Human Body Basics

Overview

This lesson develops pupils’ understanding of the human body and the five senses, aligning with the National Curriculum for Science (Year 1). Pupils will identify and label key body parts and connect them with their senses using interactive and sensory activities. This is lesson 13 of 14 in the "Seasons and Living Things" unit, helping children relate living things to their own bodies and senses.

Curriculum Links

National Curriculum for England – Science – Key Stage 1 (Year 1)

Animals, Including Humans: Identify, name and label basic parts of the human body and link them to their senses.
Pupils should use their observations and ideas to suggest answers to questions.
Develop pupils’ scientific vocabulary and conceptual knowledge.

Learning Objectives

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

Name and label basic body parts: head, shoulders, knees, toes, eyes, ears, mouth, nose.
Describe the function of the five senses and associate them with corresponding body parts.
Use a labelled diagram of the human body to consolidate their understanding.
Begin to ask questions about their senses and bodies.

Success Criteria

Correctly label a simple diagram of the human body.
Explain which sense is linked to which body part.
Participate actively in sense-related activities and discussions.

Resources

Large laminated human body diagram with blank labels (head, arms, legs, eyes, ears, nose, mouth, shoulders, knees, toes).
Stick-on name labels or Velcro labels for body parts.
Sensory objects: lemon slice (taste), feather (touch), bell (hearing), picture cards (sight), scented cotton balls (smell).
Child-friendly mirrors for self-observation.
Whiteboard and marker pens.
Worksheets for labelling body parts and senses.
Timer or stopwatch.

Lesson Timing Breakdown (50 minutes)

Time	Activity	Description
0–5 mins	Engage: Welcome & Warm-up Song	Sing “Head, Shoulders, Knees and Toes” with the pupils to energise the group and introduce body parts. Encourage exaggerated movements to a lively rhythm to engage kinaesthetic learners.
5–10 mins	Introduction: Who Am I?	Using mirrors, pupils look at themselves to identify body parts aloud, prompted by the teacher’s questions (e.g., “Can you point to your nose?”). Teacher models using correct vocabulary clearly.
10–20 mins	Explore: Label the Body	Pupils take turns placing name labels on the large laminated diagram. Teacher prompts for correct placement and pronunciation. Incorporate “body part detective” game where pupils ask peers to find and point to parts on their own bodies.
20–30 mins	Explain: The Five Senses	Teacher shows sensory objects and explains each sense linked with a body part. Pupils touch, smell, hear or taste objects as appropriate. Use a colourful five senses chart to visually reinforce learning.
30–40 mins	Elaborate: Sensory Stations	Set up five mini sensory stations, one for each sense. Pupils rotate every 2 minutes in pairs:

Taste a tiny lemon slice (taste).
Feel a feather or sandpaper (touch).
Listen to a ring of bells (hearing).
Smell scented cotton balls (smell).
Look at bright or patterned picture cards (sight).
Teacher facilitates and asks linking questions such as “Which body part helps you taste the lemon?” | | 40–45 mins | Evaluate: Quiz and Discussion | Quick, fun oral quiz with response cards (hand icons with “yes” or “no”) to recap head, shoulders, knees, toes, and senses. Pupils explain which body part senses which stimuli. Scaffold answers as needed. | | 45–50 mins | Plenary/Next Steps: Worksheet & Reflection | Pupils complete a simple worksheet labelling body parts on a blank figure and matching senses to body parts. Teacher recaps key vocabulary and asks pupils to share their favourite sense and why. |

Differentiation

Support: Use picture cards with body parts for vocabulary prompts. Work in pairs for labeling tasks.
Challenge: Encourage pupils to come up with questions about senses (e.g., “Why can’t we see in the dark?”) and hypothesise answers.
Visual aids and concrete objects meet varied learning styles for multimodal understanding.

Assessment Opportunities

Observation during the “Label the Body” activity – correct placement and vocabulary use.
Participation and responses in sensory stations and oral quiz.
Completed worksheet used to assess understanding of body parts and senses.
Teacher notes on pupil questions and explanations for formative assessment.

Additional Notes

Emphasise respectful talk about bodies and senses to support personal, social and emotional development.
Make connections back to previous lessons in the “Seasons and Living Things” unit — e.g., how living things sense their environment too.
Use positive reinforcement throughout to build confidence in scientific vocabulary.

Reflection for Next Lesson

Use pupil feedback and worksheet results to plan a consolidation or extension lesson (Lesson 14) focused on how humans and animals respond to seasonal changes through their senses.
Consider developing a creative project where pupils create a “My Senses” booklet or poster.

This dynamic, sensory-rich lesson plan ensures pupils gain hands-on knowledge of their bodies and senses in line with the Year 1 National Curriculum, encouraging curiosity and confident communication in science.

Teaching Instructions