Unit: Life Science: Unit 2: Cells and the Human Body (Body Parts)
Grade Level/Course: Kindergarten
Teacher: Groh
Learning Goals (Question 1)
Complex
Simple
Science:
*Understand the functions of the external human body parts
Science:
*Identify/name external parts of the human body (head, hair, face, mouth, chin, neck, chest, back, arms,
elbows, wrist, hands, fingers, hips, legs, knees, ankles, feet, toes, ears, eyes, nose, tongue, skin)
Six-Step
Vocabulary
*Humans are made up of different body parts.
Big Ideas/Key
*Each body part has a different name.
Understandings *Body parts help students interpret the world around them
*Can you name the parts on your body?
Essential
*Can you tell what the function is for each part?
Questions
Assessment
*Identify/name human body parts
*Tell a function for each body part (legs-walk, run, etc.)
Planning for Question 2
Preview
Six Step Vocabulary:
*See attached vocab
Instruction sheet
*Body Parts
wordwall
*Explain that each
of us is made up of
many different body
parts. Have students
brainstorm and
name as many body
parts as they can.
*Tell students that
each body part has a
specific function
(e.g., legs are used
to walk, run, etc.)
*Brainstorm and list
functions for each
body part
Critical Input Chunk
*Books on body parts
and their functions
Actively Process
*Teacher names a body part and
students touch that body part.
*UTube Video: “Learn
Body Parts” by Rajshri
(13:01)
*Song—“Hokey Pokey”
*UTube video: “Learn
Body Parts Song”
(1:29) (Write lyrics on
paper and put picture
with each. Use
rhyming lyrics for
language/reading
activities.)
*Game—Body Parts bingo
*Body Parts Power
point or whiteboard
presentation for body
part “chunks”
discussed below.
(EdHelper)
*Break critical input
for body parts into
“chunks” and label
parts on each
“chunk”— (See
below). Incorporate
an Actively Process
activity after each
“chunk”.
1). Show picture of a
*Game— “Simon Says”
*Game—Body Part Dice song/game
(sung to the tune of “If You’re Happy
and You Know It”):
“When (child’s name) rolls the dice, we
touch our (body part),
When (child’s name) rolls the dice, we
touch our (body part),
When (child’s name) rolls the dice, we
touch our (body part), we touch our
(body part),
When (child’s name) rolls the dice, we
touch our (body part)”
*Create foldable w/name of body part
on the outside, draw a picture of the
body part on the inside part of the
foldable and write a word or words (or
draw a picture) that tells (or shows)
what it does (e.g., run, jump, etc.)
*Name the body parts of each of the
following to a partner: head, body,
hand, foot
Planning for
Question 3
Planning for
Question 4
*Classify pictures of
individual body
parts into categories
based on the
“chunks” in Critical
Input column (head,
body, hand, foot).
Which of your
body parts do you
think is most
important?
Which body part
do you think is
least important?
Explain your
reasoning for
each.
*Create tree map—
classify pictures/
words of body part
action/ use under
the body part with
which it goes (e.g.,
the word “kick” and
picture of someone
kicking a ball)
If you had to live
without one of
your body parts,
which one would
it be and why?
Unit: Life Science: Unit 2: Cells and the Human Body (Body Parts)
Grade Level/Course: Kindergarten
Teacher: Groh
head; name/label hair,
face, ears, eyes,
eyebrow, nose,
mouth, chin, neck.
Then choose an
actively process
activity.
2). Show picture of a
body: name/label
shoulder, chest, back,
arms, elbows, hips,
legs, knees.
3). Show picture of a
hand: name/label
wrist, fingers, thumb,
fingernails, palm.
4). Show picture of a
foot: name/label
ankle, toes, toenails,
heel.
*Show a picture of a
child and have
students help name/
label each body part.
*Teacher helps
students create
foldable w/name of
body part on the
outside (all body parts
will not be used in the
foldable), a drawing of
the body part on the
inside part of the
foldable and write a
word or words (or
draw a picture) that
tells (or shows) what it
does (e.g., run, jump,
etc.) (This can be
actively process if the
teacher already gave
the students the
critical information for
each piece of the
foldable and students
can work in groups to
put all the info in the
foldable.)
*Show a picture of a child and have
students name/ label each body part
with a partner.
*Students create foldable w/name of
body part on the outside (all body
parts will not be used in the foldable),
a drawing of the body part on the
inside part of the foldable and write a
word or words (or draw a picture) that
tells (or shows) what it does (e.g., run,
jump, etc.) (This can be actively
process if the teacher already gave the
students the critical information for
each piece of the foldable and students
can work in groups to put all the info in
the foldable.)
Unit: Life Science: Unit 2: Cells and the Human Body (Body Parts)
Grade Level/Course: Kindergarten
Teacher: Groh
Resources: Please add any text page numbers, web links, articles, or other unit resources here.
*Videos—
--UTube Video: “Learn Body Parts” by Rajshri (13:01)
--*UTube video: “Learn Body Parts Song” (1:29)
*PowerPoint—“Body Parts”
*Books ( RVT Library):
*Games— “Simon Says”; Body Parts bingo
*Songs—“Hokey Pokey”