Science lesson plan · Kindergarten (Reception and Year 1 in England) · 45 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 · 5 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.
- Which body part do you use for tasting honey? (nose / eyes / ears / tongue) → tonguePrompt: Is it about seeing, hearing, smelling, tasting or touching?
- Which of these do you do with your skin? (listening to a song / feeling a cat's soft fur / spotting a red ball / tasting a lemon) → feeling a cat's soft furPrompt: Act out each one. Which body part are you using?
- Our senses: which statement is true? (We hear with our eyes. / Our skin can feel hot and cold. / Only fingers can feel touch. / Each part of the tongue can only taste one flavour.) → Our skin can feel hot and cold.Prompt: Think about what each body part does.
Hook · 5 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 · 10 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 · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which body part do you use for smelling a flower? (eyes / skin / nose / ears) → nosePrompt: Is it about seeing, hearing, smelling, tasting or touching?
- Which of these do you do with your nose? (hearing a drum / listening to a song / smelling toast burning / feeling a cold ice cube) → smelling toast burningPrompt: Act out each one. Which body part are you using?
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Our senses: which statement is true? (We hear with our eyes. / Each part of the tongue can only taste one flavour. / We have five main senses. / Only fingers can feel touch.) → We have five main senses.Prompt: Think about what each body part does.
- Which of these do you do with your skin? (feeling a prickly cactus / tasting a lemon / tasting salty crisps (chips) / seeing a rainbow) → feeling a prickly cactusPrompt: Act out each one. Which body part are you using?
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