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Parts of the Body Lesson Ideas

5 Senses

  • At Circle show the children what the clock or recorder and have them listen to the sound it makes. Then have them close their eyes and one child can hide the alarm clock or recorder (push play on recorder) somewhere in the room. The others have to use their hearing to locate the item. Whoever finds it can then hide it again. 
  • Make shakers or rattles from boxes (or by stapling 2 paper plates face to face) filled with seeds, rice, or sand. The children can paint these. Empty hand-sized lotion bottles can be decorated with contact paper or pictures.
  • To make tambourines use bells and paper plates or throw away pie plates. Let children paint or crayon the paper plates or glue paper or fabric scraps on the metal ones.
  • Choose one child to be the listener. The child should be seated on the floor or on a chair in front of the group with face turned away from the group. Point to another child in the group who will become the mystery voice. She or he can say "Hi," or any other greeting. Let the first child guess who the mystery voice is. If the child cannot guess correctly, let the speaker say something else. The child who is the listener gets 3 chances to guess who the mystery voice is. You may wish to use 2 telephones while playing this game.
  • Add a alarm clock that ticks loudly to your dramatic play center.
  • Make a set of sound shakers for the children to match.  Children shake and listen to find the matching sounds. You can also tape on the bottom of the containers the word of what is in each container. 
  • What's New: Toddlers love surprises. Each day, bring in a new item (box, laundry basket, beanbag chair). Let the toddlers look around each day as they arrive and find the new item.
  • Color Viewer: Cut an opening in a sturdy paper plate and tape colored cellophane over the opening. Make one for each child. If you use different colors of cellophane the children can trade and view the world through different colors. Let the children look through the opening in their plate. What does the room look like? What do you look like?
  • Have the chidren draw something they like to see (flowers, balloons, butterfly...). After the picture is finished an adult writes at the top "I Like To See _________". Fill in the blank with the object the child drew.
Look Look
Look up look down
Look all around
Look here, look there
Look everywhere

  • Sandpaper Cinnamon Sticks:  Give each child a piece of sandpaper (tape to table if needed) and a cinnamon stick. Show them how to rub it on the sandpaper to make it smell.  (You could also cut the sandpaper into a shape or whatever else you want). This activity could also be used to promote all 5 Senses.
      • Hear: listening to the stick rubbing on sandpaper. 
      • Smell: smell the cinnamon as they're rubbing it on the
      • sandpaper. 
      • Taste: taste the cinnamon stick. 
      • Touch: the sand paper and cinnamon stick. 
  • Magic Bag: Get students to reach into magic bag and pull out an item.  Student and teacher must say what the item is.
  • Give each child a piece of paper (tape paper to the table). Place smocks on the children and place a small amount of paint on the paper. Add about 1/4 teaspon of salt onto the paint. Let the children feel the texture the salt adds to the paint.
  • Take a wet paper towel and wet the table first. Place smocks on the children and place a small dollop of shaving cream onto the table. Encourage children to cover the entire surface of the table with the shaving cream.
  • Cover a table with newspaper. For each child place a tray with sand on the table. Place cups of water next to each sand tray. Have the children take the cup of water and slowly pour it into their sand trays. As the texture changes discuss the changes (It must be getting wet). Describe how it must feel (mushy, cold).
  • Have children glue scraps of fabric onto the posterboard to hang on the wall as a feely board in the room.
  • Trace a childs' hand on posterboard and cut out the hand shape. Have the children glue different textures of fabric and cottonballs onto their posterboard hand.
  • Gather leaves and other objects while taking a Feeling Walk. Make a crayon rubbing by placing a sheet of thin white paper over one or more objects,rubbing the paper with the side of the crayon.
  • Paint with tempera paint on corrugated paper, sandpaper, or foam trays.
  • Fingerpaint with various media: buttermilk, starch, whipped soapsuds, shaving cream. Add powdered tempera for color. Add coffee grounds, sawdust, salt, for different textures.
  • Add flour to your tempera paint to make a thick paint.
  • Provide objects for the children to feel that have been warmed by a heating pad or cooled in a refrigerator.

  • Using magazines have children cut out and make a collage of things they like to smell.
  • Place smelling jars on the science table. Have two sets of smelling bottles filled with distinctive odors for the children to match. For the jars you can use spice bottles(plastic). Just cover the bottles with paper so that the children cannot see into the bottles. Cottonballs inside the jars will prevent spills but still allow sniffing.
  • Have a child smell each scent and let him/her guess which scent it is. Then, mix the order of the jars and see how many scents he/she can identify. Smells to include: cloves. peppermint, coffee, cinnamon, garlic, vanilla, onions.
  • Add a few drops of spices or extracts to your tempera paint that is used at the easel. For example, add peppermint to green paint, cinnamon to red or brown.
  • Provide gummed colored stickers for children to make a "lick and stick" picture.
  • Have a taste test. Talk about the parts of your mouth – teeth, gums, lips, tongue. Blindfold students and have them taste different foods. Encourage them to use the words for parts of their mouth when they talk about how they tasted the food. 

Body Parts
  • First teach a child to identify their own body parts. Second have them identify part of a doll’s body. Lastly have them identify parts of the body in a picture.

  • Point out parts of the body when reading books. Talk about the height of characters or how they have grown over the course of the book.

  • Talk about body parts as students are getting dresses. “Put your boots on your feet. Put your mittens on your hands.”

  • Sing If You’re Happy and You Know It. Make up silly verses to include lots of body parts.

  • Sing The Hokey Pokey, Head and Shoulders, or Clap, Clap, Clap Your Hands.

  • Play “Is It a Body Part?” Tell the students you are going to say a bunch of words and they should let you know which ones are body parts.

  • How Does It Move: Start by reviewing Which body part helps us walk?, Which body parts can blink?  Now give students a sentence starter and have them finish it with a word and an action. i.e. “These are my hands and they want to____.”

  • Give students a soft foam ball or balloon and challenge them to keep it in the air with different body parts.

  • Play Simon Says.

  • Explore body parts on dolls. Give each student a doll and have one for yourself. Have students name a body part and see if everyone can find it on their doll.

  • Talk about the parts that make up our parts. In our hands we have many different parts – fingers, thumbs, knuckles, etc.

  • Trace around students on large mural paper. Have them decorate all their body parts on their life-sized picture.

  • Have students help you draw a person. Explain to them that they are going to tell you what comes next. Tell them that you are going to start at the top of the person – what do you need to draw first. Let them guide you through the drawing. If students can’t come up with any more parts have them look at themselves and each other to see what other parts they might add. 

  • Make A Face:  Spoon pudding into wide mouth cups. Let children create faces with the chocolate chips, marshmallows, etc...

  • Play some bouncy music. Have the children stand facing you, and ask them to jiggle the body part you call out. Start with arm, head, etc. Then move on to harder body parts (calf, thigh).

  • Cut strips of masking and cellophane tape and partially attach them to the edge of a table. Kids love tape! Use the tape to identify body parts. Ask the children to place a piece of tape on the body part you name (Place tape on your nose, knee...).

  • See and Say: A simple game to teach both listening skills and following directions. With the children sitting in a circle give commands such as "touch your fingers to your toes" or "put your hand on your thigh." When the children do this well give two instructions at once, "put one hand on your head and the other hand on your tummy."

  • Cut-Out Body: Cut circles, triangles, and other simple shapes out of construction paper. Have the children assemble the shapes into a person, talk about parts of the body all the time. The shape person can be glued onto a piece of construction paper.

  • My eyes are like a...: Fold construction paper into 4 sections (horizontal fold). On the first section write "My (pic of eyes) are the same color as.... Have children look in a mirror and tell what color their eyes are. Then on the first section of the page the child can draw his/her eyes and color them. The next 3 fold sections the child draws a picture of something that is the same color as his/her eyes. The adult labels each picture with what the child says it is. (ex: brown eyes. pic of a tree, a cat, ect... blue eyes: a picture of the sky, a lake, etc..)

  • My Eye: Posterboard cut in a eye shape. Give children mirrors to look at their eyes. Child draws a circle in the middle of the eye pattern. Colors the center of the circle a black circle. Then color the large circle the color of your eyes. Give child a choice of brown or black construction paper to cut strips to paste onto the top and bottom of the eye pattern for eye lashes.

  • Foot Book: Paint the childrens’ feet and create your own Foot Book.

  • Foot Puppet: Have children stand on a piece of construction paper. Trace around the child's foot and then cut out the shape. Staple a tongue depressor or craft stick to the heel of the foot for a handle. Let the children draw faces onto their foot puppets.

  • Sand Table: Add shoes to the sand table. Children can make prints in the sand wearing the shoes on their hands.

  • Use Your Toes: In the middle of a circle place small soft items on the floor. Place a clothes basket in the center of the circle. Have children remove their shoes and socks. While seated the children move and pick up the items with their feet and place them in the basket.

  • Left and Right: Place a sticker on the toe of each child's right shoe. Discuss "left" and "right". Play a movement games of follow the directions--stand on right foot, kick you left foot up high, touch left elbow...start with movements using the feet then movements using the arms.

  • Play Twister

  • Paper Plate Meals: Magazines for the children to cut food pictures from the food groups shold be provided. The pictures can be pasted on a paper plate to represent a balanced meal.

  • Handy Book: On a piece of folded construction paper trace a child's hand. Cut out the hand, leaving the fold uncut. You end up with a hand-shaped booklet that will open up.

  • Place small amounts of paint in shallow containers. Let the children decorate their hand books by doting their thumb or fingers with paint making thumb prints or finger prints.

  • Print each child's name on the outside of the book.

  • Body Tracing: Have each child to lie on a large piece of paper. Trace the child's body and let each child decorate his/her tracing.

  • Body Book: Direct the children to find and cut out pictures of a specific body part from magazines. Select a different body part each day. Glue pictures to a sheet of paper, using one page for eyes, one page for mouths, one page for hands, and so on. Let the children write or dictate captions for the pages. Conclude the book with a few pages of whole bodies.

  • Add shampoo or dish detergent to the sensory table.

  • Have the children find different parts of their body. As a group, count how many of each part you have. For example, a child might say "fingernails". All of the group will find their fingernails and count them

  • Say riddles to the children such as, "I'm thinking of the body part that you put your socks and shoes over. What is it?" or "It's on your face. You use it to eat and talk with. What is it?"

  • Have a child come to the front of the circle. Have him/her stand still. Then whisper a body part to him/her. All of the children should watch carefully. S/he briefly moves that part and then stands quietly again. The children call out which body part s/he moved.

Hands on Shoulders 
Follow the actions described in each line

Hands on shoulders,  
hands on knees. 
Hands behind you,  
if you please; 
Touch your shoulders,  
now your nose,  
Now your hair and now your toes;  
Hands up high in the air, 
Down at your sides, and touch your hair; 
Hands up high as before,  
Now clap your hands, one-two-three-four!


My hands upon my head I'll place, 
Upon my shoulders, on my face, 
At my waist and by my side, 
Then behind me they will hide. 
Then I'll raise them way up high, 
And let my fingers fly, fly, fly, 
Then clap, clap, clap them-- 
One - Two - Three! 
Now see how quiet they can be.


My Head 
Action Poem

This is the circle that is my head 
  make large circle with both hands 
This is my mouth with which words are said 
  point to mouth 
These are my eyes with which I see 
  point to eyes 
This is my nose that's a part of me 
  point to nose 
This is the hair that grows on my head 
  point to hair 
And this is my hat all pretty and red 
  place hands on head, fingers pointing up and touching 


I Have Two Eyes

I have two eyes to see with, 
I have two feet to run, 
I have two hands to wave with, 
And nose I have but one. 
I have two ears to hear with, 
And a tongue to say "Good day". 

Body Parts 
Repeat this rhyme many times, inserting a different child's name in the blank.

Body parts, body parts, 
We've got more than a few. 
We even have a few 
I bet you never knew. 
We can touch the ceiling, 
Or even touch your shoe. 
Now,__________ show us something 
we can try and do.

Open, Shut Them 
Traditional fingerplay

Open, shut them, Open, shut them, 
Give a little clap. 
Open, shut them, Open, shut them, 
Put them in you lap. 
Creep them, creep them, creep them, creep them, 
Right up to your chin, chin, chin 
Open wide your little mouth 
But do not put them in.


My hands upon my head I place, (Do actions as described, then bring hands
down slowly & place them in lap.)
On my shoulders, on my face,
On my knees, & at my side,
Then behind me they will hide.
Then I raise them up So high
'Till they almost reach the sky.
Swiftly count them-1,2,3,
And see how quietly they can be.


Here Are my Ears 

Here are my ears. (Suit actions to words.)
Here is my nose.
Here are my fingers.
Here are my toes.
Here are my eyes,
Both open wide.
Here is my mouth
With white teeth inside.
Here is my tongue
That helps me speak.
Here is my chin,
And here are my cheeks.
Here are my hands
That help me play.
Here are my feet For walking today.

My Wiggles 

I wiggle my fingers, (Suit actions to words.)
I wiggle my toes.
I wiggle my shoulders,
I wiggle my nose.
Now the wiggles are out of me,
And I'm just as still as can be.


Ten Little Fingers 

(Hold up ten fingers. Suit actions to words.)

I have ten little fingers,
And they all belong to me.
I can make them do things,
Would you like to see?

I can shut them up tight,
Or open them wide.
I can put them together,
Or make them all hide.

I can make them jump high,
I can make them jump low.
I can fold them up quietly,
And hold them just so.


Everybody Knows 

Everybody knows I love my toes
Everybody knows I love my toes
I love my 
nails, my knees
My neck and my nose
But everybody knows I love my toes!
Everybody knows I love my eyes
Everybody knows I love my thighs
I love my legs, my lips
My neck and my nose
But everybody knows I love my toes!
Everybody knows I love my feet
Everybody knows I love my seat
I love my 
skin, my chin
My knees and my nose
But everybody knows I love my toes!
Everybody knows I love my toes
Everybody knows I love my toes
I love my nails, my knees
My neck and my nose

But everybody knows I love my toes!

Parts that Bend 

Sung to: "B-I-N-G-O"

My arms have parts that bend and move
Every time I use them.
Shoulder, elbow, wrist and hand.
Shoulder, elbow, wrist and hand.
Shoulder, elbow, wrist and hand.
And this is how I move them!

My legs have parts that bend and move
Every time I use them.
Knee, ankle, heel and foot
Knee, ankle, heel and foot
Knee, ankle, heel and foot
And this is how I move them!

My trunk has parts that bend and move
Every time I use them.
Neck, back, waist and hips
Neck, back, waist and hips
Neck, back, waist and hips
And this is how I move them!

I'm made of parts that bend and move
Every time I use them.
Shoulder, elbow, wrist and hand..
Knee, ankle, heel and foot.
Neck, back, waist and hips
And this is how I move them!

A Game To Play
tune: Looby Lou

Here is a game to play,
Here is a game we like,
We can play it in the day,
We can play it in the night.

We tap our heads like this,
We tap our heads like that,
Tap one and two-once more will do,
So give it one more pat.

Additional Verses:
We tap our tummies, etc.
We tap our knees, etc.
We tap our toes, etc.

Head to Toe

Wiggle fast; then wiggle slow.
Let's learn about the body-from head to toe!

My Body
tune: Where is Thumbkin

This is my body.
This is my body.
It's the only one I've got.
It's the only one I've got.
I'm going to take good care of it.
I'm going to take good care of it.
Yes I am. Yes I am.

It's Me Again!

Here are my ears
Here are my ears.
Here is my nose.
Here are my fingers.
Here are my toes.
Here are my eyes,
Both open wide.
Here is my mouth
With white teeth inside.
Here is my tongue
That helps me speak.
Here is my chin,
And here are my cheeks.
Here are my hands
That help my play.
Here are my feet
For walking today.

Touch Your Nose

Touch your nose,
Touch your chin;
That's the way this game begins.
Touch you eyes,
Touch your knees;
Now pretend you're going to sneeze.
Touch your hair,
Touch one ear;
Touch your two red lips right here,
Touch your elbows
Where they bend;
That's the way this touch game ends.

Jessi Lalonde,
Aug 5, 2010, 12:24 PM