The Human Body Systems · B1 Science

Lesson notes

Learning Objectives

Indicator: B1.3.1.1.1 - Identify the external human body parts by their appropriate names (e.g. eyes, ears, mouth, nose, legs, hands, shoulders, knees, fingers, toes and chest)

By the end of the lesson, learners can:

Point to and name at least 10 external body parts (eyes, ears, mouth, nose, legs, hands, shoulders, knees, fingers, toes and chest) when the teacher calls them out.
Sing a simple body parts song, touching the correct part as they name it.
Match the correct name to the correct body part on a picture or chart.
Trace or draw an outline of a human body and label at least 5 body parts correctly.
Use their own body to show where each named part is located when asked by a friend.

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Curriculum details

Strand: Systems (Strand 3)
Sub-strand: The Human Body Systems (3.1)
Content standard: B1.3.1.1 - Recognise that different parts of the human body work interdependently to perform a specific function
Indicator: B1.3.1.1.1 - Identify the external human body parts by their appropriate names (e.g. eyes, ears, mouth, nose, legs, hands, shoulders, knees, fingers, toes and chest)
Suggested placement: Term 2, Week 6 (Week 18 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Science Curriculum (Basic 1-3), 2019, p. 26
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Use songs to get learners to name the parts of their bodies e.g., "my head, my shoulders, my knees and toes" or "show me your head, show me your eyes".
- Use realia, videos or charts/pictures to guide learners identify the external parts of the human body.
- Learners draw a human body and use a colour of their choice to colour their drawing.
- Learners can trace an outline of the human body on a cardboard or paper.
- Learners display their work for discussion