Week beginning: 16/1-27/1 Body Parts CLASS: reception

Learning objectives Success Activities Resources

Criteria (see notes below re: differentiation details, etc)

achievement
Evidence of
Framework

W: whole class; G: group; I: individual.

Timing

ref:

Description W/G/I

Identify different body Introduce body parts

parts
1. Teach the body vocab Q&A:
Depending on the age / level of your students questio
n/
you may want to teach a just few words per answer
class, building up to the full 8 words over a D:
series of lessons. Prepare flashcards of the Worksheet discuss
parts of the bodyused in the song. Slowly ion
Flashcards O:
reveal each flashcard card and have your observ
students touch their ation
part of the body (so, M:
when you show the marked
work
"head" flashcard get
everyone to touch Eyes:
https://
their heads). Chorus
www.youtub
each word three times and then ask your e.com/
students to individually say each word. watch?
- Eyes v=76AEABc
- Head i61Q
- Ears
- Nose https://
www.youtub
- Mouth e.com/
- Hair watch?
v=LNajQTn
Eyes: students must be able to understand ZviQ
that we use our eyes to see things. Present
 flashcard and ask the children “what is
this?” chorus the word. Ask how many eyes nose:
https://
do we have? Count with the children as you www.youtub
ask them to touch it. Encourage children to e.com/
say “I have two eyes”. Ask children to close watch?
Identify different body parts and their and open their eyes. Explain that we see v=8xO1IiO-
functions things with our eyes opened. 5GI

ears:
Way to remember: eyes, eyes look at the https://www.
teacher youtube.com
Movement: make two circle with your /watch?
fingers around your eyes v=4ZT5bVx
nbWU

Ears: touch your ears. How many ears do

you have? “I have two ears.” We listen with touch your
our ears. Play different sounds of animals body parts:
https://
from farm unit in science. Ask children to www.youtub
use their ears to listen to the sound. e.com/
watch?
Way to remember: Ears, ears listen to the v=SUt8q0E
teacher. Kbms
Movement: point to ears.

Head: touch your head and place flashcard

onto the picture.

Hair: explain that our hair is on our head.

Nose: explain that we smell things with our

nose.

Mouth: explain that we eat with our mouth

 and talk.

2. Practice the vocab

Lay the flashcards that you have just taught
in front of you, facing your students (or lined
up on the board). Randomly touch each card
and have your students touch that part of
their body and say the word. Do a final round
with the cards in the correct order of the song
(so they are basically doing a practice run of
the song).

3. Play "Flashcard Exercises"

Get everyone sitting on the floor and facing the

front of the class. Give out body flashcards so that
each student has at least one card (even better is
for each student to have two cards). Shout out a
random flashcard word (e.g. "ears") with an action
(e.g. "ears - hands up!"). All students with the ears
flashcards have to do that action. Continue with
other words and different actions (e.g. jump up
and down, run on the spot, turn around, stand up /
sit down, wiggle, touch your toes, etc.).

4. Crafts for different body parts

5. Read classroom reader "The Monster
Family"
Before class, download and print off the reader
"The Monster Family". As you go through each
page, point to the pictures, elicit each key body
word, and have your students touch their part of
the body as shown in the picture, for example:
Teacher: What's this? (pointing at head)Students: http://
ospreserje.s
Head!Teacher: Yes, a big head! Everyone, touch plet.arnes.si/
your head (touching head).Students: (Touching files/
heads) Head!Teacher: What color is his head? 2020/03/1.C
_-TJA-The-
Students: Purple!Teacher: Right! (Reading) Hello. monster-
My name is Little Monster. I have a big head.etc. family.pdf

Get the students really involved in the story by

asking lots of questions (e.g. eliciting colors) and
getting them to touch and say the parts of the
body in the story.

- Matching body parts worksheet

- Match each body part with their roles
- Play what’s missing?
 Organisation: details of differentiation / groups / adult role (linked to activities) Notes / extension opportunities / homework

Phonics Tracing
Farm Animal Matching
Farm Animal Counting

Notes:

 The plan can be formatted to view a week at a time and not every lesson – this is important to support manageability.
 Most of the plan is self-explanatory. It seeks to include most of the desirable elements. The format can be expanded to A3 but remember the detail required will often be brief.
 Class organisation is crucial to the plan working properly including differentiation and the role of additional adults. Plans can be shared to make expectations clear.
 Success criteria:
o These are an essential part of planning and should be clear and manageable.
o These may be part of active assessment activities where students determine the criteria. In planning, teachers need to write a broad outline of anticipated suggestions.