Important Organs

Overview

This 30-minute lesson is the second in a three-lesson unit titled "Healthy Bodies, Happy Minds," designed for Grade 1 students. Grounded in the Ontario Curriculum for Health and Physical Education (2019), this lesson introduces students to three vital organs: the brain, heart, and lungs. Students will identify each organ's location, understand its basic function, explore ways to care for these organs, and recognise the consequences of poor health choices.

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Curriculum Expectations

Overall Expectation:

• 1.1 Healthy Living: Demonstrate an understanding of factors that contribute to healthy development and well-being.

Specific Expectations:

• Health and Well-being, Personal Skills (Grade 1):
  • A1.1: Describe ways to keep their bodies healthy.
  • A1.3: Identify body parts and their basic functions.

Relevant Foundations (Understanding Healthy Bodies):

• Understanding the heart’s role in pumping blood.
• Understanding the lungs’ role in breathing.
• Understanding the brain’s role in thinking and controlling the body.

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Learning Goals

Students will be able to:

• Identify the brain, heart, and lungs on themselves and on diagrams.
• Describe the simple function of each organ (brain: thinks and controls, heart: pumps blood, lungs: help us breathe).
• List three ways to keep these organs healthy.
• Illustrate the effects of unhealthy habits on these organs.
• Demonstrate an understanding that taking care of these organs contributes to overall well-being.

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Materials Needed

• Large laminated human body outline (poster or floor mat)
• Organ cutouts (brain, heart, lungs) with Velcro backs
• Small mirrors (to allow students to observe their own chests/throats)
• Whiteboards and markers or paper and crayons
• Storybook or short video (age-appropriate, no hyperlinks, teacher-provided) explaining organ functions
• "Healthy or Not?" illustrated cards (examples: apple, candy, skipping rope, couch, cigarette image with a red cross)
• Worksheet for drawing organs and showing healthy/unhealthy effects

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Timeline & Activities

Time	Activity	Details	Connections to Curriculum
0-5 min	Introduction & Warm-Up	- Greet students and briefly recap Lesson 1 (healthy habits).

• Ask: "What do you already know about your body?"
• Briefly introduce today’s focus: brain, heart, lungs.
• Show the big body outline and place the organ cutouts loosely on it. | Builds on prior knowledge (A1.1, A1.3). Activates curiosity. | | 5-12 min | Organ Locations & Functions | - Use a story or video to introduce the function of each organ.
• Invite students to place organ cutouts on the body outline in correct spots.
• Use small mirrors to observe their throat movements when breathing deeply (lungs) and pulse on wrist (heart).
• Ask guided questions: "What happens when you breathe?", "What does your heart feel like when you run?" | Hands-on representations align with A1.3. Builds observational skills. | | 12-20 min | Healthy Choices Discussion & Sorting | - Show illustrated “Healthy or Not?” cards.
• Let students sort cards into ‘good for your organs’ or ‘not good’.
• Discuss why certain choices help or harm the brain, heart, and lungs.
• Emphasis on eating well, physical activity, avoiding junk food and smoke. | Links to A1.1 about ways to keep the body healthy, directly targeting healthy decision-making skills. | | 20-28 min | Drawing & Reflection | - Hand out worksheets for students to:
  1. Draw one organ of their choice.
  2. Show one healthy habit surrounding it (e.g., brain + reading, heart + running).
  3. Illustrate what could happen if the organ is unhealthy (can be simple, like sad face or stop sign).
• Teacher and assistant circulate to offer support and ask prompting questions. | Supports visual expression of knowledge, reinforcing A1.3 and A1.1 through creativity. | | 28-30 min | Wrap-Up & Exit Ticket | - Quick oral review: "Name 3 organs and one way to keep them healthy."
• Exit ticket: Each student shares one healthy habit they will try at home. | Formative assessment tied to overall expectations and reinforces student voice. |

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Assessment Criteria

Formative:

• Observation of participation during organ placement and sorting activity.
• Responses during discussion and questioning demonstrate understanding of organ functions and health habits.
• Quality and accuracy of drawing and explanations on worksheet.
• Exit ticket sharing indicates personal connection and retention.

Success Indicators:

• Students can name and locate brain, heart, and lungs with little prompting.
• Students identify at least two ways to keep these organs healthy.
• Students demonstrate understanding that organs can be harmed by unhealthy choices.

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Differentiation & Inclusion

• Use visuals and physical activities to support diverse learning styles.
• Provide additional support and prompts for students with special needs during sorting and drawing activities.
• Allow students to express understanding verbally if drawing is challenging.
• Use simple, clear language and encourage peer support during group work.

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Extensions & Ideas to Wow

• Incorporate a short breathing exercise ("balloon belly breathing") to connect physically with lungs.
• Use a stethoscope (if available) to let students hear heartbeats, enhancing curiosity.
• Create a class wall chart throughout the unit showing organs, healthy habits, and student artwork as a gallery of learning.
• Prepare a simple "healthy habit superhero" badge students earn when they share at home.

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This lesson plan follows the Ontario curriculum specifically focusing on Health and Physical Education expectations, fostering early personal understanding and establishing healthy behaviours through engaging, tactile, and reflective experiences suitable for Grade 1 students.