| Objectives | Students will be able to: (1) name the sense of sight and the body part used; (2) describe how we see things; (3) play an “I spy” game using colour and shape. |
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| Materials | Colour cards, picture of an eye, blindfold (for later), objects of different shapes. |
| Key vocabulary | sight, see, eye, colour, shape |
| Engage (starter) | (10 min) Ask: “How do you know the sky is blue?” Show a bright object. Introduce the sense of sight. |
| Develop (main) | (35 min) 1. Point to the eye; children name it. 2. Explain: light enters the eye, we see colours and shapes. 3. “I spy” game: “I spy something red.” Children guess. 4. Sort colour cards. 5. Draw your eye and colour it. |
| Plenary (close) | (10 min) Quick quiz: “What sense do you use to see?” Pass around an object and ask its colour. |
| Assessment | Drawing of eye is recognisable; child can say “I see with my eyes.” |
| Teacher notes | Keep the “eye” drawing for a sense chart. |
| Objectives | Students will be able to: (1) name the sense of hearing and the body part used; (2) identify different sounds; (3) play a sound matching game. |
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| Materials | Shakers with different contents (rice, beans), sound cards, picture of an ear. |
| Key vocabulary | hear, ear, sound, loud, soft |
| Engage (starter) | (10 min) Make a soft sound (whisper). “How did you know what I said? You heard me!” Point to ear. |
| Develop (main) | (35 min) 1. Children feel their ears. 2. Explain: ears catch sound. 3. Shake containers; children guess what’s inside. 4. Sort sounds as loud or soft. 5. Draw your ear and write “I hear with my ear.” |
| Plenary (close) | (10 min) Sound walk: close eyes, listen to sounds in the room, name them. |
| Assessment | Drawing accurate; child can state “I hear with my ears.” |
| Teacher notes | Tomorrow combine sight and hearing. |
| Objectives | Students will be able to: (1) name the senses of smell, taste and touch; (2) identify the nose, tongue, skin; (3) explore objects with those senses. |
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| Materials | Smell jars (vanilla, orange peel, coffee), taste samples (sweet, sour, salty), touch bag (soft cloth, rough stone). |
| Key vocabulary | smell, nose, taste, tongue, touch, skin |
| Engage (starter) | (10 min) Hold up a scented object. “What sense tells you this smells nice?” Touch a soft toy. “And this feels soft.” |
| Develop (main) | (35 min) 1. Smell jars: children sniff, guess. 2. Taste: a drop of sugar water, lemon juice, salt water. 3. Touch bag: reach in, describe “soft, hard, rough”. 4. Draw the nose, tongue, hand. 5. Match sense to body part on a worksheet. |
| Plenary (close) | (10 min) Chant: “I use my nose to smell, my tongue to taste, my skin to touch.” |
| Assessment | Worksheet matching correct; child can name all five senses. |
| Teacher notes | Friday we review all senses. |
| Objectives | Students will be able to: (1) name head, shoulders, knees, toes; (2) point to parts on self and a picture; (3) sing a body parts song. |
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| Materials | Body parts chart, outline of child on large paper, labels. |
| Key vocabulary | head, shoulders, knees, toes, arms, legs |
| Engage (starter) | (10 min) Sing “Head, Shoulders, Knees and Toes” with actions. |
| Develop (main) | (35 min) 1. Review body parts using the chart. 2. Game: teacher says “Touch your knees”, children touch. 3. On the large outline, children stick labels to correct parts. 4. Draw a self‑portrait and label head, arms, legs. 5. Pair check: point and name. |
| Plenary (close) | (10 min) Sing the song again faster. Ask: “What part do you walk with?” |
| Assessment | Self‑portrait includes at least 4 labelled parts. |
| Teacher notes | Keep the outline on display. |
| Objectives | Students will be able to: (1) recall the five senses and body parts; (2) match senses to body parts; (3) create a “My Body” mini‑book. |
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| Materials | Mini‑book template (folded paper), crayons, glue, sense cards. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Quick quiz: “Show me the part you use to smell.” |
| Develop (main) | (35 min) 1. Match sense card to body part picture on the board. 2. Make a mini‑book: page for each sense with a drawing. 3. On the last page, draw a full body and label parts. 4. Share with a partner. |
| Plenary (close) | (10 min) Author’s chair: volunteers read their book. |
| Assessment | Mini‑book includes all five senses and at least three body parts. |
| Teacher notes | Send mini‑books home. |