Understanding Our Bodies

Lesson Overview

This 30-minute PSHE lesson is designed for Year 4 students and adheres to the Scottish Curriculum for Excellence Health and Wellbeing benchmark: HWB 1-47b: I am aware of my growing body and I am learning the correct names for its different parts and how they work. The lesson introduces the correct anatomical terms for male and female sexual organs, explores the basic functions of the body parts, and promotes a respectful, age-appropriate understanding of personal development.

The lesson acknowledges the challenges of teaching an energetic, boy-heavy class by combining direct instruction with hands-on and engaging activities, reinforcing focus and discouraging silliness.

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Learning Objectives

By the end of the session, students will:

• Understand the concept of their growing bodies and why naming body parts is important.
• Accurately name the main male and female sexual organs (e.g., womb, ovaries, scrotum, penis, vagina).
• Confidently describe the function of different body parts, including those unrelated to sexual development (e.g., heart, lungs).

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Materials Needed

• Large anatomical diagram/poster with blank body outlines (male and female).
• Sticky notes or whiteboard labels.
• Pre-written function descriptions for key body parts (e.g., "this part helps us breathe").
• A soft foam ball.
• Coloured pencils and personal body-outline templates (male/female neutral).

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Lesson Structure

1. Welcome and Ground Rules (5 minutes)

Purpose: Create a safe, respectful space for conversations about bodies.

1. Greet students with a warm opening: “Today, we’ll be talking about our amazing, growing bodies. By the end, you’ll know and understand more about how your body works!”
2. Write Respect on the board and ask, “What does respect look and sound like when we talk about something important?” (E.g., no laughing at others, listening when someone is talking). Acknowledge giggles briefly but firmly redirect attention.
3. Establish clear boundaries: “All questions are welcome, but if they feel private, you can write them down for me to answer later.”

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2. Body Parts and Names Activity (10 minutes)

Step 1: Labelling Main Body Parts

1. Display two large, blank body outlines on the board (one male, one female).
2. Hand out pre-written sticky notes or use whiteboard labels with body part names and functions. Examples:
   • Womb: Where a baby grows in a female’s body.
   • Penis: Used for passing urine and reproduction in males.
   • Ovaries: Store eggs that help create a baby.
   • Scrotum: Protects the testicles, which produce sperm in males.
3. Students take turns placing a sticky note/label on the correct place on the diagram (one student at a time to maintain focus). As each part is labelled, give a child-friendly explanation of its function.

Step 2: Whole Group Recap

Review the labelled diagram together, encouraging students to repeat the body parts confidently as a group. For example:
Teacher: “Everyone say ‘vagina.’ It’s part of the female body and leads into the womb.”

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3. Body Systems Game (7 minutes)

Purpose: Reinforce focus and engagement while learning how the body works.

1. Stand students in a circle and introduce the foam ball.
2. Explain: “I’ll toss the ball to someone, and they will name a body part (e.g., heart, lungs). The next person will explain what it does (e.g., the heart pumps blood). Then, they toss the ball on.”
3. Encourage inclusion of the key body parts discussed earlier alongside broader body parts (e.g., “The heart pumps blood. The womb is where a baby grows.”).
4. Correct gently if students provide incorrect responses, always focusing on encouragement: “Good try! Let’s think about it again together!”

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4. Reflection and Personal Body Template (8 minutes)

Purpose: Consolidate learning in an age-appropriate, quiet activity.

1. Provide each student with a personal outline of a body (gender-neutral).
2. Students label 5-7 body parts on their diagrams using coloured pencils. These should include:
   • Two external sexual organs (e.g., penis, vagina).
   • Three non-sexual body parts to balance focus (e.g., lungs, heart, stomach).
   • One part of their choice.
3. Walk around, providing supportive guidance to ensure all body parts are labelled appropriately.

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Close the Lesson (Final Minute)

1. Bring students back together: “Today, we learned about our amazing bodies and how they work. It’s important to use the right words so we understand and respect ourselves.”
2. Allow time for written, anonymous questions (if needed): “If you have questions, jot them down and I’ll answer them next time.” Remind them that this is a safe space.

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Differentiation

• EAL (English as an Additional Language) Learners: Provide written labels alongside diagram images as visual aids. Use simple language during the body part discussion.
• Higher Ability Learners: These students could research one additional, age-appropriate body part/function and present it in a sentence at the end of the lesson.
• SEN Students: Private guidance during the activity, and consideration of their comfort levels when naming sensitive body parts. They can use pre-labelled diagrams if needed.

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Assessment

• Formative Checkpoints: Observe student responses during discussions and activities to gauge comprehension and engagement.
• Final Personal Outline: Check labelled diagrams for correct identification of body parts.

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Extension/Home Activity (Optional)

Students can create a “My Amazing Body” booklet at home, adding other body parts we didn’t discuss in class, with parent guidance.

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Note for Teachers: Keep a neutral tone throughout the lesson. It’s natural for some students to feel embarrassed, but maintaining a factual, respectful, and confident delivery will help them feel comfortable and engaged. As always, follow the school’s safeguarding policy if sensitive issues arise.