Active Body Fun

Overview

This is Lesson 4 of 6 in the unit "Healthy Habits for Little Ones" designed for preschool students in New Zealand. The focus is on Keeping Our Bodies Active by engaging students in music and movement activities that highlight the importance of physical activity for health and well-being.

• Duration: 30 minutes
• Class size: 10 students
• Subject: Health (Health and Physical Education)
• Year level: Preschool (Ages 3-5)
• Teacher context: Special needs classroom with mostly autistic, sensory learners

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Learning Intentions (WALT)

We Are Learning To:

• Understand and enjoy being active.
• Participate in physical movement games.
• Recognise that moving our bodies helps keep us healthy.

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Success Criteria

By the end of the lesson, students can:

• Join in a movement game using music and simple instructions.
• Demonstrate alternative movements appropriate to their abilities.
• Respond to visual cues supporting movement.

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Curriculum Alignment

This lesson is closely aligned with the New Zealand Curriculum Refresh (Health and Physical Education learning area):

• Strand:
  • Personal health and physical development: Developing understanding of the importance of active bodies and physical activity.
• Achievement objective:
  • For Preschool/Years 0-3 (Early Learning Stage) — Students show awareness of the need to be active, engaging in simple movement activities that develop coordination and cooperation.
• Key Competencies addressed:
  • Managing self – Students participate safely and confidently in physical activities.
  • Relating to others – Interaction through shared games and group movement activities.
• Principles:
  • Inclusion and diversity: Activities are adapted to suit all ability levels including those with limited mobility or sensory sensitivities.
• Guidance: Use sensory-rich, multi-modal teaching approaches appropriate for neurodiverse learners, fostering engagement and self-regulation.

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Resources Needed

• Music player with lively, rhythmic children's music.
• Visual cue cards showing the movements for students to follow.
• Soft mats or marked spots on the floor for movement boundaries.
• Materials to build a simple obstacle course (e.g., cones, tunnels, cushions, hoops).

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Lesson Outline

Time	Activity	Description	Differentiation/Support
0 – 5 min	Welcome & Warm-up	Greet students and explain WALT in simple language. Intro music on for gentle warm movements (stretching, shaking limbs). Use visual cards showing each stretch.	Offer seated stretches and gentle movements for mobility-challenged students. Use hand-over-hand support if needed.
5 – 15 min	Movement Game: Musical Statues	Play music and have students dance or move freely. When music stops, they freeze (statue). Repeat with different movement prompts (jump, wiggle, stretch). Use visual cues.	For students who find stopping difficult, provide a calming sensory ball to hold when ‘statue.’ Use alternative movements for those with limited mobility like tapping hands/feet.
15 – 25 min	Extension: Obstacle Course Creation and Trial	Help students create a simple obstacle course using cones, cushions, tunnels, and hoops. Guide each to move through it while encouraging safe, active participation and sharing ideas about how to move through it.	Adapt obstacles for accessibility: ramps instead of tunnels, cushions for sitting, or simplified paths. Provide extra adult support for physical guidance when needed.
25 – 30 min	Cool Down & Reflection	Gentle music plays, lead simple breathing and slow stretches. Ask students how they feel after moving their bodies and highlight benefits (like feeling strong and happy). Use visuals for feelings and body parts.	Provide quiet space and calming sensory aids (fidget toys, weighted lap pads) for those who need it during cool down. Use simple sign language or picture cards for communication.

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Teaching Tips for Diverse Learners

• Visuals: Use clear, large, colourful cue cards with pictures demonstrating each movement to support understanding and memory.
• Sensory considerations: Avoid overstimulating music volume and intensity; provide noise-cancelling headphones if needed.
• Alternative movements: Offer various ways to participate (e.g., seated marching or hand movements instead of jumping).
• Routine and predictability: Repeat instructions and activities to build familiarity and reduce anxiety.
• Communication: Use simple, clear language with pauses; incorporate gestures and physical modelling.

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Assessment (Informal and Ongoing)

• Observe participation and engagement during movement games.
• Note students’ ability to respond to visual cues and follow simple instructions.
• Provide positive feedback for attempts, celebrating every student's effort.
• Encourage self-expression about feelings after activity through words, signs, or picture cards.

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Extension Suggestions

• Design a new obstacle course with students’ input, introducing problem-solving and teamwork elements.
• Incorporate different musical styles to explore how music influences movement and mood.
• Introduce storytelling movements where children act out simple story scenes using movement.

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Dyslexia-Friendly Supports

• Use large, simple fonts for all written WALT and success criteria (e.g., Comic Sans or Arial).
• Accompany all verbal instructions with visual aids and demonstrations.
• Keep texts and prompts short and direct.
• Repeat key points multiple times with consistent language.

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Links to Curriculum Resources

This lesson reflects parts of Health and Physical Education learning area, including personal health and physical development elements suitable for preschool students, ensuring inclusivity and accessibility as emphasised in the New Zealand Curriculum Refresh .

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If you want, I can also help create printable visual cue cards or suggest specific music tracks suitable for this activity. Would you like me to provide these?