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Science lesson plan · Kindergarten (Reception and Year 1 in England) · 30 minutes

Body parts and the five senses

Human body and health

CCSS NGSS.1-LS1-1CCSS NGSS.4-LS1-2England: KS1 Y1 Animals, including humans

Objective and success criteria

Students will: Body parts and the five senses.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: no earlier skill in the map; start from what students know.

Leads to: Food groups and a balanced diet; Skeleton and muscles; Healthy habits: washing, sleep, exercise and water

Materials: Stopwatches, Body diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval: three short questions students should already manage. Answers on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which body part do you use for feeling a cat's soft fur? (eyes / ears / tongue / skin) → skinPrompt: Is it about seeing, hearing, smelling, tasting or touching?
  2. Which of these do you do with your tongue? (smelling a flower / tasting a lemon / feeling a cat's soft fur / hearing a whisper) → tasting a lemonPrompt: Act out each one. Which body part are you using?
  3. Our senses: which statement is true? (Taste buds can detect sweet, salty, sour and bitter tastes. / We hear with our eyes. / Only fingers can feel touch. / Each part of the tongue can only taste one flavour.) → Taste buds can detect sweet, salty, sour and bitter tastes.Prompt: Think about what each body part does.

Hook · 3 min

  • Ask everyone to find their pulse, then jump for 30 seconds and find it again.
  • Share the objective: Body parts and the five senses. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Which body part do you use for feeling a cold ice cube?
  • Step 1: We feel touch, heat and cold with our skin.
  • Step 2: So the answer is: skin
  • Answer: skin
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Which body part do you use for reading a book? (ears / tongue / eyes / skin) → eyesPrompt: Is it about seeing, hearing, smelling, tasting or touching?
  2. Which of these do you do with your ears? (tasting salty crisps (chips) / feeling a prickly cactus / reading a book / listening to a song) → listening to a songPrompt: Act out each one. Which body part are you using?

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which body part do you use for tasting honey? (ears / skin / nose / tongue) → tonguePrompt: Is it about seeing, hearing, smelling, tasting or touching?
  2. Our senses: which statement is true? (Our skin can feel hot and cold. / We hear with our eyes. / Each part of the tongue can only taste one flavour. / Only fingers can feel touch.) → Our skin can feel hot and cold.Prompt: Think about what each body part does.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Use concrete materials: stopwatches.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Food groups and a balanced diet; Skeleton and muscles; Healthy habits: washing, sleep, exercise and water.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/kindergarten.

Free lesson plan from eurekami.com/lesson-plan-builder

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Body parts and the five senses

Name

Date

Score/ 6

  1. Question 1

    Which body part do you use for smelling soap?

    • A. nose
    • B. ears
    • C. eyes
    • D. tongue

  2. Question 2

    Which of these do you do with your tongue?

    • A. tasting salty crisps (chips)
    • B. feeling a prickly cactus
    • C. seeing a rainbow
    • D. smelling soap

  3. Question 3

    Our senses: which statement is true?

    • A. We hear with our eyes.
    • B. Taste buds can detect sweet, salty, sour and bitter tastes.
    • C. Only fingers can feel touch.
    • D. Each part of the tongue can only taste one flavour.

  4. Question 4

    Which body part do you use for feeling a cold ice cube?

    • A. tongue
    • B. nose
    • C. skin
    • D. eyes

  5. Question 5

    Which of these do you do with your eyes?

    • A. smelling a flower
    • B. smelling soap
    • C. reading a book
    • D. tasting salty crisps (chips)

  6. Question 6

    Which body part do you use for reading a book?

    • A. tongue
    • B. ears
    • C. nose
    • D. eyes

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Answer key: Body parts and the five senses

  1. 1. A. nose

  2. 2. A. tasting salty crisps (chips)

  3. 3. B. Taste buds can detect sweet, salty, sour and bitter tastes.

  4. 4. C. skin

  5. 5. C. reading a book

  6. 6. D. eyes