Objectives (5 - 7 minutes)

1. Develop the ability to identify and name the main parts of the human body: head, trunk, and upper and lower limbs.
2. Stimulate body awareness, helping students to perceive how they move and use each part of the body.
3. Promote interaction and cooperation among students through playful activities involving the use of the body.

Secondary Objectives:

• Stimulate body expression through gestures and movements.
• Develop fine and gross motor coordination.
• Encourage respect and acceptance of body differences among students.

Introduction (10 - 15 minutes)

1. Review of contents: The teacher starts the lesson by reviewing with the students the basic parts of the human body that have already been studied in previous classes. Simple questions are asked to assess students' prior knowledge, such as "What are the parts of the body we use to pick up an object?" or "What are the parts of the body we use to run?".

2. Problem situations: Next, the teacher presents two problem situations to the students. The first one is: "Imagine you are playing hide and seek. Which parts of your body do you need to move or hide to hide well?". The second situation is: "Have you ever noticed that sometimes our body feels different things, like cold or heat, or when we are sad or happy? Which parts of the body do you think can feel these things?".

3. Contextualization: The teacher explains that it is important to know our own body in order to take good care of it and use it in a healthy way. He also emphasizes that all people have different bodies and that this is one of the things that makes each of us unique and special.

4. Capturing students' attention: To capture students' attention, the teacher proposes two initial activities. The first one is a game of "Simon says", where they will have to make movements with different parts of the body, such as "Simon says, move your head", "Simon says, clap your hands", etc. The second activity is the "Statue Dance", where students will have to imitate different statues, using different parts of the body to express themselves.

5. Introduction of the topic: After the activities, the teacher introduces the topic of the lesson, explaining that they will learn more about the different parts of the body and how they work together. He also mentions that they will do this in a fun way, through games and activities. To arouse students' curiosity, the teacher can share some fun facts, such as "Did you know that the human body has more than 600 muscles?" or "Did you know that the skin, which is a part of our body, is the largest organ we have?".

Development (20 - 25 minutes)

Two practical activities are suggested to help students better understand the concept of body self-awareness. The teacher may choose to perform only one of them, depending on the available time and the pace of the class.

1. Activity "Which Part is This?"

   • The teacher divides the class into groups of 4 or 5 students and gives each group a set of cards with drawings of parts of the human body (head, trunk, upper limbs, and lower limbs).
   • Each group, in their turn, draws a card and must identify the represented body part. For this, students can use their own bodies to represent the card, that is, if the drawn card is the hand, one of the students in the group must show the hand.
   • The group that correctly identifies the body part earns a point. The group that accumulates the most points at the end of the game wins.
   • The teacher should move around the room, assisting the groups, answering questions, and reinforcing concepts when necessary.

2. Activity "My Body Moves Like This"

   • The teacher organizes the class in a large circle in the center of the playground or classroom.
   • One student at a time enters the center of the circle and, with the help of a giant die, rolls the die and must move the requested body part according to the number rolled. For example, if number 1 is rolled, the student must move the head; if number 2 is rolled, they must move the arm, and so on.
   • The other students in the circle watch attentively and must replicate the same movement in their own bodies.
   • The game continues with each student having the opportunity to roll the die and lead the movement. The teacher can also participate, making the game more dynamic and fun.
   • The activity allows students to explore different body movements and develop body awareness, as well as stimulate teamwork and cooperation.

Both activities provide moments of practical, playful, and interactive learning, allowing students to have fun while learning about the different parts of the human body and how they move.

Feedback (10 - 15 minutes)

1. Group discussion: The teacher gathers all students in a circle for a group discussion. He starts by asking each group what they liked most about the activities and what they learned anew about the body parts. The teacher should encourage students to share their discoveries and experiences, promoting the exchange of ideas and respect for different perceptions and opinions.

2. Connection with theory: After hearing the students' reports, the teacher revisits the theoretical concepts covered in the lesson and connects them with the practical activities carried out. For example, he may ask, "How did the 'Which Part is This?' activity help us better understand the body parts and how they move?" or "How did the 'My Body Moves Like This' activity help us develop body awareness?". The teacher should reinforce that the purpose of the activities was precisely this: to better understand our body and how each part of it functions.

3. Individual reflection: The teacher proposes a moment of individual reflection, where each student is invited to think about what they learned in the lesson. To guide this reflection, the teacher asks two simple questions:

   • "Which part of your body do you think you know better now and why?"
   • "How can you use what you learned today to take better care of your body and move in a healthier way?".

   The teacher gives students time to think about these questions and then, those who wish, can share their answers with the rest of the class. The goal of this activity is to help students internalize what they have learned and realize the importance of body self-awareness for their health and well-being.

4. Closure: To conclude the lesson, the teacher thanks everyone for their participation and reinforces the importance of continuing to explore and learn about the human body. He may also suggest some simple activities that students can do at home to continue developing body awareness, such as observing themselves in the mirror and trying to identify the different parts of the body or playing "statue" and exploring the different movements their body is capable of making.

This feedback moment is crucial to consolidate the learning from the lesson, allowing students to reflect on what they have learned, connect theory with practice, and value the knowledge acquired. In addition, group discussion and individual reflection promote oral expression, active listening, critical thinking, and self-perception among students.

Conclusion (5 - 7 minutes)

1. Lesson summary: The teacher begins the conclusion by summarizing the main points covered during the lesson. He reinforces the concept of body self-awareness, highlighting the importance of knowing the different parts of our body and how they move. Additionally, he reminds students about the diversity of human bodies and the importance of respecting and valuing differences.

2. Connection between theory and practice: The teacher emphasizes how the practical activities helped illustrate the theoretical concepts, allowing students to explore in practice the functioning of the human body and develop body awareness. He also emphasizes that Physical Education is not only about games and physical activities, but also about learning about our body and how to take good care of it.

3. Extra materials: Finally, the teacher suggests some extra materials for students who wish to deepen their knowledge on the subject. These materials may include children's books about the human body, educational websites with interactive games on the subject, and educational videos available online. For example, the teacher may recommend the book "The Human Body Book" by Richard Walker, which contains colorful illustrations and simple and fun information about the human body.

4. Practical applications: Lastly, the teacher highlights the applicability of what was learned. He explains that knowing our body well and having body awareness is important for many activities in daily life, such as practicing sports, dancing, drawing, playing a musical instrument, among others. Furthermore, he emphasizes that this awareness also helps us take better care of our health and well-being, as it allows us to recognize when we are tired, hungry, cold, or when something is not right with our body, and thus take the necessary steps to feel better.

5. Closure: The teacher concludes the lesson by thanking everyone for their participation and reinforcing the invitation for students to continue exploring and learning about the human body, and reminding them that Physical Education is not limited to school classes, but is an area of knowledge that we can and should explore in our daily lives. He also emphasizes that, in addition to theoretical knowledge, practice and experience are essential for learning, so it is important for students to continue moving, playing, and expressing themselves through their bodies, even outside the classroom.

This conclusion is important to consolidate the learning from the lesson and encourage students to continue exploring and learning about the human body, even after the end of the lesson. Furthermore, by connecting theory with practice and highlighting the practical applications of what was learned, the conclusion helps students understand the relevance of the content covered for their lives.