Public Body Parts

Overview

This 30-minute lesson is designed for a preschool class of 10 students in New Zealand. It is the second lesson in the unit Understanding Our Bodies, focused on helping students recognize which body parts are considered public. The lesson aligns with the New Zealand Curriculum Refresh, specifically within the Health and Physical Education learning area for early childhood learners. It honours the key competencies of Managing Self and Relating to Others and incorporates inclusive teaching strategies for autistic and sensory learners.

Curriculum Links

Learning Area: Health and Physical Education
Level: Early learning / Preschool
Curriculum Reference:

Develop knowledge about the body and personal identity (Health and Physical Education, Early Level)
Make connections between self and others, respecting privacy and boundaries (Health and Physical Education, Level 1)
Key Competencies: Managing Self, Relating to Others
Principles: Inclusion, High Expectations, Community Engagement
Values: Respect, Integrity

Learning Objectives (WALT)

WALT: Recognise which body parts are considered public.

Success Criteria

Students will be able to:

Correctly identify body parts that are considered public.
Demonstrate understanding of privacy boundaries through role-play.

Resources

An illustrated, dyslexia-friendly storybook about body boundaries with minimal text and clear pictures (e.g., a simple story about respecting personal space and body privacy).
Visual aids with pictures of body outlines.
Markers for drawing.
Soft toys or puppets for role-play.
A calm, quiet space suitable for sensory learners to engage comfortably.

Differentiation Strategies

Use clear, simple language with visual supports.
Incorporate sensory-friendly materials, keeping textures and volume gentle.
Use role-play scenarios to model conversations and body respect, with puppets or soft toys for engagement.
Allow students to respond non-verbally if preferred, through pointing or drawing.
Provide extra adult support for students who need help understanding or communicating.

Lesson Breakdown

Time	Activity	Description
5 mins	Introduction & Warm-up	Gather students in a circle. Use the storybook to introduce the concept of private and public body parts in a gentle narrative. Use simple body part vocabulary (head, arms, legs, tummy, private areas). Emphasize respect for bodies and privacy.
8 mins	Discussion & Identification	Using a large visual body outline, invite students to place markers or point to body parts that are "public" (e.g., head, hands) and explain which parts we keep private. Use clear, positive language like "We show our head, hands, and face to others, but some parts are private and not for showing."
10 mins	Role-Play Scenarios	Use puppets or soft toys to demonstrate social situations where talking about or touching body parts is appropriate or not. Model phrases like "Can I please touch your hand?" and appropriate refusal. Encourage students to join in, either by acting or guiding the puppets.
5 mins	Extension Drawing Activity	Provide paper and markers. Ask students to draw a picture of themselves and highlight public body parts they've learned. For non-drawing communicators, offer alternatives like pointing to printed body part illustrations.
2 mins	Summary & Reflection	Recap key messages using simple questions ("Which parts do we show? Which parts do we keep private?"). Praise efforts, reinforce respect, and prepare students for the next lesson.

Assessment

Informal assessment through observation during activities:

Can the student identify at least 2 public body parts?
Do they respond appropriately in role-play (verbally or non-verbally)?
Can they complete or participate in the drawing activity reflecting the learning?

Extension Activity

Create a personal "My Body" book with illustrated pages where students can trace or stick pictures of body parts, practising naming and identifying public vs private parts.
Provide an opportunity for students to recount or retell the story or role-play scenarios, supporting developing language skills.

Dyslexia-Friendly Support

Use illustrated books with limited, simple text and vivid pictures.
Present instructions visually and verbally.
Repeat key vocabulary and use consistent, clear phrasing.
Use colour-coded materials for drawing body parts if helpful.
Allow extra processing time and use quiet spaces for focused attention.

Teacher Reflection Notes

Monitor sensory engagement and comfort continuously, providing breaks as needed.
Use positive reinforcement to build confidence.
Adjust pace according to student responses, allowing extra time or simplified explanations.
Collaborate with whānau to reinforce concepts consistently at home.

This lesson plan follows the New Zealand Curriculum Refresh principles and supports diverse learners, especially autistic and sensory learners, by using multimodal, supportive, and interactive methods. It integrates the essential Health learning area objective of understanding body autonomy and respect for privacy in an age-appropriate and sensitive way.

If you need further tailored resources or specific story suggestions for dyslexia-friendly books, please ask!

Teaching Instructions