SIOP LESSON PLAN

SUBJECT: Science
UNIT FOCUS: The Human Body

Lesson #1 Length of lesson: 40 minutes

STANDARD(S): Standard - 10.1.K.B1

Identify and describe functions of basic body parts and organs.

LESSON TOPIC: Parts of the Body

OBJECTIVES: Write on board and read aloud:

Language Students will
• Define new vocabulary visually and in writing
Content Students will
• Identify basic body parts and their functions among the body
• Recognize when and how the body part is used in daily life

KEY VOCABULARY:
● Head
● Eyes
● Ears
● Mouth
● Chin
● Arms
● Hands
● Fingers
● Legs
● Feet
● Toes
MATERIALS: Body Parts Song for Kids, Large Body Poster, Sticky Notes, “The Monster
Family” Classroom Reader, Body Picture Matching Worksheet, Simpsons Body Color By
Number Worksheet

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PREPARATION:
1) Provide students with sticky notes that have the different vocabulary body parts written on
them
2) Ask students to bring their sticky note to the large body poster located in the front of the
room and paste their sticky note where they believe that body part is

MOTIVATION:
**Post, read, and explain the content and language objectives of this lesson to the students.
“Let’s look at our language objectives for today. Students will (read language objectives above).
Now let’s look at our content objectives for today. Students will (read content objectives above)”
Explain the objectives.

Warm Up/Building Background (15 minutes)

• The teacher will have a separate set of the vocabulary cards which they will review with
the students. The teacher will slowly reveal each flashcard and have the students touch
that part of the body. The teacher will chorus read each word three times then ask the
students to individually say each word.
• The teacher will then have the students watch the ‘Body Parts Song for Kids’ while
pointing to the part of the body that is being said on the large body poster in the
room.
• Explain, “The song helps us to remember our body parts in an easier way which will be very
helpful in our activity later on.” The teacher will then have them try to include their
background knowledge in the lesson. The teacher will say, “How do we use these body
parts everyday?” The students will be required to come up with an answer and share it
with their shoulder partner. After 2 minutes of discussion, the teacher will ask each set of
students what they discussed. After the students share their responses, the teacher will ask
the class as a whole some questions to expand on their understanding of how the body
parts work, these questions could entail:
● How else can these body parts be used?
● What activity can you do that uses more than one body part?
● Is there any activity that we do that uses just one body part and no other ones?

PRESENTATION: (10 minutes)

• Read the classroom reader “The Monster Family”. As each page is read, the teacher will
point to the pictures, elicit each key body part and have the student touch their part of
the body as shown in the picture. To engage students more, the teacher will have
them say the body part that the picture is showing before he/she reads the body part
mentioned in the story. By having the students say the body part before reading, it
will allow the teacher to gauge their level of understanding and if they are
comprehending the vocabulary in the lesson. This is also a great way to keep them
actively engaged in the story because it can be easy for a child who is learning a new
language to become uninterested in a book.

PRACTICE/APPLICATION (10 minutes)

• The teacher will then play “Teacher Says” with the students, a rendition of “Simon Says”.
The teacher will make sure the students can follow directions as well as ensuring they are
doing the proper action that is requested of them.
● For comprehensible input, the teacher will tell the students, “Today we will be
playing Teacher Says! The students cannot perform the action unless they hear the
phrase ‘Teacher Says’ before the action”. The teacher will then perform a practice
round with the students. “Let’s try a round before we play the game officially
because if you make a mistake, you're out!” “Teacher says to touch your head”
The teacher will then assess the students and see which ones were able to follow
the directions and touch the correct body part. “Lets try one more!” “Touch your
toes!” The teacher will see if there are any students touching their toes. If there
are, the teacher will explain to them that they would be out of the game because
the phrase ‘Teacher Says’ wasn’t said before the action. The teacher will then
officially start the game and speed up each progressive round until there is one
winner standing at the end.
• Next, the students will complete the “Simpsons Body Color By Number” which
 pertains to some of the vocabulary from the video that was played earlier in the class.
As the students complete this worksheet, they can work with their table and the
teacher will walk around asking comprehension questions such as, “Which part of
the body is that?”. Associating colors with the words and have the students write
reinforcing titles of body parts down attests to the visual learners who may need
more support rather than simply listening to the body parts and touching them.

REVIEW/ASSESSMENT: (5 minutes)
• Students will complete the “Body Picture Matching” worksheet individually and it will
be collected for assessment by the teacher. By matching the body parts, it will allow
the students to ensure that they are able to visually see the difference between the body
parts and get a clear image for how they appear on the human body as well.
• Review objectives. “Let’s see if we met our language objectives for today. Students will
(read language objectives above). Now let’s see if we met our content objectives for today.
Students will (read content objectives above).” Discuss if met or not and why/how.