Body Parts Discovery

Overview

This session is the first of six in our unit Understanding Our Bodies. We are aiming to gently introduce preschoolers to recognising their own body parts with a focus on private and public parts to establish safe boundaries. The lesson will leverage sensory engagement suited to diverse, especially autistic, learners. We will integrate references from the New Zealand Curriculum Refresh to align learning objectives, competencies, and assessments.

---

Learning Intentions (WALT)

We Are Learning To:

• Identify and name different body parts
• Understand basic functions of these body parts
• Recognise the idea of public versus private body parts in a safe and age-appropriate way

---

Success Criteria

By the end of the lesson, students can:

• Name at least three body parts (e.g., head, arm, tummy)
• Show recognition of which body parts are private
• Participate in tactile and visual activities focused on body parts

---

Curriculum Links

Health and Physical Well-being (from New Zealand Curriculum Refresh, Level 1 – Preschool/Year 0-2)

• Strand: Personal health and physical development
  • Achievement Objective: Recognise and communicate bodily needs and feelings
  • Key Competencies:
    • Managing Self: Students select and use strategies to care for themselves
    • Relating to Others: Students develop understanding of themselves in relation to others including respecting personal space and boundaries

The New Zealand Curriculum Values

• Diversity and Inclusion: Recognise diversity in how people learn and communicate, including sensory needs.
• Community and Participation: Encourage positive interactions and participation through shared learning experiences.

---

Learning Environment & Resources

• Tactile dolls or soft toys with removable or visible body parts
• Large printed, dyslexia-friendly labels (e.g., large fonts, clear sans-serif) for body parts
• Colourful picture cards/diagrams of body parts
• Safe open space for movement and exploration
• Materials for collage: magazines, child-safe scissors, glue, large paper sheets

---

Lesson Plan (30 minutes total)

Time	Activity	Details & Differentiation
0-5 min	Welcome & Warm-Up Song	Use a simple "Head, Shoulders, Knees, and Toes" song with exaggerated movements to capture attention. For sensory learners, provide a visual cue or rhythmic hand clap.
5-12 min	Body Part Identification with Dolls/Toys	Pass around dolls/toys; name body parts as children point or touch. Use large-print labels on the dolls/toys. Encourage repeating body part names aloud. Use sensory-friendly materials (soft textures). Provide one-on-one support as needed.
12-17 min	Private vs Public Body Parts Introduction	Brief, age-appropriate explanation using picture cards. Describe private parts as those under clothes. Use language like 'My body is mine' to introduce boundaries. Use clear, calm voice plus visual icons.
17-25 min	Hands-On ‘Body Part Collage’ Activity	Children stick pre-cut body part pictures or magazine cutouts onto large paper outlines of a body. For sensory support, offer glue alternatives (tape, sticky pads). Visual and tactile experience supports memory and motor skills.
25-30 min	Review & Closing Circle	Recap body parts named during activities. Use large-print labels again showing visuals. End with a calming breathing or stretching exercise to regulate sensory input. Praise attempts and participation.

---

Differentiation Strategies

• Use tactile objects for touch and exploration, helping children who learn best through sensory input
• Provide visual aids and large-print labels for clear reading support, beneficial for dyslexic learners
• Allow extra time and one-on-one support for students needing assistance with naming or engagement
• Use simple, clear language and repeat instructions as needed
• Incorporate movement and calming sensory breaks for students with high sensory needs
• Use positive reinforcement focusing on effort rather than accuracy

---

Extension Activity (For Advanced Learners)

• Encourage students to label additional body parts beyond the main three (e.g., wrists, knees, toes)
• Assist them in drawing their own “body map” and labelling body parts in their own words or pictures

---

Assessment

• Observational checklist while students participate: Can the child name at least three body parts?
• Listen for correct identification of private parts during the discussion
• Review participation level in collage activity: Did the student engage physically and verbally?
• Use anecdotal notes for inclusive follow-up teaching

---

Note to Teacher:
Remember to maintain a calm, reassuring atmosphere to help students feel safe engaging with personal topics. Reinforce positive messages about personal safety and respect for others’ bodies throughout the unit. Frequent sensory breaks and small group or paired activities can help meet diverse needs.

---

This lesson structure is directly aligned with New Zealand’s refreshed curriculum, focusing on early personal health knowledge, core competencies of managing self and relating to others, and inclusive values that support diverse learners including those with sensory needs.