1. 1 The Body You Are Gifted With
CHAPTER 1
Learning about Your Body and Your Needs
Lesson 1 Parts of Your Body
I. Objectives
At the end of the lesson, the pupils will be able to
1. identify the three main parts of the body;
2. group the parts of the body to the main parts they belong to;
3. draw some parts of the body;
4. give the importance of body parts; and
5. explain the importance of knowing the different parts of the body.
II. Target Science Process Skills/21st Century Skills
• observing
• inferring
• developing communication skills
• collaborative working
Materials: mirror, video of a song about body parts, computer, projector, puzzle of a boy or a girl having
missing body parts
III. Lesson Proper
A. Motivation
1. Ask the pupils about the things they do before going to school. List these things on the board. Then
ask the pupils how they are able to do those things every school day.
2. Prepare a singing activity where pupils can identify some of their body parts. You may download a
video on the following Web site: http://www.youtube.com/watch?v=TjJjaqX6tOM (accessed on 11
December 2010). Ask the pupils what body parts were mentioned in the song.
B. Presentation of the Subject Matter
1. Guide the pupils in answering the activity in Sci-tionary. Afterward, ask them to point the head,
the limbs, and the trunk on their body.
2. Discuss the important concepts in Feed Your Mind. Explain each part of the body and classify it
according to the main group where it belongs.
3. Guide the pupils in doing Science in Action.
4. To summarize the lesson, mention the important concepts listed in Rundown.
5. Ask the pupils to answer Brain Challenge.
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2. C. Synthesis
Play a game called “What Body Part Is It?” In this game, you will point your index finger to a
body part, for example the nose, while saying the word nose. Then you will name another body part.
The pupils should be able to point to the body part as you say its name. Those who are not able to point
to the body part mentioned within three seconds will sit down. The last pupil standing wins the game.
Point to as many body parts as possible. Make sure that the pupils have correctly identified the
body parts.
IV. Remediation
Give the pupils a drawing of a boy or a girl with missing body parts. Ask them to draw the missing
parts, label each part, and classify each as belonging to the head, trunk, or limbs.
V. Enrichment
Discuss about differently-abled people. Mention that there are people who may have incomplete body
parts, but they are still capable of doing many things. You may show a video about differently-abled people.
Watch the video with your pupils. After watching the video, have the pupils give their insights about the
video by asking them questions.
Lesson 2 Your Sense Organs and How Your Body Parts Work
I. Objectives
At the end of the lesson, the pupils will be able to
1. identify the five sense organs;
2. infer that body parts work together to perform a specific activity; and
3. appreciate how the different body parts work together to help them do different activities.
II. Target Science Process Skills/21st Century Skills
• predicting
• interpreting
• creative thinking
Materials: pencil, handkerchief, 5 balls, 5 cymbals, 5 whistles, 5 drums
III. Lesson Proper
A. Motivation
Let the pupils sing the “Hokey Pokey” song. Lead them first in singing the song. Then call on 2–3
pupils to lead the class in singing the song using other body parts.
Questions:
a. What are the body parts we used in singing the song and doing the dance steps?
b. What do you think will happen if one of your body parts is not working well?
c. What can you do if one of your body parts is not working well?
B. Presentation of the Subject Matter
1. Have the students do Sci-tionary.
2. Discuss the important concepts in Feed Your Mind.
3. Call on some pupils to demonstrate an activity in class such as cooking, washing dishes, and taking
a bath.
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3. 4. Have the pupils identify the sense organs and body parts that work together to perform the task.
5. Discuss the five sense organs and how body parts work together to perform a task.
6. Group the pupils and have them do the activity in Science in Action.
7. To summarize the lesson, mention the important concepts listed in Rundown.
8. Ask the pupils to answer Brain Challenge.
C. Synthesis
Ask the pupils what body parts are used most of the time and let them explain their answer. Lead
them to explaining the importance of these body parts in doing their daily activities.
IV. Remediation
Ask the pupils to observe their classmates and describe the activities they do in class. Have them list
down the body parts that his or her classmate uses in doing those activities.
V. Enrichment
Have the pupils draw on a bond paper at least two things that they do regularly at home and tell them to
list down the body parts they use for these activities.
Lesson 3 Caring for Your Body
I. Objectives
At the end of the lesson, the pupils will be able to
1. cite the different ways of caring for the body;
2. enumerate the different materials used in keeping the body clean and healthy; and
3. explain the importance of keeping the body healthy and strong.
II. Target Science Process Skills/21st Century Skills
• comparing
• critical thinking
• sound reasoning
Materials: a box containing comb, nail cutter, soap, toothbrush, toothpaste, and towel; pictures of children
practicing proper care for the body; pictures of children showing poor health habits
III. Lesson Proper
A. Motivation
Ask the pupils, “Have you ever been sick? How did you feel? What things were you not able to
do?” Call on some volunteers to share their experiences with the class. Then have the pupils answer
Sci-tionary.
B. Presentation of the Subject Matter
1. Show the “magic box” to the class. Call on some pupils to pick one object from the box and have
them identify the objects they picked. Then ask how they use each object. The pupils should be
able to infer that the objects are used to keep the body clean.
2. Discuss the health habits on keeping the body clean and healthy in Feed Your Mind.
3. Have the pupils answer Science in Action.
4. To summarize the lesson, mention the important concepts listed in Rundown.
5. Have the pupils answer Brain Challenge.
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4. C. Synthesis
1. Summarize on the board the basic health habits on keeping the body clean and strong. Have some
pupils demonstrate the health habits as you explain them.
2. Ask, “Why should you practice good health habits?”
IV. Remediation
Present a “My Cleaning Kit” to the class with different cleaning materials like towel, toothbrush, nail
cutter, etc. Let the pupils work with a partner. As the box is passed around, one of each pair will get one
cleaning material. Then, distribute a small colored paper to each pair. The colored paper will contain a
phrase that the pupils must complete (For example: “If I Never Washed My Hair...,” If I Never Brushed My
Teeth...,” etc.) Post the pupils’ answers on a manila paper or cartolina.
Questions:
1. Which cleaning material are you able to use on your own?
2. Which do you need help in using?
3. Should you borrow cleaning materials like comb, toothbrush, or towel from others? Why or why
not?
V. Enrichment
Show pictures of children with poor health habits. Let the pupils predict what could happen when one
does such habit.
Example:
Show a picture of a boy playing with soil and then eats without washing his hands.
Sample prediction:
The boy can experience a stomachache.
Lesson 4 Healthy Food for a Healthy You
I. Objectives
At the end of the lesson, the pupils will be able to
1. identify and differentiate the three food groups;
2. group different kinds of food as go, grow, or glow;
3. tell the importance of eating healthy food to keep the body strong; and
4. determine whether the food they eat is good for the body or not.
II. Target Science Process Skills/21st Century Skills
• predicting
• observing
• inferring
Materials: basket with different examples of go, grow, and glow foods; pieces of bond paper
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5. III. Lesson Proper
A. Motivation
Lead the pupils in singing the song “Bahay Kubo.” (You may sing other songs that promote
healthy foods.) Have the pupils share their experiences in eating any of the vegetables mentioned in the
song. Then discuss the importance of eating healthy foods.
B. Presentation of the Subject Matter
1. Guide the pupils in answering Sci-tionary.
2. Show to the class a basket containing different kinds of food. Make sure that the foods in the
basket belong to the three basic food groups. Then, let the pupils identify each food inside the
basket.
3. Discuss the important concepts in Feed Your Mind. Introduce the three basic food groups using the
foods in the basket. Explain the differences of the three basic food groups.
4. Guide the pupils in doing the activity in Science in Action.
5. To summarize the lesson, mention the important concepts listed in Rundown.
6. Ask the pupils to answer Brain Challenge.
C. Synthesis
Distribute pieces of bond paper. Ask the class to bring out their pencils and coloring materials.
Then let the pupils show a balanced meal through a drawing. Guide them in doing this activity. Then
call on some pupils to show and explain his or her drawing to the class.
IV. Remediation
Bring the class to the school canteen and have the pupils classify the foods sold there according to the
three basic food groups.
V. Enrichment
With their parents’ consent, bring the pupils to a local farm or a garden for a picnic. Have the pupils
bring their own healthy snacks. Let the pupils share their healthy snacks with their classmates. While
having a picnic, review the lesson about the three basic food groups.
Lesson 5 You Need Air, Water, and Sunlight
I. Objectives
At the end of the lesson, the pupils will be able to
1. explain the importance of having clean air;
2. explain why people need safe drinking water;
3. tell the importance of having enough exposure to sunlight; and
4. demonstrate ways to help keep the air and water clean.
II. Target Science Process Skills/21st Century Skills
• inferring
• problem solving
Materials: pictures on tree planting, waste segregation, and cleaning of the bodies of water
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6. III. Lesson Proper
A. Motivation
Bring the class to a particular place in the school where there are many trees. Ask the pupils to
close their eyes. Ask them to do a few minutes of deep breathing exercise. Tell them to be aware of the
refreshing breeze. Then call on some volunteers to share what they felt after doing the exercise.
B. Presentation of the Subject Matter
1. Guide the pupils in answering Sci-tionary. Check the pupils’ answers.
2. Discuss the important concepts found in Feed Your Mind. Explain the importance of having
clean air and safe drinking water. Have the pupils relate the exercise they did in Motivation with
the lesson. Emphasize also that sunlight is needed by the body to work properly. Explain the
importance of morning sunlight for the body.
3. Talk about ways on how to help keep the air and water clean. You may show pictures that illustrate
the following:
a. tree planting
b. cleaning of the canals, rivers, lakes, and other bodies of water
c. waste segregation
4. Have the pupils perform the activity in Science in Action. Guide them as they do the activity.
5. To summarize the lesson, mention the important concepts in Rundown.
6. Have the pupils answer Brain Challenge.
C. Synthesis
End the lesson by calling on some pupils to answer the questions found in Jump Start.
IV. Remediation
1. Ask the class if they have questions regarding the lesson. Clarify any misconceptions before proceeding
to the next lesson.
2. Present some pictures that show the importance of air, water, and sunlight. Then have the pupils state
why air, water, and sunlight are important for the body.
V. Enrichment
Have the pupils practice waste segregation in the classroom. Demonstrate how to segregate classroom
wastes. Emphasize that proper waste segregation helps keep the environment or surroundings clean.
Lesson 6 Clothes for Your Protection
I. Objectives
At the end of the lesson, the pupils will be able to
1. explain how clothes can protect the body in different weather conditions;
2. identify the proper clothes to wear for different activities like playing, going to school, going to church,
and attending special events; and
4. tell the importance of wearing proper and clean clothes based on the changing weather and on the
occasion.
II. Target Science Process Skills/21st Century Skills
• inferring
• communicating
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7. Materials: jacket, dress, T-shirt, pants, shorts, pictures of different weather conditions, small box, drawings
of different kinds of clothes, pieces of paper, colored pens
III. Lesson Proper
A. Motivation
Show the pupils different kinds of clothes such as jacket, dress, T-shirt, shorts, and pants. Ask
them to identify the different kinds of clothes you showed them. Have them recall the occasions where
they wore each kind or set of clothes.
B. Presentation of the Subject Matter
1. Have the pupils answer Sci-tionary.
2. Discuss the important concepts in Feed Your Mind. Emphasize to the pupils the importance of
wearing a clean set of clothes after taking a bath. Also, explain to them why clothes are one of the
basic needs of people.
3. Have the pupils do Science in Action. Guide them in doing the activity.
4. Have the pupils read the concepts in Rundown. Afterward, have them share what they have
learned.
C. Synthesis
End the lesson by calling on some pupils to answer the questions found in Jump Start.
IV. Remediation
Prepare a small box (a shoe box will do) with drawings of different kinds of clothes inside it. Call on
a pupil to pick a drawing from the box. Then have him or her identify where the clothes in the drawing
should be worn. Call on other pupils to do this until all the drawings are identified. Summarize the activity
by telling the class the importance of the following:
a. a clean set of clothes after taking a bath;
b. wearing thick clothing during rainy days;
c. wearing loose and light-colored clothes during sunny days; and
d. wearing the appropriate clothes for every occasion.
V. Enrichment
Pair up the pupils. Distribute pieces of paper and colored pens. Have each pair complete the following:
“Clean clothes are important because _____________________________________.”
Then, let the pairs post their answers on the classroom walls or bulletin boards.
Lesson 7 A Clean and Safe House
I. Objectives
At the end of the lesson, the pupils will be able to
1. identify the different parts of the house;
2. describe the function of each part of the house;
3. describe a clean and safe house; and
4. cite ways on how to help keep the house clean and safe.
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8. II. Target Science Process Skills/21st Century Skills
• inferring
• working creatively with others
Material: doll house
III. Lesson Proper
A. Motivation
Tell the pupils to draw their houses. Ask them about their favorite part of the house and ask them
why that part of the house is their favorite.
B. Presentation of the Subject Matter
1. From the answers of the pupils in Motivation, expound that a clean and safe house is important for
growing children.
2. Have the pupils answer Sci-tionary.
3. Call on some pupils to read the questions found in Jump Start. Tell them that you will go back to
this section after the discussion of the lesson.
4. Discuss the important concepts in Feed Your Mind. Using a doll house as model, describe the
different parts of a typical house, the function of each part, how to make each part clean and safe,
and the importance of keeping the house clean and safe. Then ask the pupils what they do at home
to keep their house clean and safe.
5. Let the pupils answer Science in Action.
6. Have the pupils answer Brain Challenge.
7. End the lesson by calling on pupils to answer the questions in Jump Start.
C. Synthesis
Let the pupils read the concepts in Rundown. Then call on some pupils to share with the class
what they have learned.
IV. Remediation
Ask the pupils if they have any questions regarding the lesson. Clarify any misconceptions. Afterward,
have them draw their dream house. Call on volunteers to show their drawings to the class.
V. Enrichment
Demonstrate ways on keeping a house clean and safe by doing simple things such as sweeping the
floor, fixing the bed, or keeping toys in proper places. Then call on some pupils to act out these ways in
front of the class.
Lesson 8 Your Body Needs Exercise, Recreation, Rest, and Sleep
I. Objectives
At the end of the lesson, the pupils will be able to
1. tell the importance of having enough rest and sleep; and
2. identify the benefits of recreational activities such as biking and playing sports.
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9. II. Target Science Process Skills/21st Century Skills
• inferring
• critical thinking
• sound reasoning
Materials: pictures of the following: a boy biking, a girl jogging, a girl sleeping wearing dirty clothes, a boy
looking tired and restless, and children dancing and singing
III. Lesson Proper
A. Motivation
(Assign the pupils to bring a face towel and shirt prior to this activity.) Lead the pupils in doing a
simple exercise routine like jumping jack or stretching. Afterward, have the pupils share what they feel
after exercising. Say, “Exercise is good to keep our body fit, healthy, and strong.”
B. Presentation of the Subject Matter
1. Guide the pupils in answering Sci-tionary.
2. Call on two pupils to read the questions in Jump Start. Tell the class that the lesson will focus on
those questions.
3. Discuss the importance of exercise, recreational activities, rest, and sleep found in Feed Your
Mind.
4. Have the pupils do Science in Action. Guide them in doing the activity.
5. Have the pupils answer the exercise in Brain Challenge. Check their answers afterward.
C. Synthesis
End the lesson by having the pupils read the important concepts listed in Rundown. You may also
ask them to share what they have learned in the lesson.
IV. Remediation
1. Ask the pupils if they have questions regarding the lesson. Clarify any misconceptions.
2. Show pictures of children doing different activities that show good and bad practices. Have the pupils
identify which pictures show an activity that is good for the body and which are not. Let them describe
and explain each picture.
V. Enrichment
1. Ask the pupils to prepare one activity they love to do like singing, dancing, drawing, and playing
musical instruments. Have them perform one by one in front of the class.
2. Let the pupils reflect on the recreational activity they do by completing the following:
“My favorite recreational activity is ______________________ because ______________________.”
Lesson 9 Love and Care for a Healthy You
I. Objectives
At the end of the lesson, the pupils will be able to
1. name the people who give them love and care;
2. explain why growing children need love and care;
3. demonstrate ways on how to show love and care to the people around them; and
4. make a thank-you letter or card for their parents or guardians.
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10. II. Target Science Process Skills/21st Century Skills
• inferring
• critical thinking
• sound reasoning
Materials: pieces of bond paper
III. Lesson Proper
A. Motivation
(Assign the pupils beforehand to bring their family pictures.) Tell the pupils to bring out their
family pictures. Call on volunteers to describe who are in the picture. Ask, “How do the members of
your family show you their love and care?”
B. Presentation of the Subject Matter
1. Guide the pupils in doing the activity in Sci-tionary.
2. Discuss further the two words love and care. Relate these with the concepts found in Feed Your
Mind.
3. Ask the pupils to demonstrate how they can show their love and care to the people around them.
Ask, “If people around you give you love and care, how will you show that you love and care for
them, too?” Explain to the pupils why people need love and care.
4. Guide the pupils in doing Science in Action.
5. Have the pupils do Brain Challenge.
C. Synthesis
Have the pupils read the concepts listed in Rundown. Then, call on some pupils to share their
ideas on what they have learned in the lesson.
IV. Remediation
1. Give a short quiz about the lesson.
2. Make a general statement or conclusion about the important concepts that the pupils have to remember
about the lesson.
V. Enrichment
1. Distribute bond papers to the pupils. Tell them to make a thank-you letter or card for their parents or
guardians who give them love and care. Tell them to include a drawing in their letters or cards.
2. Tell the pupils to give the cards they made to their parents or guardians. Instruct them to have their
letters or cards signed by their parents. Then ask, “How did your loved ones feel when you gave them
your letter or card?”
3. Have the pupils answer Chapter Checkup.
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