Hauora Wow

Overview

In this lesson, children explore body parts and what they do using songs, simple movement, and guided discussion. They practise self-care thinking by identifying what their bodies can do and expressing appreciation for themselves and others.

Learning intentions

WALT identify body parts and basic functions through movement and song. WALT share one strength or enjoyable thing their body can do. WALT use respectful language to show appreciation for our bodies and how we care for them.

Success criteria

• I can point to and name some body parts (e.g., head, eyes, nose, mouth, hands, tummy, legs).
• I can tell what at least one body part helps me do.
• I can say something kind about my body (a strength or something I enjoy doing).
• I can listen and respond respectfully to others.

Curriculum links

• Te Mātaiaho Health and PE (Health Education / Bodies | Minds — Self-care): identifying strengths, successes, and enjoyable activities.
• Te Mātaiaho Health and PE (Health Education / Bodies | Minds — Self-care): healthy bodies and minds need caring people, good sleep, nourishing food, movement, and a safe place to feel secure.
• Te Mātaiaho Health and PE (Health Education / Bodies | Minds — Self-care): exploring personal characteristics (strengths, talents etc.) and identifying how characteristics are unique or shared.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and wellbeing reset. Teacher greets students and sets a calm routine (breathing together; “hands to your body”). Students copy the routine and sit ready with eyes and ears on the teacher.

2. 5–12 min · Hook: “Amazing body, what can you do?” Teacher plays a short action song (or sings) with simple cues (touch head, eyes, tummy, arms, legs) and asks one question: “What does your body help you do?” Students join in with movements and share 1 idea with a partner or teacher.

3. 12–23 min · Direct teach: body parts and functions. Teacher uses a body outline or “body poster” and models: “My eyes help me see… my nose helps me smell…” then leads a “point and say” round. Students point to the matching body part and repeat the function in short phrases.

4. 23–35 min · Movement game: “Body Part Builders.” Teacher sets up 4–5 stations around the room (e.g., eyes/seeing cards, hands/holding cards, legs/running cards, ears/hearing cards, mouth/eating/talking cards). Students rotate in small groups, performing a movement that matches the function and collecting one sticker or token. (Example prompts teacher says at each station: “Show me how your hands help you…” “What do your legs help you do?”)

5. 35–44 min · Strength sharing: “I appreciate my body because…” Teacher demonstrates respectful speaking: “I appreciate my hands because they help me draw,” or “I appreciate my legs because they help me run.” Students choose from 2–3 sentence starters on the board and share their idea with a partner, then one or two shares to the whole group.

6. 44–54 min · Song round: “My Body is Amazing (Appreciation Verse).” Teacher leads the class in a second song round, adding an “appreciation” movement (hand on heart or gentle hug-self motion, then point to the body part mentioned). Students sing/act and use their chosen sentence starter silently or out loud when cued.

7. 54–60 min · Exit ticket: “One body part + one job.” Teacher hands out a simple card with a drawing of a child body divided into sections (head, eyes/nose/mouth, arms/hands, legs). Students circle or mark one body part and write/dictate (to teacher if needed) one job/function, then place it in a class basket.

Resources

• Body poster or large paper outline of a child
• Action song (teacher voice or offline audio) and a speaker
• Station cards showing body parts and a simple function picture
• 4–5 station signs (Eyes, Ears, Nose, Mouth, Hands, Legs/Tummy as appropriate)
• Stickers or tokens for station rotation
• Sentence starter cards: “I appreciate my ___ because it helps me ___.”
• Exit ticket cards with body-part sections
• Crayons/colouring pencils or markers
• Timer (to keep rotations on track)

Assessment

• Teacher observation during “point and say”: Can the student name a body part and match it to a basic function?
• Teacher listens during partner sharing: Does the student give a strength/appreciation statement using respectful language?
• Exit ticket check: Each student records (independently or with support) one body part and one job.

Differentiation

• Support: Provide picture prompts and sentence starter frames; allow students to point instead of writing for the exit ticket.
• Support: Pre-teach 5–6 body parts using consistent language; use slower tempo for movement game; partner with a supportive peer.
• Extension: Invite students to add a “because” statement (e.g., “My mouth helps me… because I can taste and talk”).
• EAL/SEN: Offer gesture support for key words (eyes/ears/nose/mouth/hands/legs) and accept non-verbal responses where needed; use modelling and repetition.