Lesson Plan: Our Body (Class 3 – Our World)

Subject: Environmental Studies (EVS) / Science Topic: Our Body Grade Level: Class 3 Time Allotment: 6 Periods (approx. 35-40 minutes each)

Learning Outcomes:

By the end of this lesson, pupils will be able to:

• Understand and speak about our body.
• Demonstrate healthy habits like brushing, handwash, drinking water etc.
• Identify and tell the parts of the body.
• Show concern towards differently abled.
• Tell about good and bad touch.
• Know how to avoid bad touch.

Materials Required:

• Textbook: “Our Body (E).pdf” (Class 3 – Our World)
• Chart paper, markers, crayons/color pencils
• Pictures/diagrams of the human body and its parts
• Soap, water, towel (for handwashing demonstration)
• Objects for sense organ activity (flower, bell, sweet, book, pencil, cotton, wool)
• Whiteboard/Blackboard
• Mirror (optional, for classroom observation)

Period-wise Breakdown:

Period 1: Introduction to Our Body & Main Parts

Objective: To introduce the concept of the human body, identify its major external parts (head, trunk, limbs), and understand their basic functions.

Introduction (5 minutes):

• Begin with a warm greeting: “Good morning, everyone! Today, we’re going to explore the most amazing machine in the world – our very own body!”
• “How many of you looked in the mirror this morning? What did you see?” (Guide them to think about their body parts).

Activity 1: Observing Our Body (15 minutes):

• Read aloud the introductory story about Raghu getting ready for school (Page 68).
• Observe the picture of the human body with labeled parts (Page 68).
• Ask questions:
  • “Can you name some parts of your body that you see here?”
  • “How many hands do you have? How many legs?”
• Introduce the three main divisions of the body: Head, Trunk, and Limbs (hands and legs). Explain how the neck connects the head to the trunk and helps in movement (Page 68).

Activity 2: Body Parts in Action (15 minutes):

• Show the pictures on Page 70 (actions like reading, brushing teeth, cutting cake, walking, running, playing football).
• “Look at these pictures. What are the children doing? Which body parts are they using for each action?”
• Have students demonstrate simple actions like clapping, walking, jumping, and identify the body parts involved.
• Discuss: “What activities can we do with our hands? What activities can we do with our legs?” (Page 70).

Closure (3-5 minutes):

• Summarize: “Today, we started our journey into understanding our body! We learned about its main parts and how they help us do different things.”
• Preview: “Next time, we’ll focus on our amazing sense organs and how they help us explore the world!”
• Homework: Ask students to observe their own body in a mirror at home and draw a picture of themselves, labeling the three main parts (head, trunk, limbs) and one action each part helps them do. They can share their drawings and observations in the next class.

Period 2: Sense Organs & Their Functions

Objective: To identify the five sense organs and understand their specific functions. (Learning Outcomes: Identify and tell the parts of the body, Understand and speak about our body).

Recap (5 minutes):

• Begin with a quick ‘Body Part Simon Says’ game (e.g., ‘Simon Says touch your head!’, ‘Simon Says wiggle your fingers!’). “Good morning, everyone! Who can name the three main parts our body is divided into? (Head, Trunk, Limbs). Excellent!”

Activity 1: Exploring Face Parts and Sense Organs (20 minutes):

• Discuss “What parts do you look at when you see your face in the mirror?” (Page 70).
• Show the picture of the face with labeled parts (Head, Hair, Forehead, Eye, Nose, Mouth, Cheek, Chin, Ear) (Page 70).
• Introduce the five sense organs: Eyes (for sight), Nose (for smell), Tongue (for taste), Ears (for hearing), and Skin (for touch).
• Discuss the function of each sense organ (Page 70):
  • Eyes: See things around us.
  • Nose: Breathe and smell.
  • Mouth: Eat food and talk (Tongue for taste).
  • Ears: Hear.
• Activity 1 (Page 72): “Name the parts that help us to…” Go through the list (Watch T.V., Listen to music, Sing songs, Smell flowers, Taste chocolates, Draw a picture, Kick the ball) and have students identify the body parts.

Activity 2: Sense Organ Challenge (10 minutes):

• Activity 2 (Page 72): “Place some flowers, bell, sweet, book, pencil, cotton, wool on a table. Blindfold your friends one by one and ask them to identify the things on the table. Instruct them that they can identify the things with touch, sound, taste or smell.” (Conduct this activity in small groups or as a demonstration).
• Discuss: “If you are blind-folded you cannot see things. You can use other body parts like nose, ears and hands to know the things” (Page 72).

Closure (3-5 minutes):

• Summarize: “Today, we learned about our five amazing sense organs and how they help us see, hear, smell, taste, and feel the world around us!”
• Preview: “Tomorrow, we’ll see how all our body parts work together and learn about showing kindness to everyone, including those who are differently abled.”
• Homework: Ask students to list their five sense organs and one thing each helps them do.

Period 3: Body Parts Coordination & Differently Abled

Objective: To understand that body parts work in coordination and to develop empathy and concern for differently-abled people. (Learning Outcomes: Show concern towards differently abled, Understand and speak about our body).

Recap (5 minutes):

• “Hello, my super learners! Can you tell me which sense organ helps you smell a delicious meal? How about hear your favorite song?”

Activity 1: Body Parts in Coordination (10 minutes):

• Discuss the question: “Can we ride a bicycle only with our legs? What other body parts are involved in cycling?” (Page 72).
• Explain: “We use body parts in coordination to perform different work.” Give other examples like writing, playing a sport, etc.

Activity 2: Understanding Differently Abled Individuals (20 minutes):

• Ask: “Have you seen anybody who does not have eyes or legs?” (Page 72).
• Introduce Raji and Somu (Page 74). Read their stories:
  • Raji lost her leg in an accident and uses a wheelchair. Her friends help her.
  • Somu was born blind and uses his hands to touch and feel things.
• Discuss: “Like Somu and Raji, there are lots of people who are physically challenged. It may be due to an accident or birth defects” (Page 74).
• Emphasize kindness and help:
  • “When we see them, we should be kind to them and help them.”
  • “Do not call them with nicknames.”
  • “Be friendly and play together with them.” (Page 74).

Closure (3-5 minutes):

• Summarize: “Today, we learned that our body parts work together, and most importantly, we learned to be kind, helpful, and friendly to everyone, especially those who are differently abled.”
• Preview: “Tomorrow, we’ll talk about how to keep our amazing bodies healthy and strong!”
• Homework: Ask students to think of one way they can be helpful to someone who might need assistance.

Period 4: Healthy Body & Good Habits (Part 1)

Objective: To understand the importance of a healthy body and learn about essential hygiene habits. (Learning Outcomes: Demonstrate healthy habits like brushing, handwash, drinking water etc., Understand and speak about our body).

Recap (5 minutes):

• “Good morning, compassionate kids! Who can tell me one way we can be friendly to someone who is differently abled?”

Activity 1: Why a Healthy Body? (10 minutes):

• Introduce the “Healthy Body” section (Page 74).
• Read the story about Raju being unwell. Discuss: “Can you guess, why Raju was not well?” (Guide them to think about not following good habits).
• Emphasize: “We should always keep our body clean and eat healthy food to stay strong. A healthy body is needed to grow and become a strong person.” (Page 74).

Activity 2: Learning Good Habits (20 minutes):

• Introduce “Good habits to stay healthy” (Page 76). Discuss each habit with pictures:
  • Brush your teeth twice a day.
  • Take bath daily.
  • Trim nails once in a week.
  • Drink plenty of water.
  • Exercise daily.
  • Eat fruits and vegetables.
• Focus on Handwashing: “Do you know how to wash your hands?” (Page 76).
  • Demonstrate the steps of handwashing as shown in the picture (Palm to Palm, Between fingers, Back of hands, Base of thumbs, Back of fingers, Finger nails, Wrists, Rinse and wipe dry).
  • Emphasize: “Wash your hands with soap after using toilet. Wash your hands before and after eating. If you don’t wash your hands… you may fall sick.” (Page 76).

Closure (3-5 minutes):

• Summarize: “Today, we learned why being healthy is so important and practiced some key habits like brushing and proper handwashing!”
• Preview: “Tomorrow, we’ll continue with more good habits and learn about keeping our private parts safe.”
• Homework: Practice the handwashing steps at home. List three good habits they will try to follow daily.

Period 5: Good Habits (Part 2) & Private Parts

Objective: To reinforce good habits and introduce the concept of private parts and personal safety. (Learning Outcomes: Demonstrate healthy habits, Tell about good and bad touch, Know how to avoid bad touch).

Recap (5 minutes):

• “Hello, my healthy helpers! Who can show me how to brush their teeth properly? And what’s one reason why handwashing is so important?”

Activity 1: Revisiting Good Habits (10 minutes):

• Let us check (Page 78): “Check how good you are. Write tick mark (/) or wrong (x) mark against each.” Go through the list of habits (Eat good food, Play video games, Drink plenty of water daily, Wash hands after using toilet, Wash hands before taking food, Take bath monthly, Do not brush teeth daily, Trim nails once in a month) and have students mark them. Correct misconceptions.
• Briefly discuss “Do You Know” about fingers (Page 78).

Activity 2: Understanding Private Parts (20 minutes):

• Introduce “Good touch and Bad touch” (Page 78).
• Explain: “Some parts of the body are called private parts.” Show the picture and identify Lips, Chest, Bottom, Between Legs (Page 78).
• Emphasize: “No one should see or touch these parts. And it is not right to touch, see or talk about those parts by someone older.” (Page 80).
• Clarify: “When we were children, mother and father might have touched us to help us to take bath or clean ourselves. That is not a secret and it is okay for a small baby or kid to get help with bathing.” (Page 80).

Closure (3-5 minutes):

• Summarize: “Today, we reviewed our healthy habits and learned about private parts, understanding that they are special and should not be touched by others.”
• Preview: “Tomorrow is a very important discussion about good touch and bad touch, and what to do if someone makes us uncomfortable.”
• Homework: Ask students to draw a picture of a healthy habit they practice.

Period 6: Good Touch, Bad Touch & Review

Objective: To clearly distinguish between good and bad touch, and to empower students with strategies to deal with bad touch. (Learning Outcomes: Tell about good and bad touch, Know how to avoid bad touch).

Recap (5 minutes):

• “Good morning, my brave learners! Today, we have a very important discussion. Can you remind me what we learned about private parts?”

Activity 1: Good Touch vs. Bad Touch (15 minutes):

• Define Good Touch: “Good touch is a touch that cares for us or makes us feel safe like your mother hugging you or your father holding your hand while walking.” Give examples: good touch hug, kissing on head and cheeks, shaking hands, putting hands on shoulder by friends (Page 80).
• Define Bad Touch: “Bad touch is a touch which makes us feel sad, angry, scared or confused. If anyone touches the private parts it is called bad touch. Because it makes us uncomfortable. Don’t let anyone touch those private parts.” (Page 80).
• Emphasize: “Anyone can make us uncomfortable or scary by their bad touch. It can be by a known person or an unknown person.” (Page 82).

Activity 2: What to Do if Someone Touches (10 minutes):

• Teach the three steps to deal with bad touch (Page 80):
  1. Scream ‘STOP’ / Say “Don’t touch” in a loud voice.
  2. Run away from that place / Leave the spot quickly.
  3. Inform one adult whom you trust / Tell elders (like parents or teacher) till you get help.
• Reassure: “We don’t have to feel bad for informing about bad touch. It is not our fault. So immediately inform your parents. Say ‘NO’ to Bad touch.” (Page 82).
• Introduce CHILD LINE (Page 82): “CHILD LINE is a national, 24×7, free, phone emergency outreach service for children in need of care and protection. Number: 1098.”

Activity 3: Review & Project Work (10 minutes):

• Review “Key words” (Page 82) and “What we have learnt” (Page 82-84) to summarize the entire lesson.
• Improve Your Learning (Page 84):
  • Conceptual Understanding: “Tell and write the uses of your body parts.” “Name the parts of the body that you use to speak over the phone.” “Write three good habits you have.”
  • Questioning and Hypothesis: “What will happen if you are silent when someone touch your private parts?”
• Project Work (Page 84):
  • Experiments and field observations (point 5): “Ravi observed his dress in the mirror and wrote his feelings… Observe your dress in the mirror and write your observations as Ravi.”
  • Information skills – Project work (point 6): “Observe your friends and write some good habits practised by them.”
  • Drawing pictures and model making (point 7): “Label the parts.” (Refer to the face diagram on Page 84).
• Appreciation (Page 84, point 8): “What will you do after using toilet?” Discuss the importance of cleanliness.

Closure (3-5 minutes):

• “Fantastic work throughout this lesson, my amazing students! You’ve learned so much about your incredible bodies, how to keep them healthy, how to be kind to everyone, and most importantly, how to keep yourselves safe. Remember, your body is special, and you have the right to say NO to any touch that makes you feel uncomfortable!”

Assessment:

• Formative Assessment: Observe student participation in discussions, demonstrations, and activities. Check their completed exercises and drawings.
• Summative Assessment: Review the “Improve Your Learning” questions and project work.

Differentiation:

• For advanced learners: Encourage them to research different types of exercises or healthy foods. They could also create a short skit demonstrating good and bad touch scenarios and how to react.
• For struggling learners: Provide simplified explanations and more visual cues. Offer one-on-one guidance during activities. Focus on identifying major body parts and 2-3 key good habits. Use role-playing for good/bad touch in a safe, controlled manner with the teacher.

Cross-Curricular Connections:

• Language Arts: Encourage students to write short sentences or paragraphs about their favorite body part, a good habit, or a safety rule.
• Art: Drawing and labeling body parts, illustrating good habits.
• Physical Education: Reinforce exercise and healthy movement.
• Social-Emotional Learning: Empathy towards others, personal safety, self-care.

This lesson plan is designed to make learning about “Our Body” comprehensive, engaging, and empowering for Class 3 pupils, covering both scientific understanding and crucial life skills.