My Amazing Body TG Sample

WONDER ABOUT

BODY PARTS
A Teacher Guide
LESSONS 1- 5

Each child
is special

and unique

From head to toe

Exploring how
our bodies work

DISCOVERY ACTIVITIES

Measure Me • Mirror Reflection • Noodle Brain
Find the Eyebrow • Balance a Button
Stop and Go Legs • Block Skin • Body Study

CONTENTS

Get Ready for the Week................................................................ 2
Theme Web....................................................................................... 2
Learning Objectives and Overview ...................................................... 4
Weekly Planning Calendar.................................................................. 6
Steam Stations ................................................................................... 8
Lesson Plans ............................................................................... 10
Lesson 1: About Me...........................................................................10
Lesson 2: Head.................................................................................12
Lesson 3: Arms .................................................................................14
Lesson 4: Legs ..................................................................................16
Lesson 5: Hands & Feet ....................................................................18
Reference Materials .................................................................... 20
Adaptations......................................................................................20
Developmental Continuum of Skills ......................................................22

1

THEME WEB

Understand how the daily topics work together to create weekly investigations.

My Amazing Body

WEEK 1 WEEK 2 WEEK 3 WEEK 4

Body Five Clothing Staying
Parts Senses Healthy

ABOUT ME HEAD ARMS LEGS HANDS & FEET

Week 1: Body Parts

As young children learn to identify body parts and the many ways to use them, they will experience cognitive, phys-
ical, and language-enriching processes. Young children learn through sensory discovery, which happens by moving
through and experiencing the world. As a child moves, he becomes more and more aware of the things he can
do, see, and explore. Our bodies are our toolkits for discovery. As young children build an appreciation for their
bodies, they gain confidence, which motivates them to take learning risks. Nurturing children’s understanding of the
self encourages them to grow up with a desire to keep their bodies strong, healthy, and safe.

2

LEARNING OBJECTIVES AND OVERVIEW

Understand how the daily experiences integrate research-based skills through playful, hands-on projects.

LESSON 1 ABOUT ME COMMUNITY LANGUAGE/
CHALLENGE LITERACY
We are all unique. We look di erent and have
di erent names, interests and favorite things. Community Color My Name
We also share commonalities with each other.
Mirrors help us look at our own re ections. RESPECTS DIVERSITY 21.3 WRITES NAME, WORDS
AND SENTENCES 14.1

LESSON 2 HEAD Follow My Head Find the Eyebrow

Heads move in many di erent ways. e head has CARES FOR AND RESPONDS BUILDS VOCABULARY 9.1
di erent parts, including ears, eyes, eyelashes, eye- TO OTHERS 3.3
brows, a nose, and a mouth. Our brains are soft and
our skulls are hard. e skull protects the brain. arm Taste Smell Sight Touch Hearing
leg
find eye The Five Senses Boy

and Girlear
foot.
nose
Look mouth
a hair
hand
foot Theme Poster © 2017 Mother Goose Time, Inc. youWsheaet?do
arm
leg

eye
ear
nose
mouth
hair
hand
foot

LESSON 3 ARMS Balance a Button B Ball Roll

Arms move in di erent ways. We can shrug our COOPERATES 3.2 IDENTIFIES LETTERS
shoulders, bend our elbows, and twist our wrists. AND WORDS 12.1
Our arms have bones that can break. We use arms
to carry, pull, and pick up things. We can use them
to hug and show we care.

LESSON 4 LEGS Stop and Go Legs B Is for Bird Body

We use our legs in many ways, such as walking, TRANSITIONS IDENTIFIES LETTERS
kicking, or hopping. People, animals, and even AND ADAPTS 2.3 AND WORDS 12.1
chairs have legs. Muscles and bones make our legs
strong and help our bodies move. Parts of a leg Letter Coloring: B © 2017 Mother Goose Time, Inc.
include the knee, ankle, thigh, foot, shin, and calf.
LESSON 5 Friendship Bracelets Handprint Journal
HANDS & FEET
BUILDS POSITIVE EXPRESSES THROUGH
Hands are used in many ways throughout the day. RELATIONSHIPS 3.1 WRITING 14.2
We use our hands to write, trace, and draw. Feet
help us move and balance.

4

M AT H CREATIVE ARTS STEAM STATIONS STORYTIME MUSIC
AND REASONING AND MOVEMENT

Measure Me Self-Portrait Mirror Reflection I Like Me! I’m Special

ESTIMATES EXPRESSES THROUGH OBSERVES AND RESPONDS TO TEXT 13.1 COORDINATES LARGE
AND MEASURES 19.1 VISUAL ARTS 32.2 EXPERIMENTS 25.2 MOVEMENTS 4.2

Tangram Body My Puppet Noodle Brain From Head to Toe Head and Shoulders

MANIPULATES PARTS COMMUNICATES IDEAS 8.1 IDENTIFIES PROPERTIES RETELLS, ASKS AND DEVELOPS DANCE
AND WHOLES 16.2 OF MATTER 27.1 ANSWERS QUESTIONS 13.2 AND MOVEMENT
TECHNIQUES 31.1

Button Patterns X-ray Pull It Up From Head to Toe Arms Are
for Hugging
IDENTIFIES AND CREATES MANIPULATES PARTS EXPLORES FORCES DEMONSTRATES PRINT
PATTERNS 18.1 AND WHOLES 16.2 AND MOTIONS 27.2 KNOWLEDGE 11.1 CARES FOR AND RESPONDS

TO OTHERS 3.3

Counting Legs Big Blue Pocket Block Skin Whose Knees Wiggle and Giggle
Are These?
COUNTS TO DETERMINE CONTROLS SMALL CLASSIFIES EXPRESSES THROUGH
QUANTITY 15.2 MOVEMENTS 5.1 ORGANISMS 26.2 RETELLS, ASKS AND DANCE AND
MOVEMENT 31.2
ANSWERS QUESTIONS 13.2

Body Part Lotto Body Study My Body Statue Review All Books Moving Body Parts
and Chalk Tracing
MATCHES, SORTS FLIPS AND ROTATES USES AND CREATES EXPRESSES THROUGH
AND CHARTS 18.2 OBJECTS 17.1 IDENTIFIES BASIC NEEDS 26.1 PROPS 33.2 MUSIC 30.2

Any time you see an asterisk (*) after a listed supply, it indicates that the item was packaged in a bag other than the Daily Lesson Bag. 5

WEEKLY PLANNING CALENDAR

Plan special projects, field trips, videos or events that extend learning and are based on child interest.

M O N D AY

T U E S D AY

W E D N E S D AY
6

T H U R S D AY

F R I D AY

S AT U R D AY S U N D AY

7

STEAM STATIONS

Set up your environment to encourage children to test out new ideas through free-play. Set up these
stations at the beginning of the week and leave them open every day for continuous, repeated play.

BLOCKS

Block Skin

LIFE SCIENCE 26.2 SPATIAL AWARENESS 17.2

Set Up

• Put play dough and sticks in the block area.
• Investigate the di erent layers and textures of your leg. e

play dough represents the skin or muscles, and the blocks and
sticks represent the bones.
• Explore wrapping play dough around a block.
• Listen for children to use spatial vocabulary as they play, such
as “around,”“on,”“under,” or “between.”

Big Questions

• What do you think is under your skin?
• What do you think your bones look like?
• How can you cover blocks in play dough?
• What happens if you press too hard on the play dough?
• How do you think we can protect our skin and bones?

SENSORY

Noodle Brain

PHYSICAL SCIENCE 27.1 HEALTH AND SAFETY 6.3

Set Up

• Place cooked noodles, tongs, spoons and di erent-
sized bowls on the sensory table. ( e noodles
represent the soft brain and the bowls represent
the hard skull.)

Big Questions

• How do the noodles feel? How do the bowls feel?
• What happens if you scoop noodles with a spoon?

With tongs?
• Which bowl holds the most noodles? Why?
• How do you think our skull protects our brain?
• What else could you do with the noodles, tongs

and bowls?

8

Please note: the supplies shown are not
included in the MGT kit. Use alternatives
and be creative in adapting the ideas to
the materials you have.

SCIENCE & NATURE

Pull It Up

PHYSICAL SCIENCE 27.2

Set Up

• Use a rope and hanger to create a simple pulley system. Attach
the rope to a bucket and set out objects of various weights,
such as rocks, sticks and leaves.

Big Questions

• How do you think a pulley works?
• What body parts do you use to lift and pull?
• Did you run into any problems with the rope and bucket?

How did you x the problem?
• What is heavy and what is light to lift?

DRAMATIC PLAY

Mirror Reflection

SCIENTIFIC REASONING 25.2 SELF-DIRECTION 2.2

Set Up

• Place a variety of mirrors (magni ed, handheld, tabletop, etc.)
in the Dramatic Play area.

Big Questions

• What do you notice when you look in the mirror?
• How does your re ection look di erent when you are near

or far from the mirror?
• What can you see behind you when you look in the mirror?

Outside Discovery Set Up • Invite children to decorate on the body
outlines with chalk or nature items.
My Body • Explore pretending to be statues
Statue and outside. If desired, before going Big Questions
Chalk Tracing outside, look at photos of famous
statues by artists such as Auguste • How does it feel to be a statue?
LIFE SCIENCE 26.1 Rodin or Edgar Degas. What body parts are hardest to
keep still?
• How long can the children pose and
stand still? Encourage children to • How does your outline look?
try to make a pose while lying on What else can you trace outside?
cement. Trace the child with chalk.
9

LESSON 1

About Me

Circle Time COMMUNITY CHALLENGE

Greeting Song Community Color

Weather FAMILIES AND COMMUNITIES 21.3 SOCIAL RELATIONSHIPS 3.1

Calendar SUPPLIES Do Together

• Introduce the calendar Head to Toe CD* • Challenge children to share space and work together to create
today and add it to your community art.
Circle Time Display. YOUR SUPPLIES
• Invite all the children to draw at the same time on a large piece of
Discussion Crayons paper using their favorite color. (If you only work with one or two
CD player children, join them in the activity.)
• Invite children to discuss Large paper
some of their likes • Play music from the Head to Toe CD. When the music stops,
and dislikes. * Any time you see children stop drawing.
an asterisk (*)
• Ask, “What is your favorite after a listed • Hold up the paper and invite children to talk about the experience.
food? What animal do supply, it indicates • Ask, “Did you have enough space? How did you feel about
you like? What weather that the item was
do you dislike? What packaged in a bag sharing the paper? What do you see on the paper? How can we
activities do you dislike?” other than the make sure everyone feels included and has space in our room?”
Daily Lesson Bag.
This activity helps children be considerate of others and build a
sense of belongingness when they see their contribution to the
community drawing.

createInvitationto CREATIVE ART

10 Self-Portrait

VISUAL ARTS 32.2 SELF-CONCEPT 1.1

SUPPLIES Set Up
• Set out the Inspiration Photo and
Title Display
Inspiration additional supplies.
Photo
Prompts
FOR EACH CHILD • When you look in the mirror, what do

Paper you see?
Frame • Which colors will you need to make

YOUR SUPPLIES your drawing?
• What shape is your face (eyes, ears,
Crayons
Glue nose, and mouth)?
Mirrors • Would you like to draw your whole

body or just your head? Why?
• Can you tell me about your drawing?

OBSERVE: Observe the details
the child included in his drawing.

Are the main body parts
represented, or is something
missing? How proportional
are the body parts?

MY AMAZING BODY LESSON 1

A SMALL GROUP MATH STORY CORNER

For children with Measure Me I Like Me!
attention challenges,
see “Adaptations” MEASUREMENT 19.1 NUMBER CONCEPTS 15.2 SOCIAL RELATIONSHIPS 3.1 By Nancy Carlson

SUPPLIES Discuss and Explore READING COMPREHENSION 13.1
• Invite children to play with blocks and SELF-CONCEPT 1.1
YOUR SUPPLIES
explore di erent ways to stack them. • Before reading, invite each
Blocks • As children play, ask them to predict child to say something they
Optional: like to do. Write their ideas
camera how many blocks tall they are. on a large piece of paper.
• Use comparative vocabulary, such as
• Ask children to predict
“taller than” and “shorter than.” what the character in the
story might like to do.
STEAM TATIO N D R A MATIC Play Together Show the cover and a
S • Invite one child to lie on the oor. few pages in the book to
P L AY • Encourage the other children to support the discussion.

help you line up blocks and measure • Read the story and compare
the child. what the children and main
• Count the blocks (e.g. “Jimmy is 7 character like to do.
blocks tall”).
• Simplify: Use masking tape to make
a line the same length as the child.
Place blocks on the line.
• Challenge: Explore measuring other
objects in the room. Compare lengths.

OBSERVE: Did the child use the blocks
to measure? What challenges did the
children navigate when measuring?

SEE PG. 8 FOR DETAILS

TABLE TOP LITERACY Closing Time

My Name Reflection

EMERGENT WRITING 14.1 FINE MOTOR 5.2 • Invite children to gather near the display
of self-portraits and take turns talking
SUPPLIES Set Up about each drawing. Invite each child to
• Use a highlighter to write each share what he liked doing today.
FOR EACH CHILD
child’s name on a nametag. • Celebrate each child’s uniqueness,
Nametag • Set out crayons and extra paper on a along with how we are all similar.

YOUR SUPPLIES table or tray. MUSIC AND MOVEMENT

Highlighter Independent Play I’m Special
Crayons • Invite children to trace as desired
Paper GROSS MOTOR 4.2
over the letters on the nametags
with crayons. • Play “I’m Special,” track 1 on the Head
• Encourage children to explore to Toe CD.
writing more letters or letter-like
symbols on the extra paper. • Call out different body parts during the
song. Invite children to move only that
OBSERVE: Observe the child’s grip, ability to control the body part as they move to the music.
movements of the crayon, and how many (if any) letters the
child can write independently. • Encourage leadership by inviting a child to
call out a body part for others to move.

11

A D A P TAT I O N S

All children deserve to grow and learn to their fullest potential. Quality programs are inclusive of
all learning styles and offer adaptations for children with special needs. Mother Goose Time is a
flexible curriculum model that exposes children to rich experiences where children can learn in their
own way within the context of play and everyday interactions. Use the suggested adaptations to
support children according to their needs while implementing the Mother Goose Time lesson plans.

For children who are nonverbal or are uncomfortable speaking For children who avoid their peers or are withdrawn:
in front of other children: • Have the child play within a small group of his peers or one-on-one.
• O er visuals for the child to point at in response to the discussion prompt. • Invite the child to bring a special item from home to play with friends.
• Invite the child to whisper his idea to an adult or to a friend. • Invite the child to bring in a family photo to put in the “peaceful”
• O er other ways to communicate responses, such as giving a
area of the room.
thumbs up or clapping their hands.
For children with restricted fine motor skills:
For children who have limited attention spans or difficulties • O er loop scissors for the child to squeeze with his hands.
sitting still: • O er short and wide writing utensils (e.g. break crayons to make
• O er something for the child to hold.
• O er a textured cushion to sit on during seated activities. them easier to grip).
• Encourage the child to visit an open area, such as the library, when • O er a slanted work surface to write and draw.

nished with a task. For children with separation anxiety:
• Encourage parents to give a quick hug and say goodbye.
For children with sensory processing challenges: • O er the child a quiet space to sit as he calms himself.
• Model and participate with them during a task. • Invite the child to bring in family pictures to look at during the day.
• Invite the child to make a quick attempt to participate. • Refer to the visual schedule.
• Create a “peaceful” area in the room. is is a designated space that
For children with hearing impairment:
may include pillows, books and a blanket. • Teachers can wear a sound ampli cation device.
• Break down steps with picture cards/visuals. Check for understanding.
For children who have difficulty with transitions: • Implement suggestions from a hearing impairment specialist.
• Use picture cards for the daily schedule to look at and review
For children with visual impairment:
throughout the day. • Create a space with open pathways and allow easy access to the
• O er a transitional toy/item to carry to the next activity.
• Have a friend invite him to the next activity. room before the program starts.
• Use a visual timer. • Keep the same room arrangement.
• Preferential seating closer to the teacher.
For children with restricted motor skills or physical disabilities: • Enlarged pictures or tactile labels.
• Encourage the child to move in any way their body is able. • Include braille books in the book corner.
• O er an instrument to play instead of moving. • Implement suggestions from a visual impairment specialist.

For children with tactile challenges: For children with anger/aggression:
• O er alternatives, such as using only a nger to paint instead • O er a quiet, safe place for the child. Allow the child to join

of a hand. the group when ready.
• O er other materials that are similar in texture. • O er an object (such as a stress ball) to squeeze.
• When speaking to the child, kneel down to his level and give

some space. Use a soft voice.
• Ask the child, “What can we do to make this better?”

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