Grade R My Body Lesson Plan: Life Skills

Lesson Plan Title:

Grade R Life Skills Lesson Plan: My Body

Materials Needed:

  • Chart paper and markers
  • Large mirror
  • Picture cards of body parts
  • Children’s scissors and glue
  • Blank paper for drawing
  • Crayons or coloured pencils
  • Digital device for showing a short video about the human body (optional)

Learning Objectives:

  1. Students will be able to identify basic body parts (head, arms, legs, hands, feet).
  2. Students will understand the function of each body part.
  3. Students will be able to create a self-portrait including the major body parts.

Vocabulary:

  1. Head: The part of the body containing the brain, eyes, ears, nose, and mouth.
  2. Arms: The limbs attached to the upper body, used for lifting and holding.
  3. Legs: The limbs attached to the lower body, used for walking and running.
  4. Hands: The parts at the ends of the arms, used for grabbing and holding.
  5. Feet: The parts at the ends of the legs, used for standing and walking.

Previous Learning:

Students have previously learned about the different senses and how they help us understand the world around us.

Anticipated Challenges and Solutions:

  • Challenge: Some students might be shy or reluctant to participate.
  • Solution: Encourage participation by praising efforts and offering assistance when needed.
  • Challenge: Difficulty in fine motor skills for cutting and drawing.
  • Solution: Provide pre-cut body parts for those who need them and assist with the use of scissors.

Beginning Activities (4 minutes):

  1. Objective Introduction (2 minutes):
  2. Greet the students and explain that today they will learn about their bodies and the names of different body parts.
  3. Prior Knowledge Activation (2 minutes):
  4. Ask students to name any body parts they already know and point to them.

Middle Activities (32 minutes):

  1. Direct Instruction (8 minutes):
  2. Use a large mirror to demonstrate and name each body part. Have students repeat the names and point to their own body parts.
  3. Video Viewing (Optional, 5 minutes):
  4. Show a short, engaging video about the human body for visual learners.
  5. Guided Practice (10 minutes):
  6. Distribute picture cards of body parts. In pairs, have students match the cards to the corresponding parts on their bodies.
  7. Independent Practice (9 minutes):
  8. Provide blank paper, crayons, and markers. Ask students to draw a picture of themselves, labelling as many body parts as they can (with teacher assistance as needed).

End Activities (4 minutes):

  1. Reflection and Sharing (2 minutes):
  2. Have a few students share their drawings and name the body parts depicted.
  3. Exit Ticket Activity (2 minutes):
  4. Ask each student to name one body part they learned about today before they leave.

Assessment and Checks for Understanding:

  • Observation: Watch students as they point to their body parts and match picture cards.
  • Drawings: Review students’ self-portraits to check for correct labelling and identification of body parts.
  • Exit Ticket: Check students’ responses to ensure they can name at least one body part.

Differentiation Strategies for Diverse Learners:

  • Scaffolding: Provide additional one-on-one or small group support for students who struggle with identifying and naming body parts.
  • Extensions: Offer more advanced labels or ask students to write simple sentences about what each body part does for those ready to progress.

Teaching Notes:

  • Purpose: This lesson helps young learners develop an awareness of their bodies and introduces basic biology.
  • Educational Value: Understanding body parts and their functions is essential for self-awareness and health education.
  • Tips: Keep the session energetic and fun to maintain engagement. Use positive reinforcement to encourage participation.
  • Accessibility Considerations: Ensure all materials and activities are accessible for students with fine motor difficulties or other disabilities. Have pre-cut body parts available and allow students with mobility issues to point instead of physically demonstrating.

Use this guide to help students build a foundational understanding of their bodies and foster a sense of self-awareness.

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