students want to learn about their bodies.
 The “L” column will be completed with the information obtained
from a selection of readings about the body parts and from other
sources and future connections in another subject areas.

5. KWL CHART: MY BODY
What do I know
about my body?
What do I want to
find out about my
body?
What did I learn
about my body?
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
6.
7.
8
1.
2.
3.
4.
5.
6.
7.
8

6. READING
PROCEDURE:
 Discuss the cover of the book. Talk
about the picture on the cover, read
the title and the authors name. Have
the children make predictions about
the book.
 Have a picture walk of the books
pictures. Without reading the words,
ask questions about each picture and
make predictions before turning the
page.
 Then read the book aloud and check
with students what new information
can be add to the KLW chart.

7. READING RESPONSE ACTIVITY
 After listening to the story “Parts” by Ted Arnold, do the following
activities: Write the sequence of the story by saying what happened in
the beginning, in the middle and at the end of the story. Use the words:
first, then, after and last. Then, draw a picture to illustrate the story.
Title:_______________________________________________________________________
_______
Author:____________________________________________________________________
_________
First,_______________________________________________________________________
________________________________________________________________________
_______________
Then,
________________________________________________________________________
______
___________________________________________________________________________
________
After,
________________________________________________________________________
______

8. INDEPENDENT READING
 Students will read
independently the book
“ ALL ABOUT ME” by
Molly Bang.
 After, students will add
information obtained
from the reading to the
“L” part of the KWL
chart.

9. AFTER READING THE BOOK, COMPLETE THE GRAPHIC ORGANIZER
WITH THE PARTS OF THE BODY MENTIONED IN THE STORY.
Parts
of my
body
.
.
..

10. FOLLOW UP:
 Students will design a book in which they will
describe and paste pictures of people doing
different activities with each part of the body.
 After, students will participate in a collective
activity in which they will share and read
aloud their books to their classmates.

11. HOMEWORK: READING COMPREHENSION
Your heart is really a muscle. It's located a little to the left of the middle of your chest,
and it's about the size of your fist. There are lots of muscles all over your body - in your
arms, in your legs, in your back, even in your behind. But this muscle is special because
of what it does - the heart sends blood around your body.
The blood provides your body with the oxygen and nutrients it needs. It also carries
away the
waste that your body has to get rid of Your heart is sort of like a pump or two pumps in
one.
The right side of your heart receives blood from the body and pumps it to the lungs. The
left
side of the heart does the exact opposite: it receives blood from the lungs and pumps it
out
to the body.
By the time you're grown up, your heart will be beating (pumping) about 70 times a
minute. How does the heart beat? Before each beat, your heart fills with blood. Then it
contracts to squirt the blood along. When something contracts, it squeezes tighter – try
squeezing your hand into a fist. That's sort of like what your heart does so it can squirt
out
the blood. Your heart does this all day and all night, all the time. Every day, an adult
heart
pumps 2,000 gallons (7,500 liters) of recycled blood by filling and contracting. The heart

12. READING COMPREHENSION WORKSHEET
HUMAN BODY
 Read the information about the human
body and answer the following questions:
1.Where is your heart located?_______________
2. Where else can you find muscles in your body besides the
heart?_________________________________________________
______
3. Which organ(s) directly works with the heart?
______________________________________________________
_____
4. Circle the organs and body parts mentioned in the reading.
4. Draw a picture about the reading.

13. ASSESSMENT:
 Students’ reading comprehension will be
assessed through grading rubrics, checklists,
participation and homework completion.

15. BODY PARTS LESSON PLAN
 Grade level: 1st -2nd
 Duration: 0ne Week
 Setting: Inclusion class conformed by
general education students and special
education students.

16. THE HUMAN BODY PARTS
OBJECTIVES DESCRIPTION:
At the end of this lesson students will be able to:
 Be familiar with common terminology for parts of the body.
 Read and write the names of different body parts.
 Provide verbal and written responses to a diverse selection of readings
about the parts of the body.
 Recognize the function and location of different organs and parts of the
body.
 Use a metric tape to determine the length of different parts of the body.

17. STANDARDS ADDRESSED:
 ENGLISH LANGUAGE ARTS( ELA).
 Standard 1: Students will read, write, listen, and speak for information and
understanding. As listeners and readers, students will collect data, facts, and
ideas; discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts. As speakers and
writers, they will use oral and written language to acquire, interpret, apply, and
transmit information.
 Standard 2: Students will read, write, listen, and speak for literary response and
expression. Students will read and listen to oral, written, and electronically
produced texts and performances, relate texts and performances to their own
lives, and develop an understanding of the diverse social, historical, and cultural
dimensions the texts and performances represent. As speakers and writers,
students will use oral and written language for self-expression and artistic
creation.

18. STANDARDS ADDRESSED:
Science: 1.1: Elaborate on basic scientific and personal explanations of natural
phenomena, and develop extended visual models and mathematical
formulations to represent one’s thinking.
1.2: An Inquiry involves asking questions and locating, interpreting, and
processing information from a variety of sources.
Mathematics:
Standard:1 Students will determined what parts of the body could be
measured, using appropriate methods and formulas.
Standard:2 .Students would develop strategies for estimating measurements.
Standard:3 .Students will recognized and apply mathematics in contexts
outside of mathematics.

19. STRATEGY:
 The lesson will be directed by the teacher through the activation
of the students’ background knowledge.
 Throughout the lesson, the teacher will prompt students to make
connections between the new information and their life
experience.
 The teacher will utilize a variety of sources in order to differentiate
instruction and meet the needs of students with different learning
styles (visual, auditory, kinesthetic, tactile, etc).
 Students will participate in individual and collective activities such
as cooperative learning in which the students will be grouped
heterogeneously in order to complete the assigned tasks.
 Students will be engaged in practical experiences and hands- on
activities in which they will relate the topic to different subject
areas.

20. MATERIALS:
 Student Handouts and worksheets: unlabeled body parts,
human
body reading comprehension worksheet, math worksheet, science
worksheet, body Parts multiple choice worksheet, body Parts
crossword
puzzle.
 Construction paper
 Glue or glue sticks
 Radio, CD
 Scissors
 Metric rulers
 Pencils, markers, crayons
 Magazines, pictures of body parts, body parts graphics
 Books: “ All of Me” by Molly Bang and “ Parts” by Ed Arnold.
 Chart paper

21. ASSESSMENT:
 The assessment will be based on grading
rubrics, check lists, homework completion,
worksheets and direct observation, through
which the teacher will evaluate the students’
performance: participation, individual
response and group work.

22. BODY PARTS VOCABULARY
BY JENNY PÉREZ
 Objective:
Students will become familiar with common
terminology for part of the body.
HeadLegsNose

23. ACTIVITIES:
 A body Parts multiple choices worksheet will
be distributed to the students to introduce the
vocabulary. Students will have the
opportunity to work in groups to complete
handouts.
 A crossword puzzle will be displayed on the
board and students will have the opportunity
to unscramble the words and complete the
crossword.

24. Eyebrow
Ear
Nose
Hair
Eye
Cheeks
Mouth

25. Arm
Shoulder
Elbow
Finger
Chest
Tummy
Hand

26. Leg
Toes
Knee
Feet

27. ASSESSMENT
 Name ______________________________________________
Date ______________________________ __________
 Write a sentence using each word in the space provided.
 1. arm 2. ear 3. head 4. chest 5. leg 6. toes 7. nose 8. shoulder
9. hand
10. fingers 11. eye 12. foot 13. mouth
 1_________________________________
 2._________________________________
 3._________________________________
 5._________________________________
 6._________________________________
 7._________________________________
 8._________________________________
 9._________________________________
 10________________________________
 11._______________________________
 12._______________________________
 13_______________________________

28. BODY PARTS: MATH CONNECTION
BY JOMAIRA PEREZ
Topic :
Measurement
(How much do my body parts measure?)
Objectives:
 At the end of this lesson students will understand the
concept of measurement.
 The students will be able to measure some of their body
parts in inches and centimeters.

29. PROCEDURE:
 1.The teacher will introduce the concept of measurement to the
students.
 2.Students will identify inches and centimeters in a metric tape/ruler.
 3.The students will be divided into small groups to do an activity on
measuring the body parts. First, Students will estimate the
measurement of the body part of their classmates. This could be the
hand, ear, thumbnail, foot, or arm. Then using a metric ruler/tape they
will measure the parts of the body, and will write down the right
measurement (expressed in both cm and inches) on an answer sheet
with the names of the body parts. Finally, Students would compare and
share the answers with their classmates.

30. HOW CAN WE MEASURE OUR BODY?

Estimate and measure parts of your body.
Foot Estimate. _________________ Inches_______cm
Measure._________________ Inches______cm
Hand Estimate. _________________ Inches_____cm
Measure.__________________ Inches______cm
Arm Estimate.__________________ Inches_____cm
Measure. __________________ Inches_____cm
Ear Estimate.__________________ Inches_____cm
Measure. __________________Inches______cm
Thumb Estimate.__________________ Inches_____ cm
Measure.___________________ Inches__ _cm

31. FOLLOW UP:
 For homework, using a ruler or tape
measure, students will measure their family
members’ body parts using both centimeters
and inches. They will compare the results in
both units and will share the results in class.

32. HOMEWORK:
MEASURE THE FOLLOWING BODY PARTS IN
CENTIMETERS AND INCHES:
 Arm ________centimeters.
 _________inches.
 Leg _________centimeters.
 __________inches
 Chest__________centimeters
 __________ inches
 Waist___________centimeters
 ____________inches.

33. EVALUATION:
 Using a grading rubrics student’s works would
be evaluated and graded.
 1) Emergent: I am just learning to do this
assignment.
 2) Developing: I need some help to complete
my work.
 3) Independent: I can do this on my own.
 ( This grading rubric will be used for students with learning
disability). A more complex rubric will be used for the rest of
the class.

35. SCIENCE CONNECTION
BY ROSA PAGUAY-RUELA
Topic: Human Body Parts.
Objectives: At the end of the lesson the students will:
 1. Recognize the function of each body part.
 2. Identify major body parts.
 3. Localization of each body part.
 4. Learn the importance of the body parts.
 5. Explain how various body parts work together.

36. WARM-UP:
 The teacher will find out how much the
students know about their body parts.
 The teacher will ask students to get up and
to do the following:
 Simon says:“Point to your head.”
 Simon says:“Point to your nose.”
 Simon says:“Point to your stomach.”
 Simon says:“Point to your back.”

37. PROCEDURE
 The teacher will ask students to say what
they can do with different parts of their body:
 What can you do with your head/feet/
hands…?

38. PROCEDURE:
 1.The teacher will name a body part and the students will perform
an action that can be done with this part of the body. Example:
the teacher will say: hands, students might clap, shake hands,
grab something hold hands, etc. , mouth, they might sing, chew,
talk, scream, etc.
 2.The teacher will ask students what they think is
inside their body.(bones, head(brain), chest(heart,
stomach, lungs). After, the teacher will show
pictures of these organs and will explain the
importance of each one.

39. Brain

41. CLASS WORK:
 As a practical activity, students will make a
collage. The teacher will assign groups
providing them magazines and glue sticks.
They will cut and paste the different parts of
the Human Body and will create their own
human body in a big Piece of construction
paper.

43. HOMEWORK
 THE STUDENTS WILL CUT AND MATCH
THE HUMAN BODY WITH EACH
CORRESPONDENT ORGAN.
 THE STUDENTS WILL DETERMINE THE
FUNCTION OF THREE OF THE INSIDE
ORGANS OF THE HUMAN BODY.

46. FUNCTIONS OF THE PARTS OF THE BODY.
Match each part of the body with the action it
can do
- I can hug
 Arms - I can stand
 hand - I can walk
 fingers - I can hold
 mouth - I can bend
 knee - I can
talk
 feet - I can snap
 Ears - I can smell
 Nose - I can jump
 Legs - I can hear

47. ASSESSMENT:
 Students will recall facts about the lesson
learned about the Human Body. The teacher
will evaluate students according to the
following criteria:
 1. Parts are labeled correctly
 2. Parts are colored according to instructions
 3. Parts are glued in the appropriate location.
Organs are identified and matched correctly.