Kindergarten
Lessons
Kindergarten Cluster of Learning Outcomes*
Targeted Learning Outcomes Related Learning Outcomes
K.5.K.E.1a Identify the major parts of the body K.1.K.B.3b Recognize names of body parts (i.e.,
by their appropriate names (e.g., head, arms, head, neck, shoulders, arms, hands, elbows, wrists,
shoulders, elbows, wrists, fingers, thumbs, legs, legs, knees, ankles, feet, chest, waist, hips, back)
knees, ankles, feet, toes, chest, waist, hips, penis, when following instructions for physical activity
vagina, breasts...). (Lesson 1) (e.g., bend your knees, hands on hips, balance on
K.5.K.E.3a Show the understanding that people one foot...). (Lesson 1)
have a right to privacy (e.g., in reading corners, K.4.K.B.1a Identify examples of responsible
time-out zones, washrooms...). (Lesson 2) social behaviours (e.g., contributing by listening,
following rules, taking turns, sharing equipment,
speaking kindly, being courteous...) for getting
along with others in school and schoolyard.
(Lesson 2)
* The student learning outcomes are identified in Kindergarten to Senior 4 Physical Education/Health Education: Manitoba Curriculum Framework of
Outcomes for Active Healthy Lifestyles (Manitoba Education and Training).
Kindergarten: Lesson 1
Lesson 1: My Body
Cluster of Learning Outcomes
Students will…
K.5.K.E.1a Identify the major parts of the body by their appropriate names (e.g., head, arms,
shoulders, elbows, wrists, fingers, thumbs, legs, knees, ankles, feet, toes, chest, waist,
hips, penis, vagina, breasts…).
K.1.K.B.3b Recognize names of body parts (i.e., head, neck, shoulders, arms, hands, elbows,
wrists, legs, knees, ankles, feet, chest, waist, hips, back) when following instructions
for physical activity (e.g., bend your knees, hands on hips, balance on one foot…).
Indicates targeted learning outcome.
Lesson Focus
As a result of the learning activities within this lesson students will be able to
• name body parts on a poster
• participate in action songs/games
• trace their bodies on paper and place body part labels (words or pictures) correctly
• identify private body parts and how to use the terms appropriately
Resources
Lesson Materials/Supplies Blackline Masters
• poster of human body (trace someone’s • BLM K-1.1: My Body
body) • BLM K-1.2: How We Cover Our Private
• preprinted labels of body parts (use index Body Parts
cards)
• large pieces of paper
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Human Sexuality: A Resource for Kindergarten to Grade 8 Physical Education/Health Education
Notes to Teacher
Some students may be uncomfortable about using proper names for private body parts.
In a class discussion, indicate that other names are sometimes used instead of the actual
names; however, it is important to learn the real names or terms because doctors, nurses, books,
and so on, would use them when talking about the human body.
Because certain body parts are private, avoid including the names when playing games or drawing
posters.
Curricular Connections CC Family Involvement
ELA: • Encourage students to take home the
GLO 1—Explore thoughts, ideas, feelings, lesson handouts to share with their
and experiences families.
GLO 3—Manage ideas and information • Communicate with parents/guardians,
informing them that children are learning
PE/HE: the correct names for private body parts.
K.1.K.B.3b (body awareness) • Recommend helpful books for parents.
Examples of Books:
SC:
Hickling, Meg. Boys, Girls and Body
Cluster 2—Colours Science: A First Book about Facts of
Life. Illus. Kim LaFave. Madeira
Park, BC: Harbour Publishing, 2002.
---. More Speaking of Sex: What Your
Children Need to Know and When
They Need to Know It. Kelowna, BC:
Northstone, 1999.
---. Speaking of Sex: Are You Ready to
Answer the Questions Your Kids Will
Ask? Kelowna, BC: Northstone, 1996.
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Kindergarten: Lesson 1
Suggestions for Instruction
1. Use a poster of the human body and ask • “Sammie Says”
students to identify the major parts of the Appoint a leader to call out various tasks
body (e.g., head, arms, shoulders, elbows, (e.g., “Sammie says, touch your knees”
wrists, fingers, thumbs, legs, knees, ankles, or “circle your arms”). Have students
feet, toes, chest, waist, hips). respond by touching or moving the
Refer to BLM K-1.1: My Body. specified parts. If a student demonstrates
an incorrect movement or response, he
2. Discuss the names of the body parts that are or she performs a challenge and then
considered private (e.g., penis, vagina, returns to the game.
breasts) and are covered by bathing suits for • “Hokey-Pokey”
males and females. Tell students that no one 4. Have students trace their bodies on large
has the right to touch their private body pieces of paper. Provide the class with
parts without permission. If this does labels of body parts or pictures of body
happen they must tell a trusted adult. parts from magazines and have students
3. Have students do actions to songs and glue them to the correct places on the body
games such as the following. When outline.
performing actions for the suggested songs 5. Have students colour children’s bathing
and games, explain and reinforce that the suits, using the BLM provided. Remind
names of certain body parts are not used students that using bathing suits is one way
because they are private and need to be we respect our private body parts.
treated with respect. Refer to BLM K-1.2: How We
• “Head and Shoulders, Knees and Toes” Cover Our Private Body Parts.
Students point to each part of the body
as they sing its name. Other verses may
be added.
Suggestions for Assessment
Paper and Pencil Task Provide the following oral instructions:
Teacher: Checklist Colour the
To determine student understanding of the parts • head — yellow
of the body and the related vocabulary, give • arms — red
each student a picture of a body outline. • shoulders — orange
Refer to BLM K-1.1: My Body. • elbows — purple
• hands — black
• legs — blue
• knees — pink
• feet — brown
• other
Suggested Criterion:
Look for number of correct identifications.
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Human Sexuality: A Resource for Kindergarten to Grade 8 Physical Education/Health Education
Notes
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